In the twenty-first century, the development of preschoolers’ cognitive activity has become one of the central pedagogical challenges in the context of global digital transformation. The information and educational environment increasingly shapes the way children perceive, process, and apply knowledge. However, while digital technologies expand educational opportunities, they simultaneously introduce new methodological, ethical, and developmental challenges. The central problem of this study lies in identifying pedagogical mechanisms that can effectively foster preschoolers’ cognitive activity without undermining their natural curiosity, emotional intelligence, and creative potential.  

Preschool education, cognitive activity, pedagogical mechanisms

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