Development of cognitive abilities of preschool children

Following the Concept of modernization of Russian education, the main guidelines for the formation of value orientations of children and their development in the current socio-cultural conditions have been identified, which are that “A developing society needs modernly educated, spiritually moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences; capable of cooperation, characterized by dynamism, constructiveness, with a developed sense of responsibility, physically and mentally healthy.”

Based on these requirements, the model of a preschool educational institution graduate is as follows: having a high level of cognitive development, possessing creative thinking, with high performance in all mental processes.

Cognitive activity is the child’s active activity in acquiring and using knowledge.

In the process of cognitive activity, the child’s cognitive development occurs, that is, the development of his cognitive sphere (cognitive processes): visual and logical thinking, voluntary attention, perception, memory, creative imagination.

Cognitive activity, being one of the types of activity, includes a goal, motive, methods, conditions, and result.

Cognitive activity is always based on a problem, so its goal is determined by solving the difficulties that have arisen.

The main task of a child’s cognitive development is the formation of the need and ability to think actively and overcome difficulties in solving various mental problems.

To carry out full-fledged education and upbringing of preschoolers, it is necessary to develop cognitive processes - intuition, abstraction, thinking, the ability to solve cognitive problems, and the accumulation of sensory experience. The development of a child’s mental abilities is the most important task of his comprehensive development. The main method of development of a preschooler is problem-based - search, and the main form of its organization is play. The form of work for children is more important than its content. Development of children's cognitive abilities"

A child by nature is a researcher; he is constantly involved in research. This is his natural state: communicate with people, studying their behavior, tearing paper and seeing what happened, watching fish in an aquarium, talking with a dog or cat, disassembling toys, studying their structure. Without these “frivolous” activities, the development of curiosity, which later turns into a cognitive need, is impossible. It is more interesting and easier for a child to explore the world in the position of a researcher than to obediently swallow portions of ready-made knowledge.

There is nothing more harmonious than a child playing. The power of this harmony is so great that adults watching a child’s play involuntarily smile, experiencing joy and delight. The role of adults in this process is to help organize children's research, make it useful and safe for the little researcher and his environment. The whole life of a preschool child is permeated with play; this is the only way he is ready to open himself to the world and the world for himself. Learning and play are absolutely compatible processes in preschool childhood. The game always teaches! And with skillful pedagogical leadership and thoughtful organization, it teaches perfectly! To carry out full-fledged education and upbringing of preschoolers, the development of cognitive processes is necessary.

When choosing educational games for your child, remember that the most important factor in the development of cognitive abilities of preschoolers is the example of adults. It's no secret that children learn something new by imitating their elders. Moreover, this applies to both positive aspects and negative examples. So wouldn't it be better if the child had more positive role models in front of his eyes?

For example, a child can learn the names of cutlery, but his parents must show him how to eat soup from a plate with a spoon. The same standards for the perception of form are geometric figures, for the perception of color - the spectral range of colors, etc.

Memory is a complex cognitive process through which a person can remember, retain and reproduce his past experiences. The development of cognitive abilities of preschoolers has the opposite property - exceptional photographic ability. Children can easily memorize any poem or fairy tale. If an adult, while retelling a fairy tale, deviates from the original text, the child will immediately correct him and remind him of the missing detail. But already at the age of 5–6 years, voluntary memory begins to form. Along with visual and figurative memory, verbal and logical memory arises and develops in the preschool period. The task of adults is to accelerate the development of these types of memory in children.

The development of memory in preschool children is facilitated by learning poetry, telling listened fairy tales, poems, and observing during walks. Poems are chosen with a plot character. An adult must ask questions of a child.

