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Development of cognitive abilities of younger students. Development of cognitive abilities of children of primary school age

East Kazakhstan region Tarbagatai district, Akzhar village

Popova Marina Ilyinichna

primary school teacher

The development of cognitive abilities in younger students

The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual. At the heart of the development of intellectual abilities are the development of attention, thinking, memory. Development of intellectual abilities Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-witted and slow-witted. They gathered from a variety of families - more developed and less developed, well-mannered and wild, caressed and those who do not get affection. All of them are related by the same age, some common features of response to the environment.

As you know, in the lower grades, all subjects (sometimes with the exception of such as drawing, singing and physical education) are taught by one teacher, most often a teacher. She teaches and educates her pets day after day, disciplines and develops them. Student Attitude lower grades to the teacher, obviously, has both a strong and weak side and expresses a certain stage of age development.

Such psychological features as belief in the truth of everything that is taught, imitation, trusting diligence, are an important prerequisite for primary schooling, it is, as it were, a guarantee of learning and education. Noted traits intimately associated with other features of age. According to N.S. Leites, freshness, brightness, children's perception and extreme responsiveness of children to the environment are known. Pupils of primary classes respond with all their being to individual moments of the teacher's statements: they react very vividly to something that is somewhat new to them, to every joke. For some real life example. On the most insignificant, it would seem, occasion, they have a state of complete interest and mental activity. Not a single episode of the lesson leaves them indifferent. The impulsiveness of children, their tendency to immediately react, give the lessons swiftness and tension, determine their saturation. Younger students are especially responsive to direct impressions delivered by the senses. Susceptibility to figurative thinking, content is noticeable especially in the classroom in arithmetic. The immediacy of children's reactions and insatiable impressionability are very noticeable in an out-of-school setting. Along with the immediacy of reactions, there is a passing awareness of one's impressions. The imitation of many children's actions and utterances is an important source of success in early learning. In children of this age, it manifests itself mainly in external copying, repetition of what is perceived. Pupils of elementary grades willingly transfer into their games what they themselves have just learned. That's why educational material is mastered and consolidated not only in the hours allotted for this.

Primary school age, the initial years of learning proper - this is a period of absorption, accumulation of knowledge.

The profound changes taking place in the psychological make-up of the younger schoolchild testify to the wide possibilities of the individual development of the child at this age stage. During this period, the potential for the development of the child as an active subject is realized at a qualitatively new level. Knowing the surrounding world and himself, acquiring his own experience of acting in this world.

Primary school age is sensitive for:

formation of learning motives, development of sustainable cognitive needs and interests;

development of productive methods and skills of educational work, the ability to learn;

development of cognitive abilities.

Also, cognitive processes must be attributed to the age characteristics of the younger student. According to Alferov A.D. , the perception of children of this age is marked by sharpness, a kind of curiosity, which is associated with the predominance of the first signal system. Little differentiation: at the beginning of school, students can inaccurately or mistakenly write letters similar in outline. They do not recognize the same geometric figure. Otherwise located on the plane. Able not to detail, but as a whole to perceive the subject. Everything bright, lively, visual is perceived better.

There is a weakness of voluntary attention, therefore, stimulation of their activity, encouragement, praise is required. And involuntary attention develops intensively, the stability of attention is small. The pace of work is often lost, there are omissions of letters. The tendency to mechanical memorization in children of primary school age is well developed. Development goes in two directions:

mental role of verbal-logical memory;

develops the ability to manage their memory.

Usually, children of this age think in specific categories, but gradually there is a transition from cognition of the external side of objects to their essence.

As the child develops, thinking is freed from ideas and moves on to analysis at the level of concepts. But still, it is easier for a student to go from cause to effect than from effect to cause. In the same period, the recreative and creative imagination develops. Children tend to fantasize, which is why younger students are often considered liars.

R.S. Nemov believes that for the formation and development of each psychological and behavioral property of an individual there is a specific period when it is most reasonable to start and actively lead the education and upbringing of children. But one should not think that these periods are unambiguously determined for all children and times and cannot be changed as a result of improving the methods of teaching and educating children. In psychology theory child development great value have driving forces development. The process of individual development of each child takes place in certain conditions, surrounded by specific objects of material and spiritual culture, people and relationships between them. Individual characteristics, the use and transformation into appropriate abilities of certain inclinations that are present from birth, qualitative originality and a combination of psychological and behavioral properties acquired in the process of development depend on these conditions.

Teaching plays a leading role in the development of children of primary school age. In the process of learning, the formation of intellectual and cognitive abilities takes place. The abilities of children do not have to be formed by the beginning of schooling, especially those that continue to develop actively in the process of learning.

Abilities are such psychological characteristics of a person on which the success of acquiring knowledge, skills, and abilities depends. But which themselves are not reduced to the presence of this knowledge, skills, abilities. Otherwise, the answer would have been at the blackboard, the successfully or unsuccessfully completed control work would have made it possible to draw a final conclusion about the child's abilities. Abilities are found only in activities that cannot be carried out without the presence of these abilities. From the standpoint of considering this problem, A.V. Petrovsky, one cannot talk about a child's ability to draw if they did not try to teach him to draw, if he did not acquire any skills necessary for fine art. A serious psychological mistake of the teacher is hasty statements without serious verification. That the child has not yet mastered the necessary skills, solid knowledge, established methods of work. Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, that is, in how, other things being equal, the process of mastering knowledge, skills that are essential for this activity is carried out quickly, deeply, and easily. .

The development of cognitive abilities is due to the fact that each child goes through his own path of development, acquiring on it various typological features of higher education. nervous activity. An individual approach creates the most favorable opportunities for the development of cognitive forces, activity, inclinations and abilities of each student.

Thus, when changing the content and conditions of education, as well as introducing a new type of activity in the classroom (play), it is possible to form a fairly high level of abilities for generalizations and abstractions in younger students.

The development of independent thinking is especially important.

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MINISTRY OF CULTURE OF THE RUSSIAN FEDERATION

FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"SAINT PETERSBURG STATE INSTITUTE OF FILM AND TELEVISION"

Faculty of Screen Arts

Department of directing

in Pedagogy

The development of the child's cognitive abilities in preschool age

Completed:

Malkov S.A.

3rd year student, group 351-a

Work checked:

Silantieva M.V.

St. Petersburg

Introduction

The development of cognitive abilities and cognitive interest of preschoolers is one of the most important issues in the upbringing and development of a young child. The success of his schooling and the success of his development as a whole depends on how developed the child's cognitive interest and cognitive abilities are. A child who is interested in learning something new and who succeeds in it will always strive to learn even more - which, of course, will have the most positive effect on his mental development.

In this paper, we will try to answer the following questions:

What determines the process of development of cognitive abilities of a preschooler;

· How this process differs in different periods of preschool age;

What exercises can develop these cognitive abilities in a child.

Capabilities. Prerequisites

The development of the child is closely connected with his abilities - such individual psychological characteristics of the personality that provide high achievements in activity, determine the suitability of a person for one or another of its types.

The development of abilities is determined by the unity of external and internal conditions in their interaction. Domestic psychologists emphasize the enormous role of communication, education, training in the process of social inheritance of culture, the experience acquired by mankind for the development of abilities. The natural biological basis of abilities are inclinations. These include:

· State of the art

The ratio of the first and second signal systems,

· natural properties analyzers

· Individual variations in the structure and degree of functional maturity of individual sections of the cerebral cortex.

