Technology for Developing Intellectual Abilities of Older Preschool Children in Preschool Educational Organizations

Abstract

The senior preschool period (roughly ages ve to seven) is de-
cisive for the formation of intellectual abilities, yet practice in preschool
educational organizations often lacks a systematic, technology-based ap-
proach to developing them. This paper proposes a pedagogical technology
a structured, reproducible system of goals, content, methods, and assessment
for developing the intellectual abilities of older preschool children. The
technology integrates ve developmental components (thinking, atten-
tion, memory, imagination, and speech) and organises the educational
process into four interconnected blocks: target-diagnostic, content, procedural-
technological, and result-evaluative. Its procedural core combines devel-
opmental play, theory-of-inventive-problem-solving (TRIZ) tasks, visual
modelling, problem situations, project activity, and interactive digital
and augmented-reality tools. An integrated index of intellectual devel-
opment is dened to classify children into low, medium, and high levels
and to measure progress. An illustrative formative experiment indicates
that, under the proposed technology, the proportion of children at the
high level rises substantially relative to a control group, while the share
at the low level falls. The work oers preschool educators a coherent,
measurable framework that aligns activity-based pedagogy with modern
educational technology.