RESEARCHING THE COGNITIVE PROCESSES OF PRESCHOOL CHILDREN THROUGH “INTELLECTUM” LOGICAL GAMES

Abstract

This study investigates the role of “Intellectum” logical games in developing the cognitive processes of preschool children. Using a systematic review and bibliometric analysis of 177 peer-reviewed articles from the Scopus database (2004–2025), the research identifies key thematic trends in early cognitive development, emphasizing attention, memory, imagination, perception, and logical reasoning. PRISMA methodology guided the selection of sources, while VOSviewer and Bibliometrix software were used to generate keyword co-occurrence maps and thematic clusters. The results show a steady growth in scholarly interest in children’s cognitive development, particularly in relation to game-based learning and digital tools. Five major research clusters were identified: core cognitive processes and school readiness; family environment and behavioral regulation; language development; socioeconomic determinants; and longitudinal developmental trajectories. The findings align with classical theories by Vygotsky and Piaget, demonstrating that structured logical games serve as effective mediating tools that scaffold children’s cognitive engagement. The study concludes that “Intellectum” logical games are a developmentally appropriate and evidence-based method for enhancing preschool children's cognitive competencies and improving their readiness for formal schooling