You should read and retell as many Russian folk tales as possible: “The Pockmarked Hen”, “Kolobok”, “Teremok”, “The Little Goats and the Wolf”, “Turnip”, “The Cockerel and the Bean Seed”, “Masha and the Bear”, “The Chanterelle” with a rolling pin”, “Zhikharka”, “Resin Barrel”, etc. You need to read the fairy tale more than once. When reading and learning poems by Russian writers about nature with your child, it is necessary to introduce the child to the seasons. The child must understand well that winter is always replaced by spring, spring by summer, summer by autumn, and autumn by winter. It is imperative to talk with your child about what happens in nature in winter (poems by Drozhzhin, Pushkin), spring (poems by Fet, Pleshcheev), summer and autumn (poems by Maykov). You can also memorize excerpts from K. Chukovsky’s poems “Telephone”, “Stolen Sun”, “Moidodyr”; A. Pushkin “There is a green oak near the Lukomorye”, S. Mikhalkov “What do you have?”, S. Marshak

“Fire”, “Baggage”, V. Mayakovsky “What is good and what is bad?” etc. Be sure to read and try to remember excerpts from K. Chukovsky’s works “Aibolit”, “Fedorino’s Mountain”, “Cockroach”, “Confusion”. For retelling, you can use the stories of E. Charushin. In the future, using elements of the structure of a fairy tale, you can try to compose your own fairy tale with your child

Attention is a form of organization of cognitive activity. The level of a child’s academic performance and the productivity of educational activities largely depend on the degree of formation of such a cognitive process as attention. Psychologists believe that the emergence and development of voluntary attention is preceded by the formation of regulated perception and active proficiency in speech. The better the speech of a preschool child, the higher the level of development of perception, the earlier voluntary attention is formed. In order for a preschooler to learn to voluntarily control his attention, he must be asked to think out loud more.

Since game motivation in cognitive activity is leading throughout preschool age, a game form of cognitive classes is carried out and the active use of game techniques during the lesson is carried out.

Organizational structure of a gaming cognitive lesson.

In the introductory part, a cognitive task is set for children or a cognitive-game problem situation is created that provokes the setting of a cognitive task.

The main part involves solving the problem.

In the final part, children analyze the results obtained, the course of cognitive activity, methods of implementation, focusing on the effectiveness of solving a cognitive-game situation.

Lego constructors provide great opportunities for a child’s cognitive activity.

“Dienesh Logic Blocks” are also an effective developmental tool.

H. Kusener's colored sticks are actively used in the educational process. From a mathematical point of view, sticks are a set on which relationships are easily discovered. You can use didactic games developed by Z. A. Mikhailova, L. V. Artyomova, L. A. Wenger, B. N. Nikitin.

To include a child in a problem-game situation in the classroom, you can actively use modeling.

To eliminate a problem, action is required to investigate everything that is associated with a given problem situation.

Working with children within the framework of joint cognitive activity excludes specially organized classes. The activity of children is caused by the teacher, who involves them in cognitive and play activities, demonstrating his own passion for it.

It is necessary to build joint cognitive activity so that the child, if desired, can continue it independently until he exhausts his interest.

As an object of knowledge, we can take examples from nature; as an emotional component - drawings, photographs, pictures, short figurative entertaining sketches addressed to the feelings of the child, folk riddles (poetic image, riddles invented by children according to certain rules (their own artistic image).

Each child is unique and will not be repeated. The teacher's task is to help the child discover

talents. Every child should go home victorious. Success is the most

the best teacher, as he gives the child confidence in his abilities and

to yourself. A child is born for success!

Preschoolers with developed intelligence remember material faster, adapt more easily to a new environment, and are better prepared for school.

Application

Games for developing perception.

Game “KNOW THE OBJECT”

The proposed game teaches how to compare objects with each other and is intended to develop perception in children aged 4-6 years. To play the game, you need to put various small objects in a linen bag: different buttons

quantities, thimble, reel, cube, ball, candy, pen, eraser, etc.

The child must identify by touch the objects that are inside.

To develop the perception of children 4-6 years old, the following tasks can be offered:

Game "DO THIS"

Build the same structure based on the model.

Game "FIND A TOY".

Several toys (up to 10) can be placed in the room so that they are not conspicuous. The presenter, who can be an adult or a child, having chosen a toy, begins to tell what it is like, what it can do, what color, what shape, what size. Participants in the game can ask questions, and then go in search of this toy. The one who finds the toy becomes the leader. The new presenter describes the properties of a different toy.

Game “SETTING UP THE CARPET”.

There were holes in the beautiful rug. There are several patches located near the mat, from which you need to choose only those that will help close the holes.

Game “FIND THE SAME OBJECT”

The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.

Games to develop attention.

Game “REMEMBER THE PICTURES”.