Speaking about the abilities of the child, it is necessary to note the age prerequisites for the ability, or the age factors of giftedness. Each age period has its own unique, specific internal conditions of development, and with age there is not only an increase in mental strength, but also their limitation, sometimes the loss of valuable features of previous periods. “At each age, the child is especially sensitive, sensitized to certain kinds of influences, in connection with which, at a given genetic level, in the presence of appropriate socio-pedagogical conditions, certain mental processes and qualities develop most intensively ...” Zaporozhets A. V., 1973, p. 34 .

Age features, as it were, prepare and temporarily maintain favorable conditions for the formation of certain abilities, act as component, components of children's abilities themselves. If we talk about childhood and primary school age, then during this period a kind of increased readiness for the development of artistic abilities is manifested. Prerequisites are important, but they should not be equated with abilities. No matter how great the inclinations of the child, they are realized in the ability only in the process of his activity.

The development of abilities is a complex process. It is not limited to their quantitative growth. In the process of development, first of all, a qualitative restructuring of abilities occurs. As S. L. Rubinshtein (1946, 1976) emphasizes, the development of abilities proceeds in a spiral: the opportunities that are realized, which represent the ability of one level, open up opportunities for further development, for the development of abilities of a higher level. In childhood, cognitive, some special, practical abilities begin to form. Fundamentals of General Psychology S. L. Rubinshtein

Cognitive (cognitive) abilities include both sensory abilities (perception of objects and their external properties) and intellectual abilities, which provide a relatively easy and productive mastery of knowledge, the essence of objects and phenomena of the surrounding world.

General process of development of cognitive abilities

Studies of domestic and foreign psychologists indicate a very early dates manifestations of cognitive abilities in children. Their presence is evidenced, for example, by accuracy, differentiation of perception, the ability to isolate the most characteristic properties objects, the ability to understand difficult situations, to find the most optimal solution, which implies the presence of ingenuity and originality of the mind, observation, ingenuity. N. S. Leites (1984) believes that the prerequisite for general mental abilities is activity and self-regulation. The specific manifestation of these general universal internal conditions for the implementation of any activity is determined to a large extent by the age of the child and the properties of the type nervous system. Leites N. S. The problem of the correlation of age and individual in the abilities of the student // "Questions of Psychology", 1985, No. 1, p. 9-18.

In childhood, such forms of mediated cognition as the use of sensory standards and visual-spatial modeling are formed. The main patterns of this process in the childhood period are revealed. So, when mastering actions for the application of assimilated standards, children move from simple identification of the properties of the perceived object with the corresponding standard to the action of comparing the properties of the standard with the properties of objects that differ from the standard in one way or another, and finally to the action in which complex properties are recreated as a result of a combination of two or more standards. The development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986. .

Education aimed at mastering children with actions with sensory standards and spatial models has an effective impact on the development of cognitive abilities.

The development of cognitive abilities of preschoolers by age

Each age has its own characteristics of the formation of cognitive activity of preschoolers. Let's consider them in more detail.

From 1 year to 3 years

Children at this age are especially active in learning the world around them, and the main objects of knowledge are the objects with which the child interacts. The process of cognition at this age occurs due to the interaction of the child with objects, his personal participation in various life situations, observations, etc.

In order to stimulate the development of the cognitive abilities of a preschooler at this age, it is necessary to give him complete freedom of action in the knowledge of the world around him, enough space and time for cognitive activity. Naturally, all these conditions must be observed, not forgetting about the safety of the baby.

From 3 to 4 years

By the kindergarten age, children, as a rule, already accumulate a sufficient amount of knowledge about the world around them, but are not yet able to establish relationships between ideas about the surrounding reality. During this period, sensory knowledge of the world and aesthetic perception begin to form. Interest in actions and objects is replaced by interest in their features and properties. A child at this age is interested not only in seeing objects in action, but also in determining their features and comparing one object with another. In a word, now the development of the cognitive abilities of a preschooler involves not only observing how a toy car rides, but also determining its shape, color and distinguishing it from other toy cars according to these features.

From 4 to 5 years

After 4 years, the development of the cognitive abilities of schoolchildren already provides not only the perception and study of the surrounding reality, but also the beginning of the perception and understanding of human speech. Despite the fact that the child is already speaking quite well, it is only now that he is beginning to act as a means of learning speech. At this age, the child learns to correctly understand and accept information transmitted through the word. During this period, the active vocabulary of the child is enriched not only with words-objects, but also with words-concepts.

After the age of 4 years, there are several main directions for the development of the cognitive abilities of a preschooler:

Establishing relationships between objects, phenomena and events - as a result, the child perceives the world not as separate fragments, but as an integral chain of events,

acquaintance with those objects and phenomena that the child does not see in front of him and does not touch,

the beginning of the first manifestations of the child's personal interests (for example, the baby begins to understand that he likes to draw, sing or dance),

the beginning of the formation of a positive attitude towards the world around.

From 5 to 7 years old

At this age, the development of the cognitive abilities of preschoolers includes the knowledge of the "big world", as well as the understanding and implementation of such concepts as humanity, kindness, politeness, caring, compassion, etc. At this age, children no longer simply perceive information and establish relationships between phenomena, but are also able to systematize the acquired knowledge, memorize it and use it for its intended purpose. At this age, it is formed careful attitude to a world based on ideas of moral values.

Now the child not only compares, but also draws conclusions, independently identifies patterns in phenomena, and is even able to predict certain results. In a word, if earlier the child perceived ready-made solutions, now he strives to come to some result himself and shows interest in finding solutions to a particular problem.

Development of basic cognitive abilities

Perception

The basis of perception is the work of our senses. Perception is the main cognitive process of sensory reflection of reality; its objects and phenomena in their direct action on the senses. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person's orientation in the world around him, in society.

There are two main substructures in the structure of perception:

Types of perception

properties of perception.

Types of perception: simple (size, shape of objects, their colors); complex; special (space, time and motion).

Perception properties:

o Integrity

o Structure

o Meaningfulness

Perception should be seen as an intellectual process. It is based on active search features necessary to form the image of the subject.

The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot analyze this or that object on their own. In objects, preschoolers notice not the main features, not the most important and essential, but what clearly distinguishes them from other objects: color, size, shape.

The process of development of children's perception at preschool age was studied in detail by L.A. Wenger. In the age period from 3 to 7 years, the child develops the ability to mentally dismember visible objects into parts, and then combine them into a single whole. A preschool child learns, in addition to the contour, to distinguish the structure of objects, their spatial features and the ratio of parts. The development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.

The best results in the development of perception in a preschool child are obtained only when the child is offered for comparison standards that affect the senses (sensory standards). Such sensory standards in the perception of form are geometric shapes, in the perception of color - the spectral range of colors and more. Working with standards is the first stage of perception.

At preschool age, children get acquainted with the spatial properties of objects with the help of the eye and orienting-exploratory hand movements. Practical actions with perceived objects lead to a restructuring of the process of perception and represent the second stage in the development of this cognitive ability.

At the third stage, the external perception of the object turns into a mental one. The development of perception enables preschool children to recognize the properties of objects, to distinguish one object from another, to find out the connections and relationships existing between them.

As an educational game, you can use a number of exercises, including: identifying things by touch; building a series of cubes according to the model; pattern drawing; or finding the same pattern as the standard, among others, etc.

Memory

Memory is one of the basic properties of personality.

For each age group have their own characteristics of memory. The degree of a person's possession of his memory at any age is also different, therefore, each child must be taught ways to ensure the best results of memorization, as well as the use of stored memory in life.

