Pedagogy is the leading activity of school age. Teaching as the leading activity of younger schoolchildren. Psychological new formations in the cognitive sphere of a primary school student

Social situation of development of children of primary school age"

Jr school age called the pinnacle of childhood. In modern periodization mental development covers the period from 6-7 to 9-11 years.
At this age, there is a change in image and lifestyle: new requirements, new social role student, in principle the new kind activities – educational activities. At school, he acquires not only new knowledge and skills, but also a certain social status. The perception of one’s place in the system of relationships changes. The interests, values ​​of the child, and his entire way of life change.

The child finds himself on the border of a new age period.
From a physiological point of view, this is a time of physical growth, when children quickly stretch upward, there is disharmony in physical development, it is ahead of the neuropsychic development of the child, which affects the temporary weakening nervous system. Increased fatigue, anxiety, and increased need for movement appear.
Social situation at primary school age:

1. Educational activity becomes the leading activity.
2. The transition from visual-figurative to verbal-logical thinking is completed.

3. The social meaning of the teaching is clearly visible (the attitude of young schoolchildren towards grades).

4. Achievement motivation becomes dominant.

5. There is a change in the reference group.

6. There is a change in the daily routine.

7. A new internal position is strengthened.

8. The system of relationships between the child and the people around him changes.

School education is distinguished not only by the special social significance of the child’s activities, but also by the indirect nature of relationships with adult models and assessments, by following rules common to everyone, and by acquiring scientific concepts.
As a result of educational activities, mental new formations arise:

Arbitrariness mental processes,

Reflection (personal, intellectual),

Internal action plan (mental planning, ability to analyze).
Building self-esteem junior school student depends on the performance and characteristics of the teacher’s communication with the class. Great importance has style family education family values. Excellent students and some well-achieving children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce self-confidence in their abilities. They develop compensatory motivation. Children begin to establish themselves in another area - in sports, music.
Value orientations towards the name become the norm of life. It is important that the child accepts another type of address to him - by his last name. This provides the child with a feeling self-esteem, self confidence.

Educational activity as the leading type of activity for children of primary school age

The leading activity in primary school age is educational activity. Its characteristics: effectiveness, commitment, arbitrariness.

The foundations of educational activities are laid precisely in the first years of study. Educational activities should, on the one hand, be structured taking into account age-related capabilities, and on the other hand, should provide them with the amount of knowledge necessary for subsequent development.

Components of educational activities (according to D.B. Elkonin):

1. Motivation.2.Learning task.3. Training operations.4. Control and evaluation.

Motives of the teaching:

Cognitive (aimed at mastering knowledge, methods of acquiring knowledge, methods of independent work, acquiring additional knowledge, self-improvement programs);

Social (responsibility, understanding of the social significance of teaching, the desire to take a certain position in relations with others, to gain their approval);

Narrow-minded - get a good mark, deserve praise (according to E.E. Sapogova).

As a result of educational activities, mental new formations arise: arbitrariness of mental processes, reflection (personal, intellectual), interior plan actions (mental planning, ability to analyze).

Increases lexicon up to 7 thousand words. Shows his own active position towards language. IN writing distinguish between spelling, grammatical and punctuation correctness.

THINKING

Thinking at primary school age becomes the dominant function, and the transition from visual-figurative to verbal-logical thinking that began in preschool age is completed.

In educational activities, all types of memory are developed: long-term, short-term and operational. Memory development is associated with the need to memorize educational material. Voluntary memorization is actively formed.

ATTENTION

Attention is activated, but not yet stable.

PERCEPTION

Perception is characterized by weak differentiation (objects and their properties are confused). At primary school age, orientation toward sensory standards of shape, color, and time increases.

IMAGINATION

In the first grade, the imagination is based on specific objects, but with age, the word comes first, giving scope for imagination.

SELF-AWARENESS

Self-awareness develops intensively. The formation of self-esteem of a junior schoolchild depends on the performance and characteristics of the teacher’s communication with the class. The style of family education and the values ​​accepted in the family are of great importance.

Introduction.