Recommended for the development of visual memory. The child is offered 10 pictures, each of which depicts one object. The child must look at these pictures for 2 minutes. Then the pictures are removed, and the child is asked to name those pictures that he managed to remember. Game “WHAT TOY IS MISSING?”

Recommended for the development of children's visual memory.

Place 4-5 toys in front of the child for 1 minute, then ask the child to turn away and remove one toy. Question to the child: “What toy is missing?”

The game can be made more difficult:

a) increase the number of toys;

b) do not remove anything, but only change the toys.

Game “DRAW PATTERNS FROM MEMORY”

Aimed at developing visual memory. A pattern is drawn on a piece of paper. Ask your child to look at this pattern for 2 minutes. After this, remove the pattern and invite the child to reproduce it from memory.

Game “LET'S REMEMBER TOGETHER”

To organize your work with your child, you will need cards with geometric shapes. The display time for one card is 10 seconds. After showing one of the cards, you should ask

the child reproduce the figures in the sequence in which they were depicted on the card.

And also to develop auditory memory, you can play the game: “10 WORDS” 10 words are read to the child: table, viburnum, chalk, elephant, park, legs, hand, gate, window, tank. The child must reproduce at least 5-6 words.

Cognitive abilities of preschool children as a psychological and pedagogical problem

Characterizing the problems of psychological and pedagogical sciences of the 21st century, Academician D.I. Feldshtein says that not only the world in which a person lives has changed, but also the person himself [2]. Based on specific data obtained by scientists, the academician states that the degree of real changes in the historical situation has objectively determined the qualitative mental, psychophysiological, and personal changes of the modern child. “The modern child, while maintaining the essential foundations and effective mechanisms of consciousness and thinking, is strikingly different not only from the “Child” described by Comenius and Pestalozzi, Ushinsky and Pirogov, Zazzo and Piaget, Korczak and other great educators of the past, but is even qualitatively different from child of the 90s of the twentieth century. At the same time, the child has become no worse or better than his peer twenty years ago, he has simply become different” [1]. Characterizing the real changes in the modern child, D. I. Feldshtein speaks of profound changes in his perception, attention, memory, consciousness, thinking, the nature of his orientations and other characteristics. As a difference that comes to the fore, he names a sharp decline in the cognitive development of preschool children. At the same time, intellectual value orientations are moving to the forefront. Education, orientation towards a high level of achievement, as well as good health and presentable appearance become especially significant qualities for children and their parents [1].

From the above it follows that the acute problem of developing children’s cognitive abilities today is one of the most pressing in modern theory and practice of children’s pedagogy and psychology. Cognitive activity and cognitive abilities are a necessary condition for the formation of children’s mental qualities, their independence and initiative. The level of development of abilities to understand the surrounding world (the physical and the human world) determines the development of educational skills and social interaction skills, which will subsequently have a decisive influence on the process and result of the child’s socio-psychological adaptation to school.

At the present stage of development of pedagogy and psychology, cognitive abilities are understood as a combination of sensory and intellectual abilities of a child, based on the manifestation of cognitive activity and directly related to curiosity and knowledge of the world. The leading place in the structure of cognitive abilities is occupied by the ability to create images that reflect the properties of objects, their general structure, the relationship of basic features or parts and situations. Cognitive abilities ensure the success of any cognitive activity. Thus, cognitive abilities are an individual characteristic of a person, aimed at understanding the world around him, developing under the influence of many factors and conditions in activity.

The problem of studying the cognitive abilities of children has long attracted the attention of teachers and psychologists (Wenger L.A., Volkova S.I., Druzhinin V.M., Zaporozhets A.V., Leites N.L., Matyushkin A.N., Menchinskaya N. A., Poddyakov N. N., Skripchenko A. V., Teplov B. M., Usova A. P., Shadrikov V. D., Elkonin D. B., etc.). But only in recent years has the essence of “cognitive abilities” proper in the structure of general abilities begun to be determined, actively and specifically studied.

Age-related aspects of the development of cognitive activity and cognitive abilities were studied by such domestic specialists as Vygotsky L. S., Zaporozhets A. V., Elkonin D. B., Poddyakov N. N. and others. They argue that it is precisely in preschool age that the development of mental development, the pace of which subsequently gradually slows down. That is why children should make the most of their potential for developing cognitive abilities. In the studies of domestic scientists (A. V. Zaporozhets, A. I. Kulchitskaya, V. O. Molyako, I. V. Okhulkova, M. M. Poddyakov, N. I. Povyakel, T. V. Ulkina, etc.) More promising opportunities for the development of cognitive abilities in preschoolers, in comparison with primary school students, have also been identified.