Children's memory is also characterized by a completely opposite property - this is an exceptional photographic quality. Children can easily memorize any poem or fairy tale. At preschool age, other features of memory begin to form. Although memorization at this age is mostly involuntary (the preschooler does not care that everything that he perceives can be easily and accurately recalled later), but already at the age of 5-6 years, arbitrary memory begins to form. Along with the predominance of visual-figurative memory during the preschool period, verbal-logical memory arises and develops, and during recollection, more significant features of objects begin to stand out. 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 poems, telling listened fairy tales, poems, observing while walking.

Attention

Attention is the most important quality that characterizes the selection process necessary information and discarding excess.

Attention has certain properties: volume, stability, concentration, selectivity, distribution, switchability and arbitrariness. Violation of each of the listed properties leads to deviations in the behavior and activities of the child:

· A small amount of attention is the inability to concentrate on several subjects at the same time, to keep them in mind.

Insufficient concentration and stability of attention - it is difficult for a child to maintain attention for a long time without being distracted and without weakening it.

Insufficient selectivity of attention - the child cannot concentrate on that part of the material that is necessary to solve the problem.

Poorly developed shifting of attention - it is difficult for a child to switch from performing one type of activity to another.

Poorly developed ability to distribute attention - the inability to effectively (without errors) perform several tasks at the same time.

Insufficient arbitrariness of attention - the child finds it difficult to focus on demand.

Such shortcomings cannot be eliminated by fragmentarily included "attention exercises" in the process of training with a child and, as studies show, they require specially organized work to overcome them.

Such work should be carried out in two directions:

· The use of special exercises that train the basic properties of attention: volume, distribution, concentration, stability and switching.

The use of exercises on the basis of which mindfulness is formed as a property of the individual. (Usually, the reason for global inattention lies in the orientation of children to the general meaning of a text, phrase, word, arithmetic problem or expression - children grasp this meaning and, being content with it, "neglect particulars." In this regard, the main task of such activities is to overcome this global perception , an attempt to teach to perceive the content, taking into account the elements against the background of the meaning of the whole).

Attention is closely related to observation.

Observation

Observation is a fusion of mindfulness and thinking. The perception and attention of the child are analytical in nature - he does not just fix the object, he analyzes it, compares, evaluates, finds common ground with others.

For the development of attention and observation, and along with it memory, you can, for example, set the child the following task: remember the objects in front of him, then close his eyes, and after opening, draw those objects or objects that “disappeared”.

You can also use divergent problems - these are problems that have not one, but many correct answers. This type of thinking is closely related to the imagination and serves as a means of generating a large number of original ideas. In the course of performing divergent-type tasks, the most important research skills of the child are developed, such as creativity, originality, fluency (productive thinking), flexibility, etc.

Examples of divergent thinking exercises:

Draw bouquets in each vase.

Via geometric shapes Invite the children to make different stylized images.

Cut out figures of different shapes from the pictures and stick them on a piece of cardboard.

A subsection of divergent tasks - verbal tasks. An example of a simple verbal task: - make as many sentences as possible from the words proposed by the teacher (for example: sun, morning, birds; children, toys, sandbox; car, driver; etc.). You can also invite children to make sentences from unrelated words.

Difficult tasks include naming characteristic features animals, objects, phenomena, etc. (for example: an elephant is big, kind, huge, slow, strong).

Another great tool for developing divergent thinking is storytelling.

cognitive perception activity preschooler

Conclusion

The successful development of a child's cognitive abilities at preschool age is extremely necessary not only for his development, but also for the formation of a healthy psychological core in the future. However, until the development of the cognitive abilities of preschoolers is effective, it is necessary not only to choose the right games and activities for this, but also to interest the child in one or another matter. Only in this case, the development of the preschooler's cognitive abilities will proceed at a rapid pace, and the child's interest in the world around him will never fade away.

The tasks set in the work were completed:

· The role of prerequisites in the development of cognitive abilities and the role of the child's personal characteristics was determined;

· Analyzed the process of development of abilities at different stages of preschool age;

· Highlighted a number of exercises through which you can develop the child's cognitive abilities.

List of sources used

1. Zaporozhets A. V., 1973, p. 34

2. Fundamentals of general psychology S. L. Rubinshtein

3. Leites N. S. The problem of the ratio of age and individual in the abilities of the student // "Questions of Psychology", 1985, No. 1, p. 9-18.

4. Development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.

5. Development of cognitive abilities in the process of preschool education. / Ed. L. A. Venger. - M., 1986.

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Introduction to the thesis (part of the abstract) On the topic "Development of cognitive abilities of younger students"

At the turn of the 21st century, the first signs of a change in the state paradigm of Russian education in the direction of the priority of personal development and self-realization of students emerged. The education system must be adapted not only to the needs of the state, but also to the growing educational, socio-cultural, spiritual needs of the individual living in a rich information environment. In this regard, the task of developing in a person the ability to selectively assimilate scientific and technological knowledge, to quickly and adequately focus on new promising technologies, to adapt without stress and shock to changes in the social, informational and technological environment, relying on their educational potential, comes to the forefront of education. Already now, the dependence of our civilization on the abilities and qualities of the individual, which are laid down by education, has fully manifested itself. At the present stage of the restructuring of the education system, there is a need to organize the educational process in the school in such a way that each student can be active in learning, develop their own style of learning activity. When teaching children, the focus should be on the development of the child's personality as a whole, in the aggregate - mental processes, the formation general intellectual skills and personal development.

In the conditions of the socio-economic life of our country today, it is necessary not only to give deep and solid knowledge, to form skills and abilities, but also to pay close attention to purposeful the formation of each student socially significant qualities- scientific outlook, sense of responsibility, organization, discipline etc.

The current situation focuses the education system not on training a person with a certain amount of knowledge and skills, but on independent, creative personality.

The idea of developing cognitive independence, cognitive abilities of children as a guarantee of successful learning in the future was laid down in ancient times and analyzed by Aristotle, Socrates, and others. The problem was further developed in the works of Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg, in the writings of revolutionary democrats, in the works of K.D. Ushinsky, JI.C. Vygotsky.

In our time, various aspects of this problem are reflected in the works of scientists of the 70-80s: K.A. Abulkhanova-Slavskaya, Sh.A. Amonashvili , K.V. Bardina, I.L. Baskakova, B.C. Bibler, M.R. Bityanova, D.B. Bogoyavlenskaya, V.V. Davydova, D.B. Elkonina, S.A. Izyumova, I.A. Kuzmicheva and others.

Pedagogy and pedagogical psychology in the 1960s and 1970s were focused primarily on the formation in all children of common methods of thinking, generalizations, and abilities. Everything that ultimately appears as the mental state of the child was considered as a set of samples, norms, standards, models located outside the child. Therefore, the structure of the child, his inner speech was understood as simply a more convoluted "copy" of external objective actions.

In the 80s, concepts focused on the personal thinking of the student, his problems, his vision of the subject were put at the forefront of pedagogy "(S.Yu. Kurganov).

At primary school age, the imitative activity of children is widely represented and of great importance in the learning process. On the other hand, the most important task of education is the development of mental independence of students, preparing them for active independent cognitive activity.

Many teachers and psychologists distinguish such an important component as cognitive activity in the process of cognition (Sh.A. Amonashvili, A.M. Matyushkin, D.B. Bogoyavlenskaya, V.P. Bespalko, V.A. Petrovsky, etc.). The basis for the development of cognitive activity are those principles that include the stimulation and encouragement of the very acts of cognitive activity on the part of another person (teacher, educator, peer).

