Research On Cognitive Development Of Uygur Preschool Bilingual Children In Urumqi

Minority pre-school bilingual education is the foundation of basic education in xinjiang, it is an important part of bilingual education and the indispensable way of training ethnic minority talents of proficienting in nationality and han nationality culture quickly. The great importance to pre-school bilingual education attaches and the rapid development of the district preschool bilingual education in xinjiang put forward the requirements to considerating sciencily minority preschool bilingual children’s physical and mental development. Cognitive development is an important content of children’s physical and mental development and the foundation of all other development. Children’s cognitive development is different in different culture and language environment. Examing sciencily the cognitive development level of minority preschool bilingual children’s is an important indicator of development to inspection pre-school bilingual education.In order to modifying the cognitive development level,this study chooses the localization testing tool of the Bracken basic concept to testing the cognitive development of concept of urumqi uygur preschool bilingual children. The researchers examined the cognitive development of 96 uygur preschool bilingual children on the bilingual kindergarten in urumqi, through the analysis of the survey results reveal,we can find the cognitive development level and the law of development of preschool bilingual children of urgur in urumuqi. In addition, this study analyzed uygur preschool bilingual children concept differences of cognitive development in different form and different level kindergarten bilingual education.The results show that the concept cognitive development of uygur preschool bilingual children showed a trend of fast increase along with the age growth, the concept of cognitive development speed speed up to large, compared with the han nationality children, concept cognitive development level of uygur preschool bilingual children is relatively low, but the gap is shrinking between the two along with the age growth.The concept cognitive development of uygur preschool bilingual children of large proportion of minority children in the class is slow compared to the uygur preschool bilingual children of small proportion of minority children in the class. At the same time, the concept cognitive development level of uygur preschool bilingual children in the demonstration garden is higher than the children in the common garden, but the difference was not significant.According to above analysis, the researcher put forward the advice to better promote the concept cognitive development of uygur preschool bilingual children,and put forward the thinking to pre-school bilingual education quality in urumqi.