But, despite the relevance of the issues under study, the problem of children’s cognitive abilities, their study and development, until recently, has not been sufficiently developed. Our analysis of scientific and scientific-methodological literature, as well as the experience of teachers of modern preschool educational institutions, allowed us to identify the following contradictions:

- between the increased requirements for the level of development of the cognitive abilities of the modern child and the insufficient development of early development technologies;

 between the availability of modern methodological developments in the field of developmental work with preschoolers and the insufficient use of this potential by experienced teachers.

All of the above became the basis for planning and carrying out our research on the problem of identifying and describing the features of the development of cognitive abilities of preschool children.

Purpose of the study: to identify and describe the features of the development of cognitive abilities of preschool children.

To achieve this goal, it is necessary to solve a number of problems:

Based on the analysis of scientific and scientific-methodological literature, reveal the main content of the concept of “cognitive abilities” and related concepts.
To characterize the dynamics of the development of cognitive abilities in childhood.
To identify the main pedagogical conditions that influence the development of cognitive abilities of preschool children in preschool educational institutions.
Formulate practical recommendations for parents and teachers.

The research was carried out in several stages:

Theoretical and methodological stage, including:

 study of theoretical sources and advanced pedagogical experience on the problem of developing the cognitive abilities of preschool children in the process of play activities;

 development of a scientific and conceptual apparatus of research and promotion of a working hypothesis;

 development of a plan for the experimental part of the study.

Practical stage, including:

 carrying out organizational procedures (forming a sample of subjects, complying with formal requirements for conducting research);

 implementation of empirical research;

 testing and discussion of current results at meetings of the pedagogical council of the preschool educational institution.

The final stage, including:

 generalization and analysis of research results, translation of the data obtained;

 development of practical recommendations for specialists in preschool institutions and parents.

The goal and hypothesis formulated at the beginning of the study had to be experimentally confirmed. To prove this, we developed a research program, which was implemented on the basis of MDOU No. 24 in Khabarovsk. The participants in the study were 28 senior group students. In addition, a preschool educational psychologist and 4 teachers were involved in the study.

The study was conducted in free time from classes, individually with each child. Among the study participants there were no children with severe psychophysical developmental disorders or special educational needs. Data from frequently ill children who did not undergo all research procedures were not taken into account when processing and interpreting the data.

In order to study the level of development of cognitive abilities of preschool children, we used a specially designed package, including four methods: “Composing a story from a picture” and “Sequential pictures” (R. R. Kalinina), “Composing a story (fairy tale)” (O. S. Ushakova), “Completing the drawing of figures” (O. M. Dyachenko). The methods allow us to determine the level of mental development (verbal and logical thinking), as well as the behavioral-effective component of cognitive abilities and cognitive activity.

Based on the results of the diagnostic procedures performed, all study participants can be conditionally divided into groups:

Children with a high level of development of cognitive abilities are characterized by: a high degree of independence of actions and evaluation of their results, flexibility, originality, stability of interest in the content of the task, satisfaction in connection with the completion of the task;
Children with average level cognitive abilities are characterized by: mixed orientation in perceptual actions, which varied depending on the complexity of the object, interest in attitude to the task, and the ability to objectively evaluate results.
Children with a moderate level of development of cognitive abilities are characterized by: lack of desire for clarity, memorization and manifestation of volitional efforts, moderate originality in solving verbal problems, complications in non-verbal tasks, and the ability to objectively evaluate results.
Children with a reduced level of development of cognitive abilities are characterized by: an indifferent attitude towards accepting the task and the result of the activity, showing interest in the formal side of the activity, an increased tendency to practical attempts, rejection of adult help, refusal of activity when interference appears.

The level groups identified in the course of our research exhibit a stable originality of the state of cognitive: interest, activity and abilities. We also note the fact that the data we obtained during the study does not contradict the information available to the preschool educational psychologist. Shortly before our work, a specialist conducted a field study of the cognitive sphere of preschool children using D. Wexler’s methodology. A comparison of the array of data she obtained allows us to identify the same differences in the level of mental development of preschoolers as our study.