In the context of the problem under consideration, of significant interest are works that contain ideas of psychological significance (L.B. Itelson, A.M. Maposhkin, A.A. Smirnov, S.L. Rubinstein, R.S. Nemov), integrity and consistency in the study organization of educational systems (Yu.K. Babansky, M.A. Danilov), the formation and content of education and the learning process (S.I. Arkhangelsky, N.F. Talyzina), the problematic organization of classes (L.G. Vyatkin, A. M. Maposhkin), activation of independent cognitive and creative activity of the individual (L.G. Vyatkin. I.Ya. Lerner, V.Ya. Lyaudis), the use of technology in the development of the individual (V.P. Bespalko, G. I. Zhelezovskaya, M.A. Choshanov). Thus, it can be stated that in science there is a complex of studies on which the development of students' cognitive abilities is based.

It is important to take into account the fact that the learning process is two-way. Success in teaching children is determined by many factors, each of which is quite significant. This is the level of development of the abilities of each child, and the age characteristics of children, teaching methods and much more. In addition to the above, an important factor in the development of cognitive abilities of students is the personality of the teacher. The value of the learning process is largely due to the nature of their interpersonal relationship with the teacher.

Question about professionally significant qualities of a teacher has been repeatedly raised in the history of Soviet and foreign pedagogy and pedagogical psychology: highlighting personality traits that acquire professional significance for a teacher (P.P. Blonsky, A.V. Lunacharsky, A.M. Makarenko, V.M. Sukhomlinsky, S.T. Shatsky), the definition of the main professional qualities and secondary ones related to the psychology of the teacher's activity and communication (B.G. Ananiev, Yu.K. Babansky, F.N. Gonoblin, K.M. Levitov, A.K. Markova, R .S. Nemov), characteristics of the professional personality of the teacher (B.G. Ananiev, D.-G. Bartley, D. Bruner, A. Ben, C.JI. Vygotsky, P.Ya. Galperin, A.N. Leontiev) .

The role of the teacher involves the deepening of knowledge about others and about oneself, since learning is the transfer to others not only of one's knowledge, skills, abilities, but also of worldviews, attitudes towards people, the ability to build constructive interpersonal relationships.

The analysis showed that the current practice of preparing students does not fully ensure the theoretical, practical and psychological readiness of those who are called upon to carry out training and education. In addition, the current practice of retraining teachers does not provide for the diagnosis and correction of professional and personal qualities (the ability to objectively analyze one’s own behavior, optimally build one’s communication with schoolchildren, effectively restore one’s working capacity, develop adequate self-esteem, etc.)

At the same time, teachers need to freely navigate in knowledge age features children of primary school age, on the development and correction of the cognitive, volitional and emotional spheres of children. This allows you to make the educational process more meaningful and effective, take into account not only the current level of development of pupils, but also see its prospects, actively and purposefully contribute to this.

However, it should be noted that the lack of a systematic approach to the training of future teachers and the retraining of teachers working in the school, in terms of the formation of skills self-diagnosis professional and personal qualities, the full mastery of knowledge of the psychology of teaching children of primary school age, a holistic view of the content of work on the development of cognitive abilities of younger students is not formed, the possibility of acquiring the necessary skills and abilities is limited. However, the process of teaching children involves not only a simple transfer of knowledge, but encouraging schoolchildren to positive self-perception, overcoming difficulties, desire self-develop, the formation of their positive motivation to study at school.

The contradiction that arose between the objectively existing need for the development of cognitive abilities of younger students, on the one hand, and the insufficient development of theoretical, methodological and organizational and methodological aspects, on the other hand, determined the relevance of the research problem and determined the choice of the topic: "Development of cognitive abilities of younger students."

There is a contradiction between the objectively existing need for the development of cognitive abilities of younger students, on the one hand, and the insufficient development of theoretical, methodological and organizational and methodological aspects, on the other hand.

The relevance of the study is determined by: ♦ the social order of society for the creative personality of a modern teacher who is able to master, transform and create new ways of organizing and implementing professional and pedagogical activities; ♦the need to develop an integral pedagogical system for the development of cognitive abilities of younger students; the need to update the existing practice of training and retraining a teacher who is able to freely navigate the knowledge of the age characteristics of children of primary school age, make the educational process more meaningful and effective, take into account not only the current level of development of pupils, but also see its prospects, actively and purposefully contribute to this .

The objectively existing need for correctional and developmental activities of the teacher and the insufficient development of the theoretical, methodological, organizational and technological foundations of the process of developing the cognitive abilities of younger students determined the choice of the research topic: “Development of cognitive abilities of younger students.”

The object of the research is the process of developing interaction of subjects of education.

The subject of the research is the development of cognitive abilities of younger schoolchildren.

The purpose of the study is to scientifically substantiate, develop and experimentally test the effectiveness of the pedagogical system for the development of cognitive abilities of younger students.

The hypothesis of the study is that the effectiveness of the development of cognitive abilities of younger students will increase if:

1. This process is carried out within the framework of the pedagogical system, which is programmable the interaction of the constituent components, guiding and complementing each other, quite deterministic, methodologically and didactically substantiated.

2. The system is actually structured according to the principle of "subject - subject", acting as active participants in the organized process.

3. Management and coordination of teachers and psychologists is organized at all levels of the educational process.

4. For younger students, the motives of external stimulation are transformed into motives for personal self-development.

Based on the subject of the study, in order to achieve the set goal and test the hypothesis put forward, it was necessary to solve the following tasks: to analyze the essence of the concepts of "cognitive abilities", " cognitive activity», « cognitive processes» younger schoolchildren, «professional and personal qualities» of the teacher, « pedagogical abilities», « professional personality », « individual style» teacher, «diagnostics - correctional work»;

To design a diagnostic apparatus for the levels of development of cognitive abilities of younger students and the readiness for this process of teachers;

Propose a technology for the development of cognitive abilities of younger schoolchildren, formulate recommendations for educators on its use, conduct an experimental assessment of the capabilities of the developed system, analyze the necessary and sufficient conditions for its successful implementation;

To develop recommendations for teachers on mastering the methods of self-diagnosis of professional and personal qualities that contribute to the successful development of mental functions and ensure the mental well-being of students.

Development of problems related to the development of cognitive abilities in younger students in overall structure professional activities of teachers and psychologists has a specific theoretical and methodological justification, which is reflected in the first part of the study.

Many substantive and methodological aspects of this issue were gleaned from the works of famous philosophers, teachers, psychologists and, above all, PL. Blonsky, L.S. Vygotsky, V.V. Davydov, L.V. Zankov, Ya.A. A.NLeontiev, A.R. Luria, R. Burns, E.V. Korotaeva, N.A. Menchinskaya, J. Piaget, I.V. Ravich-Shcherbo, A.I. Raeva, A.A. Smirnova, D.B. Elkonin and others.

In addition, when developing the research program, we turned to the concept of a systematic approach in considering the pedagogical process (S.I. Arkhangelsky, V.P. Bespalko, L.G. Vyatkin, V.S. Ilyin, L.N. Landa, G. I. Zhelezovskaya, I. Ya. Lerner).

To solve the tasks and test the hypothesis, the following were used: theoretical methods - analysis of philosophical, psychological and pedagogical literature, monographic materials, educational methodological documentation; comparison; generalization; abstraction; modeling in the aspect of the problem under study; empirical methods - pedagogical observation; diagnostics, questioning, testing); pedagogical experiment.

For data processing, quantitative and qualitative methods, methods mathematical statistics, machine processing, tabular presentation of the results of the experiment, adapted to the objectives of the study.