Primary school age is called the peak of childhood. The child retains many childish qualities - frivolity, naivety, looking up at the adult. But he is already beginning to lose his childish spontaneity in behavior; he has a different logic of thinking. Teaching is a meaningful activity for him. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, and his entire way of life change.

Crisis of seven years.

Regardless of when a child starts school, at 6 or 7 years old, at some point in his development he goes through a crisis. This fracture may begin at age 7, or may shift by age 6 or 8. Like any crisis, the crisis of 7 years is not strictly connected with an objective change in the situation. It is important how the child experiences the system of relationships in which he is included - be it stable relationships or dramatically changing ones. The perception of one’s place in the system of relations has changed, which means that the social situation of development is changing, and the child finds himself on the border of a new age period.

The crisis of 3 years was associated with awareness of oneself as an active subject in the world of objects. Saying: “I myself,” the child sought to act in this world, to change it. Now he comes to realize his place in the world public relations. He discovers the meaning of a new social position - the position of a schoolchild, associated with the fulfillment of a task highly valued by adults. academic work. And even though the child’s desire to take this new place in life did not appear at the very beginning of his education, but a year later, still the formation of an appropriate internal position radically changes his self-awareness. According to L.I. Bozhovich, the crisis of 7 years is the period of birth of the child’s social “I”.

A change in self-awareness leads to a reassessment of values. What was important before becomes secondary. Old interests and motives lose their motivating power and are replaced by new ones. Everything that is related to educational activities (primarily grades) turns out to be valuable, everything that is related to the game is less important. A little schoolchild plays with enthusiasm and will continue to play for a long time, but the game ceases to be the main content of his life.

The restructuring of the emotional and motivational sphere is not limited to the emergence of new motives and shifts and rearrangements in the child’s hierarchical motivational system. During a crisis period, profound changes occur in terms of experiences, prepared by the entire course of personal development in preschool age. At the end of preschool childhood, the child became aware of his experiences. Now conscious experiences form stable affective complexes.

The individual emotions and feelings that the four-year-old child experienced were fleeting, situational, and did not leave a noticeable trace in his memory. The fact that he periodically encountered failures in some of his affairs or sometimes received unflattering comments about his appearance and felt sadness, resentment or annoyance about this did not affect the development of his personality. As is known, only a few preschoolers acquire high level anxiety and low self-image; For this to happen, there must be a special atmosphere of discontent and high demands in the family. And, on the contrary, in an atmosphere of praise and admiration, children grow up with an unreasonably high level even for preschool age self-esteem; there are few of them either. All these cases are the result of assimilation of the constantly repeated assessment of close adults, and not of a generalization of one’s own emotional experience.

During the crisis period of 7 years, it becomes clear that L.S. Vygotsky calls it generalization of experiences. A chain of failures or successes (in school, in general communication), each time experienced approximately equally by the child, leads to the formation of a stable affective complex - feelings of inferiority, humiliation, wounded pride or a sense of self-worth, competence, exclusivity. Of course, in the future these affective formations may change, even disappear, as experience of a different kind is accumulated. But some of them, reinforced by relevant events and assessments, will be recorded in the personality structure and influence the development of the child’s self-esteem and his level of aspirations. Thanks to the generalization of experiences, at the age of 7 the logic of feelings appears. Experiences acquire new meaning For the child, connections are established between them, and a struggle of experiences becomes possible.

This complication of the emotional and motivational sphere leads to the emergence inner life child. This is not a copy of his external life. Although external events, situations, and relationships constitute the content of experiences, they are refracted in a unique way in consciousness, and emotional ideas about them are formed depending on the logic of the child’s feelings, his level of aspirations, expectations, etc. Let's say, the same mark received in a lesson by different children will cause them to have a completely different emotional response: a “B” for one is a source of intense joy, for another - disappointment and resentment, is perceived by some as success, by others as failure. On the other hand, inner life - the life of experiences - influences behavior and, thereby, the external outline of events in which the child is actively involved.