Practical significance of the study: the data we obtained on the characteristics of the development of cognitive abilities of preschool children can be used by teachers of preschool educational institutions, parents and persons replacing them.

Further work can be continued in the following directions:

 identification of factors contributing to the early development of cognitive abilities of preschool children;

 substantiation of a set of pedagogical conditions for the development of cognitive abilities of preschool children in play activities.

Literature:

Feldshtein D.I. Profound changes in modern childhood and the resulting actualization of psychological and pedagogical problems in the development of education / D.I. Feldshtein // Bulletin of practical psychology of education. - 2011. - No. 4. - P. 3–12.
Feldshtein D. I. Psychological and pedagogical problems of building a new school in the conditions of significant changes in the child and the situation of his development / D. I. Feldshtein // Bulletin of practical psychology of education. -2010. — No. 2. — P. 12–18

MAGAZINE Preschooler.RF

Development of cognitive abilities of children of early and preschool age

Teacher - psychologist N.A. Dolgopolova

Developing speech and sensations with clothespins

What are the benefits of games with clothespins:

Fine motor skills develop perfectly
Pressing on a clothespin is similar to pressing on a pen, and is a good practice before writing or just drawing (preschool age).
All games with clothespins enrich the sensory experience, develop perseverance, attention and speech.

Games without preparations:

Attach several clothespins to the mother’s clothes and ask the child to remove them
Ask your child to attach clothespins to a napkin, paper, cardboard or fabric. We can say that these are flies/fish/sharks looking for a house.
Just squeeze and unclench, imagine as if the “crocodile” is talking
A somatognosis game: the child closes his eyes, and the mother uses a clothespin to “pinch” the skin on his arm, leg, back, finger, and without opening his eyes he must say where he was bitten by a dog or a duck (your choice). The child learns to navigate his own body, learns the parts of the body, develops sensitivity and tactile sensations!

Ideas for games with simple preparations:

How to develop auditory attention

Without auditory perception, it is impossible to learn to hear and understand speech, which is why it is so important to draw the child’s attention to the sounds he hears, and also try to speak clearly, beautifully and quietly himself. In addition to natural conditions, it is necessary to conduct simple but interesting activities with the child to develop auditory attention.

I give as an example games that can be played, including with non-speaking children.

Noisy boxes. Option 1 “Quiet-louder” . Fill small boxes with cereals, coins, beads and determine what sounds quieter and what sounds louder. Ideally, arrange the boxes as the sound increases.
Noisy boxes. Option 2 “Find a pair” . Make 2 copies of noisy boxes and ask the child to identify the pair for each by sound.
Noisy boxes. Option 3. “Store” . Fill 3-5 boxes with various cereals. Introduce your child to what this or that “cereal” in a box. The seller (Mom) invites the buyer (baby) to identify by ear the flour, peas and any cereal that he wants to buy from the “store” .
Where is it ringing? The baby stands blindfolded in the center of the room, while the mother rings a bell in some corner. The child must show with his hand where it rings.
"Quiet, loud" . Mom rings the tambourine quietly - the child must walk slowly, if the mother rings loudly, the baby must jump or run quickly. The conditions are negotiated by the mother in accordance with “skills” .
Musical instruments. Definition by ear. In front of the child are several musical instruments (for example, rattle, xylophone, tambourine, pipe). Mom introduces the sound of each instrument. Then he asks the child to turn away and guess by ear what instrument it sounds. Or point to the tool when it turns.

By the way, children's musical instruments are included in the basic set of toys for preschoolers (starting from infancy). It is recommended to start with bells and other soft-sounding instruments, at six months - a drum and various noisemakers (maracas), by one year, offer a xylophone, drum, pipe (an excellent instrument for the development of breathing and articulation apparatus), after a year the child will be interested in playing the children's guitar. violin, plucking the strings also has a good effect on the development of fine motor skills. And a children's piano (now there are many options, including flexible ones) is also suitable for joint lessons with mom, where you can sing scales and memorize notes. By the age of 1.5-2 years, you can offer a harmonica; it also perfectly develops breathing and lung function. I indicate the age approximately, it all depends on the individual abilities of the child.