The use of various research methods made it possible to consider pedagogical facts and phenomena in all their complexity, interdependence and interdependence, as well as to express the results of a pedagogical experiment and observations in quantitative and qualitative terms.

Experienced and experimental base research were educational institutions of the Volzhsky district of Saratov - general education schools No. 4, 8, 9.10, 11.12, 28, 66; gymnasiums 4, 7, National Tatar gymnasium.

Solving the problems of research, testing a hypothetical position covers the period from 1995 to 2000, during which the dissertation experimental activity, working as a teacher-psychologist of the education department of the administration of the Volzhsky district and a teacher-psychologist of secondary school No. 9 of the Volzhsky district of Saratov.

The dissertation research includes three stages: The first stage (1995-1996) - the choice of the conceptual apparatus, the definition of the object and subject of research, hypotheses, goals and objectives, the study of philosophical and psychological-pedagogical literature on the problem under study. The second stage (1996-1998) - the choice of a set of diagnostic procedures to determine the level of development of cognitive abilities of younger students, self-diagnosis of professional and personal qualities of teachers; conducting ascertaining experiment, processing and analysis of the obtained data.

The third stage (1998-2000) ~ conducting a formative experiment; processing and comparative analysis of empirical material, its theoretical understanding; systematization and generalization of research results; formulation of conclusions and recommendations for the implementation of the pedagogical system for the formation of cognitive abilities in younger students.

The scientific novelty and theoretical significance of the research results are as follows: a comprehensive analysis of the problems of the development of cognitive abilities of younger schoolchildren was carried out, the main ideas for the development and correction of these abilities in children of primary school age were identified; developed a pedagogical model of the system for the formation of theoretical and practical readiness for primary school teachers to work on the development of students' cognitive abilities; compiled and implemented a diagnostic complex for determining the level of development of cognitive abilities in schoolchildren and methods for self-diagnosis of professional and personal qualities in teachers; the priority areas of professional assistance for the correction and development of the cognitive abilities of schoolchildren, their personal development were determined.

The practical significance of the study is that: a specialized author's course and a system of tasks to improve the professional and psychological competence of teachers, their personal growth allows you to more optimally build the educational process and, in particular, purposefully develop the cognitive abilities of younger students;

The pedagogical system for the development of cognitive abilities of primary school students can be used in the preparation of future teachers in educational institutions of a pedagogical profile;

The program of the author's course of theoretical and practical retraining of teachers on the development and correction of the cognitive abilities of schoolchildren can be used in courses at centers for the improvement and retraining of teachers.

The validity and reliability of the results obtained and the conclusions drawn are ensured by the initial methodological positions, the use of a system of methods that are adequate to the subject and objectives of the study; the representativeness of the sample of subjects and the duration of the study itself. The following are submitted for defense:

1. Conceptual support of the problem of the development of cognitive abilities of younger students;

2. Diagnostic apparatus of the levels of development of cognitive abilities of younger students and readiness for this process of teachers.

3. Model of the pedagogical system for the development of cognitive abilities of younger students.

Testing and implementation of research results. The main provisions of the content of the dissertation and the results of the study were reported and discussed at the scientific and practical conference of graduates of the Department of Psychology of the Saratov state university in 1998, at the scientific and practical conference of educational psychologists educational institutions Saratov (January 2001), at a meeting of heads of educational institutions of the Volzhsky district of Saratov, at meetings of the methodological association of teachers-psychologists of educational institutions of the Volzhsky district of Saratov (1997-2001). The conclusions and materials of the study are used in the system of theoretical and practical classes with younger students and teachers in educational institutions of the Volzhsky district of Saratov, secondary schools No. 8, 9, 10, 28, 66, gymnasium 4, Tatar national gymnasium.

Directions for further scientific research:

1. Select a set of diagnostic methods to determine the level of development and dynamics of development of cognitive abilities of 5th grade students who took part in the experiment.

2. To trace the degree of adaptation of children who took and did not take part in the experiment to training in the middle link.

3. Conduct a survey of the professional and personal qualities of teachers working in the middle level of the school.

4. To trace the influence of professional and personal qualities of teachers on further development the most important mental operations of 5th grade students.

Work structure. The dissertation consists of introduction, two chapters, conclusion, bibliography and appendices, illustrated with tables.

Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Akhmetvalieva, Meiserya Garafovna

Conclusions for chapter 1.

1. Cognitive abilities are not limited to knowledge, skills, abilities. They characterize their fast and high-quality acquisition, strong fixation and effective use on practice.

There are natural or natural abilities and specific human abilities that have a socio-historical origin.

2. At primary school age, the ability to study and educational activities is laid, standards of behavior at school are set, abilities are formed to understand and isolate the educational task, to distinguish between methods and results in educational activities, to fulfill different types self-control, the ability to lay educational and cognitive motives, which largely ensures the success of the teaching of schoolchildren in subsequent years.

At first graders and partly in second graders, visual-effective and visual-figurative thinking dominates, students in grades 3-4 rely more on verbal-logical and figurative thinking.

3. The main task of the elementary school teacher is to provide and at the same time stimulate the learning process for the student, i.e. the ability to create an intellectual and emotional atmosphere in the classroom, an atmosphere of pedagogical support. Student achievement is largely driven by teacher expectations, reactions, and evaluations. Children develop favorable ideas about themselves and their capabilities when the teacher encourages students to positive self-perception, overcome difficulties, desire self-develop.

4. In the course of testing the cognitive abilities of students, it is necessary, first of all, to focus on individual indicators of development, i.e. compare the student not so much with others as with himself. The ultimate goal of diagnostics should be practical assistance to a particular student and be practical.

5. When analyzing the obtained test data according to the level of development of cognitive abilities, students were divided into 3 groups: high, medium, low.

A high level of development - the performance of more than 90% of tasks by children, a high level of development of the intellect in general - the possession of mental operations (analysis, synthesis, generalization, etc.).

Average level - lexicon formed within the age characteristics of children; knowledge is systemic; the ability to apply their existing knowledge and skills in new conditions; understanding the meaning of the task; the ability to identify essential features in the course of generalization, abstraction; accepting the help of others in case of difficulties encountered in the course of performing tasks; performance of tasks at a productive level; the ability to pre-analyze the presented material; awareness of the actions performed; average pace of work, etc.;

Low level - children correctly perform less than 20% of tasks, perform tasks at a reproductive level, lack of command of mental operations, superficiality and inertia of thinking, etc.

6. The nature of the teacher's influence on his pupils in the process of pedagogical communication and activity largely depends on the properties and qualities of the teacher's personality, his professional competence, and adequate self-assessment of professional and personal qualities.

Chapter II. Pilot-experimental verification of the effectiveness of the pedagogical system for the development of cognitive abilities of younger students.

§ 2.1. Methods and results of the study of the cognitive abilities of younger schoolchildren and the professional and personal qualities of elementary school teachers.

IN Lately in education all greater value receives humanistic an approach that is characterized by attention to the emotional aspects of the interaction between the teacher and students and, accordingly, the transfer of the center of gravity from the learning process to the learning process

From the point of view of phenomenological psychology, a true teaching captures the entire personality of a person and cannot be reduced simply to the communication of information that needs to be remembered. The experience of learning helps a person to establish his personal characteristics and to discover in himself thoughts, actions and experiences that carry universal character. In this understanding, teaching is equated with the development of a person. With this approach, the imperious absolutism of the teacher and his ability to be a source of information lose their meaning. The role of the teacher, therefore, involves helping students and creating a special atmosphere conducive to their free emotional and intellectual development.

