The study aimed to determine the comparative effectiveness of different types of play activity in developing cognitive activity among preschool children. The study was conducted as a quasi-experimental empirical investigation using pedagogical observation, a formative experiment and comparative analysis. The sample comprised 90 children aged 5-6 years, divided into three groups according to the type of play activity and taught under a single methodological protocol. The findings showed that cognitive activity has an integrated structure, with interest predominating (57.8%) and with insufficient expression of independence (18.9%) and initiative (23.3%) at the initial stage. In the didactic games group, an increase was recorded in concentration (to 56.7%) and independence (to 43.3%), indicating a stronger ability among children to maintain focus on a task and complete an action without external support. In role-play games, an increase was observed in questioning activity (to 53.3%) and initiative (to 50.0%), accompanied by a shift towards the independent development of play-based interaction. In the physical games group, the changes were limited and mainly concerned general involvement, without a significant effect on the structural components of cognitive activity. The comparative analysis showed a higher proportion of children with a high level of cognitive activity in the didactic games group (46.7%) and the role-play group (43.3%) than in the physical games group (30.0%). The practical significance of the study lies in the possibility of using the findings to select play-based forms of activity in preschool education institutions: didactic games for developing concentration and independence, role-play games for strengthening initiative and questioning activity, and physical and free-play activities for maintaining children’s general involvement

interest; initiative; concentration; independence; interaction; dynamics; organisation