The beginning differentiation of the child’s external and internal life is associated with a change in the structure of his behavior (see Table 2.4). A semantic orienting basis for an action appears - a link between the desire to do something and the unfolding actions. This is an intellectual moment that allows a more or less adequate assessment of a future action from the point of view of its results and more distant consequences. But at the same time, this is also an emotional moment, since the personal meaning of the act is determined - its place in the child’s system of relationships with others, and probable feelings about changes in these relationships. Semantic orientation in own actions becomes an important aspect of inner life. At the same time, it eliminates the impulsiveness and spontaneity of the child’s behavior. Thanks to this mechanism, children's spontaneity is lost: the child thinks before acting, begins to hide his experiences and hesitations, and tries not to show others that he is feeling bad. The child is no longer the same externally as he is “internally,” although throughout primary school age openness and the desire to throw out all emotions on children and close adults will still be largely preserved, to do what one really wants.

The leading type of activity is educational activity.

A child truly becomes a schoolchild when he acquires the appropriate internal position. It is included in educational activities as the most significant for him, and comes from a change in the social situation of the child’s development, focusing on the social value of what he does.

The loss of interest in the game and the formation of educational motives are also associated with the peculiarities of the development of the game itself. play activity. According to N.I. Gutkin, children 3-5 years old enjoy the process of playing, and at 5-6 years old - not only from the process, but also from the result, i.e. winning. In games according to the rules typical for senior preschool and primary school ages, the winner is the one who has mastered the game better. For example, to play hopscotch, you need special training to be able to accurately throw the cue ball and jump, well coordinating your movements. The child strives to practice movements, to learn to successfully perform individual actions that may not be very interesting in themselves. In gaming motivation, the emphasis shifts from process to result; In addition, achievement motivation develops. The very course of development of children's play leads to the fact that play motivation gradually gives way to educational motivation, in which actions are performed for the sake of specific knowledge and skills, which, in turn, makes it possible to receive approval, recognition from adults and peers, and a special status.

So, at primary school age, educational activity becomes the leading one. This is an unusually complex activity, to which a lot of effort and time will be devoted - 10 or 2 years of the child’s life. Naturally, it has a certain structure. Let us briefly consider the components of educational activities, in accordance with the ideas of D.B. Elkonina. The first component is motivation. As is already known, educational activity is multimotivated - it is stimulated and directed by different educational motives. We will get acquainted with the variety of these motives later, in § 4. Now it should be noted that among them there are motives that are most adequate to educational tasks; if they are formed in the student, his educational work becomes meaningful and effective. D.B. Elkonin calls them educational and cognitive motives. They are based on cognitive needs and the need for self-development. This is an interest in the content side of educational activity, in what is being studied, and interest in the process of activity - how, in what ways results are achieved, educational tasks are solved. The child must be motivated not only by the result, but also by the process of educational activity itself. This is also a motive for one’s own growth, self-improvement, and development of one’s abilities.

The second component is the learning task, i.e. a system of tasks during which the child masters the most common methods of action. A learning task must be distinguished from individual tasks. Usually, children, solving many specific problems, spontaneously discover for themselves a general method of solving them, and this method turns out to be conscious to varying degrees in different students, and they make mistakes when solving similar problems. Developmental education involves the joint “discovery” and formulation by children and the teacher of a common method for solving a whole class of problems. In this case, the general method is learned as a model and is more easily transferred to other tasks in the same class, educational work becomes more productive, and errors do not occur as often and disappear faster.

An example of a learning task is morphosemantic analysis in Russian language lessons. The child must establish connections between the form and meaning of the word. To do this, he learns general ways of working with a word: you need to change the word; compare it with the newly formed one in form and meaning; identify the connection between changes in form and meaning. Training operations (the third component) are part of the method of action. Operations and the learning task are considered the main link in the structure of learning activities. In the above example, the operator content will be those specific actions that the child performs when solving particular problems - finding a root, prefix, suffix and ending in given words. What does the student do, knowing the general way to solve these problems? First of all, he changes the word so as to obtain its variant forms (say, “forest” - “forest”, “forest”, “lesnomu”), compares their meanings and selects the ending in original word. Then, changing the word, he gets related (single-root) words, compares the meanings, identifies the root and other morphemes: forest-aya, forest-ye, forest-n-oi, forest-peak, pere-les-ok, forest.