With the help of these games, your child will quickly learn colors. According to most experts, by the age of two, a child should be able to distinguish at least 4-5 primary colors. Colors can be memorized in everyday life, from books, there are many games for children from one to 2.5-4 years old, which are based on the study of colors. The most accessible and at the same time very fun way is to use toys, household items and natural materials to learn colors:

Mom is involved in the process, since initially she prepares the game herself
the child sees that the same object is useful for different games (for example, colored molds or ortho mats)
the child learns to analyze and compare objects in real space

- These are great games for communication between mother and baby.

Color Sorting Game Ideas

Sorting toys by color. Instead of pallets and at the same time color samples, ortho-mats are used. We give toys gradually, the child may get confused and completely forget about the task.

Sorting with ortho mats

Sorting small items by color (lids, buttons, mosaic pieces, painted pasta). As a pallet (basket), you can use colored plates, colored paper or cardboard, or play-doh. The mother also gives out 2-3 items, or the child himself takes out the items one at a time from the bag.

Sorting with colored paper

Sorting with colored play dough

Sorting by color with baskets/plates/moulds

Sorting - colored boxes

We use an egg carton instead of a sorting tray. We draw the desired pattern (to begin with, you can simply decorate it in 2-3 colors) and place the colored pompoms in the box. A rainbow as a template is also great for playing with pom poms. Until two years old, the child grabs pompoms with his fingers, after two years we try to offer tweezers.
Lotto in the form of flowers. We draw flowers of different colors without a core. We cut out either circles from colored cardboard, or use colored covers for the core of the flower.

And, of course, a great way to learn colors is sculpting and drawing (including with finger paints). If you regularly draw and sculpt, and the mother names the colors, the child will very soon remember them.

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Cognitive development

Definition 1
Cognitive development is a set of quantitative and qualitative changes that occur in cognitive mental processes during growing up under the influence of the environment and the child’s own experience.

Note 1

The core of cognitive development is the development of mental abilities.

Preschool age is the period of the beginning of diversified development and personality formation. At this point in the activity of analyzers, the development of ideas, imagination, memory and thinking, as well as speech causes the formation of the sensory stage of cognition of the world. There is an intensive formation of logical thinking, elements of abstract reasoning appear. Preschool children strive to imagine the world as they see it. Even fantasy can be regarded as reality.

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Note 2

Interest in understanding the real world is fundamentally important for child development.

The cognitive activity of a child in senior preschool age is characterized by optimal relationships to the activity being performed, intensive assimilation of various ways to positively achieve results, experience of creative activity, and a focus on its practical use in his daily life. The basis of a child’s cognitive activity is the contradiction between the formed knowledge, abilities, skills and acquired experience of achieving results through trial and error, as well as new cognitive tasks and situations that arose in the process of setting the goal of experimentation and achieving it. The source of cognitive activity is the process of overcoming the contradiction of learned experience and the need to transform and interpret it in one’s practical activities, which allows the child to show independence and creativity when completing a task. The process of development of non-standard forms of thinking in children is guided by teachers through the use of various methods and techniques to activate the child’s intellectual sphere.

Finished works on a similar topic

Course work Features of the cognitive development of children of senior preschool age 410 ₽ Abstract Features of the cognitive development of children of senior preschool age 250 ₽ Examination Features of the cognitive development of children of senior preschool age 250 ₽

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In older preschool age, cognitive development is a complex integrated phenomenon, including the development of cognitive processes, which are represented by different forms of the child’s orientation in the world around him, in himself and regulate his activities. It is known that older preschoolers already have the opportunity to carry out the child’s proactive transformative activity. This age period is necessary for the development of children’s cognitive needs, which are expressed by search and research activity aimed at discovering new knowledge. Often children not only ask questions, but also strive to find the answer using their little experience to explain the incomprehensible, and sometimes conduct experiments.

A characteristic feature of this age is cognitive interests, which are expressed by careful examination, independent search for information of interest and the desire to learn from an adult what, where and how he lives or grows. The older preschooler is interested in the phenomena of living and inanimate nature, the manifestation of initiative revealed through observation, the desire to learn and touch.

The result of cognitive activity, regardless of the form of cognition in which it was carried out, is knowledge. At this age, children are already capable of systematizing and grouping objects of living and inanimate nature, in accordance with external signs and signs of the habitat.