When developing the experimental methodology, we were based on a systematic approach, from the standpoint of which all parts of the pedagogical process should maximally stimulate both the formation of the personality as a whole and contribute to the development of its cognitive block.

Purposeful work on the development of cognitive abilities of primary school students was understood by us as a holistic process based on the coordination of its leading components:

Target. We proceeded from the understanding of the goal as an ideal, consciously planned result of the educational process in relation to the actions and conditions that generate it. The essence of this component is the setting by adults of the goals of joint activities and the acceptance of these goals by the student. The ultimate goal of developing the cognitive sphere of students was not just the transfer of certain knowledge, skills and abilities by the teacher, but the formation of emotional and volitional qualities, the development of adequate self-esteem of students. At each stage of personality development, a qualitative transformation of the inner world of a person and a radical change in his relationship with others take place. As a result of this, the personality acquires something new, characteristic of this particular stage, which remains in the form of noticeable traces throughout his subsequent life. Personal new formations do not arise from scratch, they are prepared by all previous development. The strategy of the cognitive and personal development of primary school students is to create conditions for a positive perception of the learning process and for further self-development and self-perception.

The goal should be accessible and appropriate to the intellectual development (level) of students, the choice of goal is carried out in such a way that the nature and patterns of development of the mental processes of schoolchildren, the formation and development of emotional and volitional qualities are determined by their adequate presentation by the teacher.

Informative. This component consists of professional knowledge, skills and abilities that determine the direction of the educational process as a whole. The content of both developmental and correctional work is determined by the teacher. The choice of the content of specific techniques is determined by many circumstances and is carried out by the teacher depending on the goal and tasks facing him, age, the initial level of development of the child, the level of initial motivation, the nature of existing and emerging deviations, and many other factors.

When choosing one or another developmental program, the focus should be on the development of the child's personality as a whole, in the aggregate - mental processes, the formation general intellectual skills and development of the personal sphere (development of adequate self-esteem, communicative abilities, removal of aggressive-defensive reactions, anxiety, etc.). Technological. New socio-economic conditions radically change the ideology of education and require the use of adequate, student-centered learning technologies.

The most important task of education is the formation of a diversified personality. It is important to develop the ability to analyze and synthesize, creative abilities, the ability to see the system of events, to understand cause-and-effect relationships.

This component most directly reflects the procedural essence of the work on the formation of the cognitive and emotional-volitional spheres of students. It is implemented using certain methods and means of correctional and developmental activities.

The game form contains the greatest opportunities. At primary school age, the game remains emotionally attractive; in the course of performing this activity, the main tasks of correction and development are solved. Therefore, it is advisable to conduct such classes in a playful way. We propose to combine the use of components of gaming and learning activities. Since the systems of exercises developed by us are in the form of a game, and in their orientation they are of an educational nature. In each case, from the variety of available methods and means, the teacher can choose the most adequate and most effective.

Motivational. A necessary prerequisite for teaching children at school is the formation of their motivation to cooperate with adults and peers, as well as the creation of motivational readiness to accept the proposed methods, means and forms of educational activities.

Special attention should be paid to the formation in schoolchildren of the motive for adequate perception of difficulties and the desire to correct their mistakes, the ability to assess their abilities and, again, the desire to develop their potential.

Operational and regulatory. When planning and organizing educational and developmental activities, it is necessary to proceed from the ability of each child to cope with the proposed tasks: they should lie in the zone of moderate difficulty, be accessible to children. It is necessary at the initial stages to ensure a positive experience of success against the backdrop of a certain amount of effort. In the future, it is necessary to increase the difficulty of tasks in proportion to the age capabilities of children and the previously formed level of development of the intellectual sphere.

A stimulating role should be played by tasks that are difficult, but doable, require children to expend certain efforts, mobilize efforts, but ultimately lead to success, and not to psychological trauma, the formation of a negative attitude towards the requirements of adults and, in general, to the personality of the teacher.

Need to be encouraged independent activity and initiative of schoolchildren.

Estimated and effective. The component is based on the selection of methods that adequately reflect the level of development of the cognitive sphere of children. Every activity performed by a child depends on evaluation. It should be noted that the assessment of significant adults is the most important source of self-esteem development in children. It is unacceptable that the assessment generates fear or causes negative feelings. Children with low self-esteem need a preliminary positive assessment of their abilities and efforts, approval, and praise.

When teaching children in elementary school, it is necessary to take into account the fact that the process of development and formation of a child's personality is a process of gradual expansion of intellectual, volitional, moral and other possibilities for regulating and self-regulating the behavior of a growing person. The features of this process are included in the process of development and education of schoolchildren as the most important component.

When designing the experiment, we took into account the series general pedagogical provisions, compliance with which is a prerequisite for its implementation and determination of effectiveness:

The development of the cognitive abilities of younger schoolchildren is possible only within the framework of a pedagogical system that is optimally included in the structure of the educational process of elementary school;

The effectiveness of the formation of cognitive abilities in elementary school is achieved due to the functioning of the controlled system in reality, and not formally organized according to the principle "subject - subject", according to which both students and teachers are active participants in the organized process;

The quality of the formation of the cognitive abilities of students is enhanced by the organization of management at all levels of the educational process at school, the coordination of teachers and psychologists;

The formation of the motivational component in the structure of the personality of a younger student is carried out by transforming the motives of external stimulation into the motives of personal self-realization;

The formation of the operational component is carried out in the process of educational and gaming activities.

The experiment was carried out in natural conditions for 3 years with elementary school students of educational institutions of the Volzhsky district of Saratov. The total number of schoolchildren participating in the experiment was 3150 people. The total number of primary school teachers who took part in the experiment was 94 people.

Tasks ascertaining experiment can be formulated as follows:

1. Selection of a set of diagnostic methods to determine the level of development of cognitive abilities of students in grades 1 and 3, the dynamics of the level of development.

2. Creation of a diagnostic complex to determine the professional and personal qualities of teachers of the initial block, the style of pedagogical communication.

3. Conducting a survey in each of the selected groups of subjects using a set of diagnostic procedures designed for each group.

4. Formation, based on the results of the survey, within each group of subgroups of subjects, different from each other, firstly, in terms of the level of development of the intellectual sphere of children and, secondly, in terms of the professional and personal qualities of teachers.

5. Construction and description of the map of mutual influences of types of temperaments of teachers and students.

Let us turn to the assessment of quantitative indicators of the level of development of cognitive abilities of primary school students and the professional and personal qualities of teachers working with these children.

Quantitative characteristics are presented in tables 1 and 2.

All indicators are given as a percentage.

Comparative data look very indicative and illustrative. It should be noted that by the end of the third grade, the number of children with an indicator of the development of the intellectual sphere "low" increases and the number of children with an indicator of the level of development "high" decreases (with the exception of the 1995/96 academic year).

When testing third-graders, it was found that not all children (and not most of them) by the end of their education in elementary school had mastered the ability to keep the goal of the task. It should be noted that for further education in secondary and high school, such a strong-willed indicator as arbitrariness has a significant impact on the development of the intellectual sphere (Table 1).

The level of PS development of junior schoolchildren (%).

Academic year low level average level high level UC 3 cells.

1 class H 1 class. To 3 cells. 1 class H 1 class. To 3 cells. 1 class H 1 class. To 3 cells.