Each training operation must be practiced. Developmental training programs often provide for step-by-step training according to the P.Ya. system. Galperin. The student, having received complete orientation in the composition of operations (including determining the sequence of his actions), performs operations in a materialized form, under the control of the teacher. Having learned to do this almost without error, he moves on to pronunciation and, finally, at the stage of reducing the scope of operations, he quickly solves the problem in his mind, telling the teacher a ready-made answer. The fourth component is control. Initially, the children's educational work is supervised by the teacher. But gradually they begin to control it themselves, learning this partly spontaneously, partly under the guidance of a teacher. Without self-control, it is impossible to fully develop educational activities, therefore teaching control is an important and complex pedagogical task. It is not enough to control work only by the final result (whether the task was completed correctly or incorrectly). The child needs so-called operational control - over the correctness and completeness of operations, i.e. behind the learning process. Teaching a student to control the very process of his educational work means promoting the formation of such a mental function as attention. Final stage control - assessment. It can be considered the fifth component of the structure of educational activities. The child, while controlling his work, must learn to evaluate it adequately. At the same time, it is also not enough overall assessment- how correctly and efficiently the task was completed; you need to evaluate your actions - whether you have mastered the method of solving problems or not, what operations have not yet been worked out. The latter is especially difficult for younger students. But the first task also turns out to be difficult at this age, since children come to school, as a rule, with somewhat inflated self-esteem.

The teacher, evaluating the work of students, is not limited to giving a grade. For the development of self-regulation in children, it is not the mark as such that is important, but meaningful assessment- an explanation of why this mark was placed, what pros and cons the answer or written work has. By meaningfully assessing educational activities, their results and process, the teacher sets certain guidelines - evaluation criteria that must be mastered by children. But children also have their own evaluation criteria. As shown by A.I. Lipkina, primary schoolchildren rate their work highly if they spent a lot of time on it, invested a lot of effort and effort, regardless of what they got as a result. They are usually more critical of the work of other children than of their own. In this regard, students are taught to evaluate not only their own work, but also the work of their classmates according to criteria common to all. Techniques such as peer review, collective discussion of answers, etc. are often used. These techniques give positive effect exactly at primary school; start off similar work in the middle classes it is much more difficult, since educational activities are not yet sufficiently formed at this evaluative level, and teenagers, focusing more on the opinions of their peers, do not accept general criteria assessments and how to use them as easily as younger students.

Learning activities, having complex structure, goes through a long development process. Its development will continue throughout all years of school life, but the foundations are laid in the first years of education. A child, becoming a junior schoolchild, despite preliminary preparation and more or less experience in educational activities, finds himself in fundamentally new conditions.

School education is distinguished not only by the special social significance of the child’s activities, but also by the indirect nature of relationships with adult models and assessments, by following rules common to everyone, and by acquiring scientific concepts. These moments, as well as the specifics of the child’s educational activity itself, influence the development of his mental functions, personal formations and voluntary behavior.

At primary school age, educational activity becomes the leading one. The leading role of educational activity is expressed in the fact that it mediates the entire system of relations between the child and society (it is social in meaning, content and form of organization), in it not only individual mental qualities are formed, but also the personality of the primary school student as a whole.

Educational activities are complex in structure and are just beginning to take shape at the beginning of school. Formation of teaching is a long, complex process that requires effort and guidance from adults - teachers and parents.

The structure of educational activities includes: - motives; - educational tasks; - educational actions; - control actions; - assessment actions.

Motives of learning activities in primary school age. A child often comes to school with the motive of “becoming a schoolchild” and gaining a new, more adult status. And at first, the motivating power of this tendency can be amazingly strong. However, after some time, the student’s position becomes familiar; this motive gradually loses its motivating meaning.

The central task of primary school is the formation of the “ability to learn.” Only the formation of all components of educational activity and its independent implementation can be the guarantee that teaching will fulfill its function as a leading activity.

