COGNITIVE ACTIVISM: THEORETICAL APPROACHES AND IMPLEMENTATION PERSPECTIVES IN PRESCHOOL AGE

<doi>10.24250/jpe/2/2025/VP/</doi>

Abstract

The article aims to analyze the phenomenon of cognitive
activism as an essential dimension of personality
development in preschool-aged children. The work is not
exhaustive; rather, it seeks to highlight those aspects of
major interest that define the specific process of forming
cognitive activism during the early stages of human
development. The essence of the scientific approach is
defined through the notion of activism/cognitive activism,
interpreted from both philosophical and psychopedagogical
perspectives, as an approach updated in
relation to contemporary social transformations and the
educational demands of the developing generation. The
theoretical exploration of the concept of cognitive activism
provides the possibility of outlining analytical directions
that integrate the essential characteristics of older
preschool age. Based on a synthesis of existing research,
the main factors of cognitive activism, as well as its stages
of formation—which describe the gradual development of
cognitive manifestations in children—are examined. At the
same time, the article emphasizes that the theoretical
grounding of the concept of cognitive activism can provide
valuable reference points for understanding and fostering
active cognitive behavior in preschool-aged children.