DEVELOPMENT OF COGNITIVE ACTIVITY IN PRESCHOOL CHILDREN UNDER CONDITIONS OF UNCERTAINTY AND VULNERABLE LIFE CIRCUMSTANCES THROUGH ART TECHNOLOGIES

Abstract

The article examines the problem of developing cognitive activity in preschool children who grow up in conditions of uncertainty and vulnerable life circumstances, with particular attention to the pedagogical potential of art-based educational technologies. The relevance of the study is determined by contemporary social challenges that significantly influence the emotional well-being and cognitive development of young children. In unstable social contexts, such as crisis situations, displacement, or family vulnerability, preschool children often demonstrate decreased motivation for exploration, reduced curiosity, and lower engagement in cognitive tasks. These circumstances require the search for educational approaches that simultaneously support children’s emotional resilience and stimulate their intellectual development. The purpose of the study is to substantiate theoretically and analyze empirically the role of art technologies as an effective pedagogical means for fostering cognitive activity among preschool children living in conditions of uncertainty and vulnerability. The research is grounded in modern psychological and pedagogical concepts that interpret cognitive activity as an integrative personal characteristic combining curiosity, initiative in learning, problem-solving ability, and emotional involvement in the process of acquiring knowledge. The methodology of the research is based on systemic, activity-based, learner-centered, and competence-oriented approaches that enable the comprehensive analysis of children’s cognitive development in complex social environments. A combination of theoretical and empirical methods was applied. Theoretical methods included analysis, synthesis, comparison, and generalization of scientific literature on preschool pedagogy, child psychology, and art pedagogy. Empirical methods involved pedagogical observation, analysis of children’s creative works, and elements of a pedagogical intervention aimed at integrating art technologies into educational activities. Particular attention was given to such art-based practices as visual artistic activities, music-based exercises, fairy-tale therapy, puppet play, and dramatization techniques. The scientific novelty of the study lies in the conceptualization of art technologies not only as therapeutic or corrective tools but also as effective pedagogical instruments for enhancing cognitive engagement in preschool children experiencing social instability. The research clarifies the understanding of cognitive activity in the context of uncertainty and highlights the importance of integrating emotional and cognitive dimensions of development through creative educational practices. The results of the study demonstrate that the systematic use of art technologies in preschool education contributes to the activation of children’s curiosity, supports exploratory behavior, and encourages independent thinking. Creative activities create a psychologically safe environment that reduces anxiety and allows children to express emotions symbolically, which in turn facilitates their readiness to participate in cognitive tasks. The findings indicate that art-based educational strategies increase children’s motivation to learn, improve their concentration and communication skills, and foster a more positive attitude toward educational interaction. The conclusions emphasize that art technologies represent a promising direction for supporting the cognitive development of preschool children living in vulnerable life conditions. Their integration into the educational process promotes the harmonious interaction of emotional and intellectual development, strengthens adaptive capacities, and provides a childfriendly environment for learning and exploration. Consequently, the implementation of art-based pedagogical approaches can significantly enhance the effectiveness of preschool education in contexts characterized by social uncertainty and instability.