Full-fledged educational activity includes the skills to: - identify and retain a learning task; - independently find and assimilate common ways of solving problems; - adequately evaluate and control yourself and your activities; - possess reflection and self-regulation of activities; - use the laws of logical thinking; - own and use in different forms generalizations, including theoretical ones; - be able to participate in collectively distributed activities; - have a high level of independent creative activity.

38. Basic psychological neoplasms of a primary school student. At primary school age, a child experiences many positive changes and transformations. During the process of schooling, all areas of a child’s development are qualitatively changed and restructured. This restructuring begins with the intensive development of the intellectual sphere. The main direction of development of thinking at school age is the transition from concrete-figurative to verbal-logical and reasoning thinking. At primary school age, the “system-forming” function is thinking, and this affects other mental functions that are intellectualized, realized and become voluntary.

The direction of development of attention in junior school: from concentration of attention in conditions created by the teacher, to self-organization of attention, distribution and switching of its dynamics within the task and the entire working day. Perception becomes a synthesizing and connecting, deliberate, purposeful observation of an object.

Memory acquires a meaningful character if it is based on methods of logical processing of material. It is important to convey to the child the idea of ​​​​the need for active work with memorized material and its specific organization.

Personality development in primary school age.

At the age of 7-11 years, the motivational-need sphere and self-awareness of the child are actively developing. One of the most important is the desire for self-affirmation and the claim for recognition from teachers, parents and peers, primarily associated with educational activities and its success. Educational activities require responsibility from children and contribute to its formation as a personality trait.

The child takes control of his behavior. He more accurately and differentiatedly understands the norms of behavior at home and in in public places, grasps the nature of relationships with adults and peers, begins to express his emotions more restrainedly, especially negative ones. Higher feelings develop: aesthetic, moral, ethical (feelings of camaraderie, sympathy, indignation from a sense of injustice). Nevertheless, instability of moral character, inconsistency of experiences and relationships are quite typical for a junior schoolchild.

Types of schools:

Gymnasiums,

experimental sites,

municipal educational institutions.

When a child arrives at school, he finds himself in a new social development situation and is faced with new activity, which becomes the main thing for him. The social situation of development is divided into two (initially) components: “child-teacher” and “child-parents”.

The new social situation of development requires new, special leading activities. This is a learning activity.

There is no educational (cognitive) motivation in its pure form at the beginning of 1st grade. It needs to be formed - this is one of the biggest difficulties for a student. But by the end of the 3rd grade, there is a normative drop in educational motivation (the actions of the teacher are of great importance in this process).

It is necessary to lift, shape learning motivation. If a child is given a learning task, he must understand what he will learn and why he needs it:

in conditions of successful learning (the teacher must take care of this), in a situation of planning educational activities.

The process of developing cognitive interests is associated with the complexity of the material:

If it’s very easy, then it’s not interesting,

If educational process organized as joint activity, cooperation, cooperation in quantity (at least pairing) - then interest increases sharply.

The problem of the zone of proximal development arises especially acutely at primary school age.

The opinion that the child does not need help doing homework- wrongly - a parent is needed as an individual.

Types of teaching motives:

Broad and social - self-improvement (to be cultured, developed), self-determination (after school to devote oneself to something).

The motives of duty and responsibility are little understood -

Narrow motives - motives of well-being, to get a good grade, to earn praise, prestigious ones (to stand out among peers, to take a position in the class).

The mark itself acts as a motive,

The educational and cognitive motive depends on cognitive needs, which is determined by the formation of the need for external impressions, the need for activity, and the need for knowledge.

Educational activities are voluntary, mandatory and effective.

The child comes to school on his own, but the teacher organizes all educational activities. At school (and at home) the genesis and formation of the structure of educational activity takes place: the skill of solving educational problems is developed. But this will not happen if the teacher organized this process incorrectly.

Educational activity is the leading type of activity at primary school age. The main neoplasms of primary school age are formed in it. However, if it is built incorrectly, neoplasms do not form.

