COGNITIVE GROWTH IN EARLY CHILDHOOD: THE IMPACT OF HEURISTIC MATHEMATICAL MODELING

Djanpeisova Gauxar Erkinovna; Sattorova Dilnora Eshmurod qizi

Authors

Djanpeisova Gauxar Erkinovna Professor, Department of Pedagogy and Psychology Tashkent branch of the Herzen State Pedagogical University of Russia
Sattorova Dilnora Eshmurod qizi Fourth-Year Student, Major in Child Psychology Tashkent branch of the Herzen State Pedagogical University of Russia Tashkent, Uzbekistan

Keywords:

Keywords: mathematical modeling, preschool education, heuristic learning, cognitive abilities, spatial orientation, TRIZ, sensory standards, planar modeling, spatial modeling.

Abstract

Abstract: This article explores the theoretical and practical foundations of mathematical modeling for preschool children. The study emphasizes the adaptation of inventive problem-solving theory (TRIZ) and heuristic learning to enhance logical, schematic, and spatial thinking. The research categorizes mathematical models and outlines the progression of cognitive development—encompassing sensory, intellectual, and creative abilities—across early, middle, and senior preschool ages. Practical modeling technologies, including planar (Tangram, Pentamino) and spatial (Unicube, Bricks for all) games, are analyzed for their effectiveness in developing analytical, synthetic, and spatial reasoning skills. The findings confirm that early mathematical modeling builds a robust conceptual foundation for continuous early childhood education.

References

Galperin, P. Y. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30(4), 60-80.

Wenger, L. A. (1986). Development of cognitive abilities in the process of preschool education. Moscow: Prosveshcheniye.

Nikitin, B. P. (1998). Intellectual Games. Moscow: List-New.

Mikhailova, Z. A. (1990). Game entertaining tasks for preschoolers. Moscow: Prosveshcheniye.

Poddyakov, N. N. (1977). The thinking of a preschooler. Moscow: Pedagogika.

Davidchuk, A. N. (1973). Development of constructive modeling in preschool children. Moscow: Prosveshcheniye.

Clements, D. H., & Sarama, J. (2014). Learning and Teaching Early Math: The Learning Trajectories Approach (2nd ed.). Routledge.

Altshuller, G. S. (1999). The Innovation Algorithm: TRIZ, systematic innovation and technical creativity. Technical Innovation Center, Inc.

Graber, A. O., Valli, L., & Newton, K. (2011). Upper Elementary Math Lessons: Case Studies of Real Teaching. Rowman & Littlefield Publishers, 195 p.

Kumon Publishing. (2008). Subtraction. Grade 1 Math Workbook. USA: Kumon Publishing, 96 p.

Bikbaeva, N. U. (2001). Maktabgacha yoshdagi bolalarda matematik tasavvurlarni shakllantirish [Formation of mathematical concepts in preschool children]. Tashkent: O‘qituvchi.

Kadirova, F. R., Toshpo‘latova, Sh. Q., & Kayumova, N. M. (2019). Maktabgacha pedagogika [Preschool pedagogy]. Tashkent: Tafakkur.

Decree of the President of the Republic of Uzbekistan. (2019). Concept of development of the preschool education system of the Republic of Uzbekistan until 2030 (Resolution No. PP-4312, May 8, 2019). Tashkent: Lex.uz.

Decree of the President of the Republic of Uzbekistan. (2022). About the Development Strategy of New Uzbekistan for 2022-2026 (Decree No. UP-60, January 28, 2022). Tashkent: Lex.uz.