The dissertation is devoted to the research problem of psychological features of the development of preschool age children’s thinking by means of computer psychotechnologies. Theoretical-psychological and information-communication analysis of the phenomenon of thinking components is carried out. In the framework of psychological science, the formulation of the key definition of “components of thinking” as a mechanism of thinking, which contains a complex set of elements (visibility, imagery, theoretic, motor skills, internal action plan, independence, initiative, flexibility, creativity, logic, impressive speech, generalization, classification, cause-and-effect relations) for solving a problem situation, expressing one’s attitude to objects and phenomena, information transfer, etc. The paper presents studies of the connection of thinking with various mental phenomena (personal, emotional, adaptive and other characteristics), as well as the possibilities of using information and communication technologies for the mental and logical development of preschool children.
In accordance with the selected criteria, a psychodiagnostic complex of techniques was selected, with the help of which the types, operations of thinking and associated individual psychological characteristics of preschoolers were studied. Prevalence of low and average levels of the development of mental operations in children 4-6 years old is revealed. Interrelations between operations (generalization, classification, comparison), types (visually-effective, visually-figurative, logical thinking) of thinking, passive (impressive) and active (expressive) speech, and also with their psychological determinants – anxiety, adaptability, self-assessment, properties of temperament are proved.
The conceptual model of thinking development of preschool age children in which structure the forming, control-estimated and effective blocks are offered is developed. The computer psychotechnology of the forming block of the conceptual model, which assumes purposeful psychological effects on the personality of preschoolers for the purpose of developing their thinking, is substantiated and experimentally verified. Information and communication technologies provide for the principles of working with a child in the context of computer literacy, the purpose and objectives, content, methods, organizational forms and means of thinking formation, as well as psychotechnical and psycho-hygienic requirements for their use of information and communication technologies.
The result of the introduction of technology is a positive change in all operations and types of thinking.
The growth of subjects with a high level of development, generalization, classification, comparison, increasing the speed of the task, improvement in the establishment of cause-and-effect relationships, internal action plan, sequence, independence, flexibility of thinking indicate the effectiveness of experimental computer psychotechnology and the feasibility of the experimental model of preschool children’s thinking development. Optimization of the levels of anxiety, adaptability and self-esteem, acting as personal correlates of the development of thinking components of preschool children, led to the mobilization of cognitive processes, rapid adaptation in the system of educational activities, tolerance, qualitative mental and speech representation of preschoolers.
Key words: thinking operations, components of thinking, types of thinking, preschool age, expressive and impressive speech, computer psychotechnology, individual psychological features, and the model of thinking development.