Does all learning have a developmental effect? (For example, not every the game develops),

J. Piaget did not see the developmental role of training (since he considered training as a translation, transfer (partially verbalized) of knowledge and experience.

A child entering school is faced with a new way of knowing - a scientific analysis of reality. This is theoretical-scientific thinking (as opposed to empirical thinking), which develops in culture and is associated with in a complicated way knowledge.

In scientific knowledge, an important condition is: knowledge of its laws, i.e. producing on its basis many specific cases.

Previously, the child had only an empirical path - from the particular to the general! Now a scientific path appears - from the general to the specific as new way knowledge - theoretical and scientific thinking,

All initial period the schoolchild is aimed at building educational activities. It is important to teach how to learn.

Educational activity is special, irreducible to others. Features of UD:

1. Any activity transforms the (external) world. Educational activity is the only one, the product of which is the transformation of the subject (student) himself.

2. Features of the structure.

Components of educational activities:

A learning task is aimed at finding a general way to solve a certain class of concrete practical problems - this is what. What the student must master are problem situations in which the child discovers the need to master one or another method of action. The learning task should not just be formulated, but presented in a problem situation - then the student will have an understanding of what and why to study. This. in turn, leads to his own activity.

Educational activities - analysis and comparison of the conditions of specific practical tasks - this is it. what the student must do to discover the properties of the subject being studied, the action by which he changes (reconstructs) the educational material in order to master it. The transformation of the acting subject can only be through the transformation of his method of action (mastering new methods of action, and not new knowledge). However, the child must understand what exactly he is doing and why. Otherwise, the meaning of acquiring knowledge is lost. Educational activities reproduce the logic of scientific knowledge (their structure).

Control is an action by which a check is made for compliance between what is done and the sample.

Assessment is the determination of whether the student has achieved the result or not.

Kinds educational activities:

1 Transformation of the problem conditions in order to discover the general relations of the object being studied (“from the particular to the general”, but the general still exists in an ideal sense).

2. Modeling of selected relationships in subject, graphic or letter form, i.e. the model materializes.

3. Transformation of the relationship model to study its connections in its pure form. (The model must not only be understood, but also mastered in its application.)

4. Construction of a system of particular problems solved in a general way(hypothetical steps on basic reality become possible).

5. Control.

6 Assessment of learning.

Children of primary school age are included in different kinds activities: from gaming to sports or art. When a child enters school, educational activity, which acquires at this age stage, is included in the list of leading activities. special meaning(according to D.B. Elkonin). Educational activity as an independent activity develops precisely at this age stage and determines intellectual development children of this age.

Educational activities- This is a concept that is interpreted quite ambiguously. Let's define educational activities as an activity directly aimed at mastering knowledge and skills developed by humanity. Only when a special conscious goal is set to learn something new, which I did not know or could not do before, can we talk about special form activities - teaching. Subject of activity of the exercise- knowledge and actions as elements of culture, science, existing initially objectively in relation to the student. After learning, this knowledge becomes his property, i.e. there is a transformation of the subject of activity itself. The result of learning activity is changes in the student himself. Educational activity is an activity of self-development, self-change. .

The leading role of educational activity is that it indirectly influences the entire system of relations between a primary school student and society; in it, not only individual mental qualities are formed, but also the personality of the child as a whole. This is facilitated by the social atmosphere of his life. If before the child they could call him good because he has a smart jacket or a bow, now everyone he meets asks how things are at school, what are his grades. The family allocates a special time for classes, a special place, they buy what the school requires, the school topic is constantly present in the conversation. .

Everything related to lessons becomes a point of growth and development. This and new level cognitive processes, and strong-willed qualities personality, the desire to follow prescribed rules and achieve success, and a new level of self-control and self-esteem. The desire to be in school, the desire to earn the teacher’s praise helps not only to accept school requirements, but also to proudly carry out everything to the smallest detail. .

The structure of educational activities is complex in its structure and in relation to its main elements it is still in educational psychology there is no consensus.