1995/96 10 16 27 82 68 61 8 16 12 67

1996/97 13 4 17 77 55 76 10 41 7 56

1997/98 11 17 23 59 52 58 30 31 19 69

1 class * H - indicators of primary diagnosis when children are admitted to the 1st grade. 1 cl? K - secondary diagnostics at the end of the 1st grade. I

3 clg - diagnostics of the level of development of the cognitive sphere of children at the end of the 3rd grade. UC - retention of the goal of the task (included in the test methodology for children of the 3rd grade).

Let us analyze the diagnostic indicators of professional and personal qualities and the style of pedagogical communication of teachers working in the initial block of educational institutions (schools, lyceums, gymnasiums) of the Volga region. Testing was conducted in the 1997/98 academic year.

Type of temperament - out of 94 teachers who took part in the experiment: sanguine - 9% choleric - 27% phlegmatic - 36% melancholic - 28%.

Self-assessment of the professional qualities of a teacher: ordinary work - 82% independence- 31% self-criticism - 49% professional flexibility - 54.5% stereotyping - 77.8% professional insecurity - 51% low self-esteem - 81.8% simplified understanding of children - 90.3% one-sided approach to children - 83.5% self-control - 67% communication skills - 73% cognitive needs - 27% creative orientation - 55%.

As you can see, a fairly large number of elementary school teachers suffer from stereotypes in their work, a one-sided approach to children and a simplified understanding of their psychology, low self-esteem, and ordinaryness in preparing and conducting lessons. And what is most surprising in such assessments of their professional qualities, only 27% of the total number of teachers tested have cognitive needs, i.e. the vast majority of teachers are quite satisfied with their available knowledge.

Style of pedagogical communication: democratic style - 72.7% tendency to authoritarian style - 18.1% liberal style - 9.2%

The most typical style of pedagogical communication among teachers of the primary block of the educational institution of the Volga region is democratic.

We also traced the development of children's arbitrariness (holding the goal of the task) in each group of teachers, divided according to the principle of the style of pedagogical communication. The data are presented in table 2.

Conclusion.

1. The use of the method of conceptual analysis of philosophical, pedagogical and psychological literature made it possible to identify areas for the development of cognitive abilities of younger students; determination of the essence of the cognitive abilities of younger students; determining the role of the teacher's personality in this process; issues of diagnosing the level of development of students - reliable methods are named, the diagnostic significance of SD norms is determined. This made it possible to formulate the goal and objectives, to meaningfully describe the types and forms of work to develop the cognitive abilities of elementary school students.

2. Analysis of the state of the level of development of cognitive abilities of younger students and the volitional component - goal retention; self-diagnosis professional and personal qualities of teachers revealed:

Lack of consistency in the use of methods, means and forms of development of intellectual abilities of younger students;

Poor use in the school system of psychological and pedagogical techniques for the formation of the psychological competence of teachers, the formation of the ability to understand and adequately model the student's personality; the ability to assess their professional capabilities and abilities;

Underrepresentation of these problems in teacher training and retraining programs.

The level of development of cognitive abilities in comparison with the indicators of primary diagnostics when children enter the 1st grade and secondary diagnostics at the end of the 1st year of study by the period of transition of students from primary to secondary school decreases (the number of children with SD "low" increases and the number of children with UR "high"). By the end of the third year of study, retention of the goal of the task is formed only in 56-69% of children.

At the same time, 82% of teachers are distinguished by ordinary work, 81.6% - with low self-esteem, 51% - professional insecurity, 90.3% - a simplified understanding of children.

3. The formative experiment fully confirmed all the provisions of the hypothesis put forward. The developed model of the system for the development of cognitive abilities of younger schoolchildren made it possible to significantly increase their level in the experimental groups: both in the group of children whose teachers underwent theoretical training, and in the group of children whose teachers underwent both theoretical and practical training, the number of students with SD indicator "high " and the number of students with a "low" indicator has decreased. In both groups, the number of children with a formed volitional quality increased - the level of arbitrariness (holding the goal of the task) - 69 and 75%, respectively.

After the formative experiment, the number of teachers with low self-esteem decreased: teachers who underwent theoretical training - 57%, teachers who underwent both theoretical and practical training - 38%, teachers with an ordinary approach to work - 76 and 53%, respectively, teachers with a simplified understanding of children - 51 and 8%.

The number of teachers experiencing cognitive needs has increased - 61 and 93%.

4. The results of research and application in schools of the model of the pedagogical system developed by us for the development of cognitive abilities of younger schoolchildren clearly showed that only teachers with a formed positive attitude towards their personality, confident in their professional cash and potential, able to adequately assess the personality, can successfully develop them. each student and build constructive relationships with each of them based on deep knowledge of the psychological characteristics of younger students; keep children positively motivated to go to school.

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Development of cognitive abilities of younger schoolchildren in the context of education modernization

N.G. PELEVINA,
primary school teacher, school number 7, Kirov

I have 40 years of teaching experience, 25 of which I have been a primary school teacher. I worked on the teaching materials “Primary school of the XXI century (two editions), and now I work on the teaching materials “School of Russia”.
A student today should be not so much erudite as flexible, able to select, process and build information adequately to a particular situation. In the classroom and extracurricular activities, the ability to work independently and help comrades is formed. Learning to communicate, students learn to learn, compensate for their own ineptitude with the help of other people: teachers, classmates, parents. In the process of joint activity, such qualities as benevolence, mutual assistance, kindness, self-control skills are formed, student self-government develops.
Personal development means that a growing person gradually learns to control his behavior, set and solve complex problems, find ways to solve them, that is, become the subject of educational activity, and then his own life.
Personal development is the process of becoming a person's readiness (his inner potential) for self-development and self-realization in accordance with emerging or set tasks of various levels of complexity, including those that go beyond the previously achieved.
During the period of modernization of education, the learning process should be based on other psychological foundations: it is necessary not only to take into account the age and typological characteristics of schoolchildren, but also specific conditions for self-disclosure of the natural forces and capabilities inherent in them.

In modern conditions, a primary school teacher has to solve a whole range of professional and professional problems. On the one hand, it is necessary to achieve the correspondence of the knowledge, skills and abilities of schoolchildren to the requirements of curricula, regardless of the ability to master them, on the other hand, to create a comfortable stay for the student in the classroom, school, optimal opportunities for the intellectual development of all students in the class.
The full development of the student is ensured by: the study of his individual characteristics and the inclusion in the process of managing his own physiological and mental states self-regulation; providing opportunities for personal self-determination - expressing one's own opinion and forming relationships with oneself, other people, natural phenomena and social life; disclosure of individuality - a person's awareness of himself, his characteristics (self-consciousness - in creativity); recognition of the student as a subject, that is, capable of setting goals and implementing them (teaching methods of activity)
When organizing the educational process, you must always keep in mind the following: educational activity should be rich in content, require intellectual tension from schoolchildren, the material should be accessible to children. It is important that students believe in themselves, experience success in their studies. It is educational success at this age that can become the strongest motive that causes a desire to learn. It is important to organize a differentiated approach to students, it is he who contributes to the disclosure of the capabilities of each of them.

A differentiated approach creates conditions for the maximum development of children with different levels of abilities: for the rehabilitation of those who are lagging behind and for the advanced education of those who are able to learn ahead of time.
The main goal of my work with children is to teach them to think. That is why I try to teach my students to express their thoughts orally and in writing, to analyze the answers of their peers. My students are happy to take part in disputes on various issues both with the teacher and with the class.
I select the material for lessons and extracurricular activities in such a way that it develops thinking, both logical and creative. I pay special attention to the development of spatial thinking. The development of verbal-logical thinking, the development of operations of comparison, generalization, selection of essential features occurs throughout the entire education in elementary school. Complication occurs due to the material: from game to educational, from simple to complex, from reproductive reproduction to creative self-expression.
I consider the method of alternating tasks to be solved productive different ways, drawing up tasks, various transformations leading to simplification and complication. I try not to “chew”, but to create problem situations that guide students to search. As a result, the student acts as a researcher discovering new knowledge.