According to A.U. Vardanyan, G.A. Vardanyan, the structure of educational activities includes:

• ·learning tasks and actions aimed at solving them;
• · the nature of the emotional coloring of educational activities;
• ·the purpose of the educational activity;
• means (methods, methods) of educational activities;
• ·result of educational activities (learning educational material and general methods of action in the studied area of ​​reality);
• · the nature of the learning activity process as the content and sequence of implementation of the actions included in it.

V.V. Davydov and D.B. Elkonin distinguishes the following components in the structure of educational activities:

• motives;
• ·learning situations (or tasks);
• · educational activities;
• ·monitoring and evaluation activities.

To perform an activity, a certain formation of the motivational sphere is required (as a rule, this is a system of various needs, motives, goals and interests).

The structure of educational activities includes the following: motives:

• ·broad social motives (to study in order to be cultured, developed; to take a worthy place, etc.). Broad social motives at primary school age belong to the category of known, understood (according to A.N. Leontiev);
• ·narrow social motives (focus on praise, etc.);
• · educational and cognitive motives (for example, the desire to learn something new). But, unfortunately, these motives do not occupy a leading place among children of primary school age.

According to V.V. Davydov, educational activities have specific content - these are developed forms of human consciousness (scientific, artistic, moral). Subjects of science and culture are theoretical, abstract and require a special attitude. It is the theoretical attitude to reality - penetration into the inner essence of things and adequate methods of orientation - that is the most important, specific need and motive for educational activity. .

Cognitive interests in children of primary school age are expressed in varying degrees, but they do not occupy a leading place. Maintaining cognitive interest in elementary school is associated with playful and emotional methods of organizing classes, etc. Relying on these methods, being distracted by them, it is necessary to form internal motivation and theoretical interest. . It is important here to draw the child’s attention to the process of self-change, to highlight the phenomenon of growth of one’s own capabilities and give it value, to turn the student to evaluate himself. .

Most an important component learning activity is the understanding of learning objectives. Learning task- this is not some separate task that the student completes at home or at school, but rather an ordered system of tasks. A learning task involves mastering a general method of solving a whole class of particular practical problems. The main thing here is to overcome the student’s orientation towards receiving correct result when solving a specific problem and form an orientation towards the correct application of the learned general method of action. .

The next component of educational activity is the student’s performance of educational actions. Learning activities- these are methods of educational work. Some of them have general character and are used in the study of various academic subjects, while others are subject-specific. .

Of great importance, according to V.V. Davydov, has the student’s performance of control and evaluation actions. Function control with is to monitor the correctness and completeness of the implementation of educational actions, and the function assessments- determine how fully a given method of action has been mastered, i.e. Assessment refers both to the performance of a specific learning task and to learning activities in general. .

Full-fledged educational activities include the following skills:

• · master and hold the task;
• · independently find and assimilate general ways of solving problems;
• · adequately evaluate and control yourself and your activities;
• · possess reflection and self-regulation of activities;
• ·use the laws of logical thinking;
• · own and use different forms of communication, including theoretical ones;
• ·has a high level of independent creative activity. .

L.I. Bozhovich studied the role of mental processes for the development of the personality of a child of primary school age: at this age, the child becomes a member of a real work team both at school and at home, which is the main condition for the formation of his personality. . The transition to the systematic acquisition of knowledge at school is a fundamental fact that influences the formation of the personality of a primary school student and gradually rebuilds his cognitive processes. The educational activities of younger schoolchildren gradually change their attitude to reality, set theoretical educational and cognitive tasks for them, and force them to penetrate beyond the appearance of things into their inner essence. In educational activities, abstract skills are developed and improved logical thinking the child’s personality and the highest forms of his perception and memory. .

The formation of educational activities occurs in joint activities student with teacher . At first, the teacher does everything: sets the task, shows standard ways of performing educational actions and controls the process of their implementation, evaluates the student’s performance of the educational task. Gradually, the teacher includes the student in the structure of educational activities to independently complete its individual components.

Only the formation of all components of educational activity and its independent implementation can be the guarantee that teaching will fulfill its function as a leading activity.