I will bring concrete examples such tasks: “Choose the right number”, “Find the missing number”, “What should be drawn?”, “What letter is superfluous?”, “Not a question, but ... What numbers and why will you put instead of questions?”, “ How many squares?”, “How many triangles?”, “Which word is superfluous?” and others. Such tasks put children in a situation where they must compare, generalize, draw conclusions, analyze. The special value of such tasks lies in the fact that when they are solved, mental activity is stimulated, because the task often cannot be solved “on the go”, it seems to “resist”, and this is what makes the child think. B. Pascal said wonderful words about this: “You can only rely on that which resists.” Under this condition, the ability to overcome difficulties develops, and this is the main quality of a thinking person.
I pay great attention to the training of thinking, it is useful to all students, and especially to those who experience difficulties in learning. I carry out in practice the selection of non-standard tasks (invisible errors, tasks in verse, games, logical chains, encrypted words, arithmetic puzzles).
Great observation is required from students by logical chains that need to be continued to the right and left, if possible. To do this, you need to establish a pattern. For example:
a) ...6, 12, 18...(6, 12, 18, 24, 30, ...)
b) ...6, 12, 24...(6, 12, 24, 48, 96 ...)
It is fundamentally important that at each lesson the child experiences the joy of discovery, so that he develops faith in his own strength and cognitive interest. The interest and success of learning are the main parameters that determine the full-fledged intellectual and physiological development of a younger student, and hence the quality of a teacher's work.
An effective tool that allows each child in the class to open up and fulfill himself is the creative work of children. Creative tasks, during which children come up with something, compose, invent, should be used by the teacher systematically. “Only a creative person can bring up a creative person” - for a teacher, this truth is both a motto and a guide to action.
The range of creative tasks is unusually wide in complexity. When they are solved, an act of creativity takes place, new way or create something new. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - all that in the aggregate constitutes creative abilities.
An example of such tasks can be exercises: “Read the proverb using the correspondence of signs and letters”, “Arithmetic in Martian”.

In my work I often use educational games. They create a kind of microclimate for the development of the creative aspects of the intellect. Wherein different games develop different intellectual qualities: attention, memory, especially visual, the ability to find dependencies and patterns, classify and systematize material, the ability to create new combinations of existing elements, objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of their actions. Together, these qualities make up what is called ingenuity, a creative mindset.
Anagrams are of great interest to younger students, in which, after reading them, it is necessary to highlight the “extra” word, grouping the words according to some criterion.
For example: canopy - (spring), pine - (pump), mouse - (reed), bank - (boar).

Children experience great excitement when completing tasks like “Take away a letter”: “Remove one letter from each word, and rearrange the rest so that the names of various animals are obtained. For example: dome-bug; bulldog - (bird) dove; birch - (African equine) zebra; Kaluga - (marine predatory fish) shark; charlotte - (whale) sperm whale; scab - (bird) magpie; cable - (fur animal) squirrel; funnel - (pet) cow; croup - (insect) spider.

Among the tasks of a problematic nature, I introduce the so-called “philosophical tasks” into the lessons.
For example:
1. Complete the statements
Labor is a reward, and laziness is _______________.
The night is quiet, and the day is _______________.
Spring is dawn, and autumn is ______________.

2. Connect with lines words that are opposite in meaning.
kindness diligence
justice cowardice
honesty deceitful
truthful injustice
sloth dishonest
courage evil

3. Connect the beginning and end of the proverbs with lines.
Like to ride... ... have a hundred friends.
Labor feeds a person, but ... ... love to carry sledges.
Do not have a hundred rubles, but ... ... laziness spoils.

4. Connect Russian proverb with appropriate German.
If you chase two hares, you won't catch one. With eloquent language you will not be lost.
Language will bring to Kyiv. A rotten egg ruins the whole dough.
Silent means consent. Who starts a lot, accomplishes very little.
A fly in the ointment spoils a barrel of honey. No response is also an answer.

The nature of such tasks should correspond to the knowledge and level of intelligence of children.
In lessons and extracurricular activities, I use tasks that contain an exciting puzzle, solving a trick. They have a special, attractive power, because something mysterious is connected with them, it amazes the imagination.
I pay great attention to the development of visual and auditory perception. The visual perception of children determines the speed of memorization and adequate reproduction of the material read from the board, textbook or other manuals. The teacher's methods of work depend on the level of visual perception of children: the number and nature of visual aids, their correct selection, the time and place of their use in the lesson.
Children are very fond of tricks, they are happy to learn this art at any opportunity. I really like to give mathematical tricks, as they contain interesting and educational material accessible to children.
Here is one of these tricks "Predicting the amount."
I suggest that someone write a number of several characters. I rewrite this number on paper, after subtracting 2 from one and putting a deuce in front. I put the piece of paper with the number on the table with the clean side up.
Let the student write down the number 4725, on paper I write down the answer 24723.
I suggest that someone write another one under the first number, consisting of the same number of characters. (Have him write down the number 5891.)
Under it I put the third number myself so that the figure complements the one below it up to 9. In this case, under 5 - 4, under 8 - 1, under 9 - 0, under 1 - 8 (4108).
The fourth number is written by the student (let him write down 9810), the fifth number is written by the teacher, writing the numbers according to the same rule as described above. If the extreme digit on the left was 9, then nothing needs to be written under it (therefore, the number will be 189).
Then I propose to add up a column of five numbers (the guys check the correctness of the solution).
When their sum is found, I take a sheet with a number from the table and show it to the guys.

Each of you wrote the numbers you wanted. I didn't know these numbers. Nevertheless - I predicted the amount.

The experiment is repeated several times; initially, numbers consisting of any number of digits can be taken.
If there are no errors in arithmetic operations, then the result of addition will necessarily coincide with the number that was previously written down on a piece of paper.
The guys are so addicted to this trick that everyone wants to be in the role of a leader. We repeat the experience in pairs, and then the children at home tell it to their parents and friends, themselves playing the role of a leader.
The guys solve such examples with enthusiasm, while the computational skills of the guys, the speed of counting are well practiced.
In mathematics lessons, I include arithmetic puzzles, puzzles in which it is required to restore unknown numbers in certain records of calculations.
Arithmetic puzzles belong to one of the types of logical problems. Primary school students are distinguished by curiosity and for them the solution of a logical problem is a search. There are not enough problems of this type for students of this age in the mathematical literature, so I myself select the necessary material for my work.
The formation of interest in learning is an important means of improving the quality of schoolchildren's education. This is especially important in elementary school, when permanent interests in a particular subject are still being formed, and sometimes only determined.
Therefore, I select such tasks that have a direct connection with other subjects. For example, I introduce such logical exercises that do not require complex calculations, and sometimes even calculations at all. But each of the exercises forces you to make comparisons, draw conclusions, makes you think correctly, that is, consistently, conclusively.
Recently, I myself have been fond of solving Hungarian crossword puzzles, and I teach this to my students. Having deciphered the rebus, the guys explain the meaning of difficult words, vocabulary work is carried out. Students are happy to solve such crossword puzzles in the classroom and after school hours, involve their parents and friends in their solution. The work on the crosswords “Volga - Volga”, “Your own master” is going well (the guys find a dozen different tools useful in the household), “Fedorino grief”, “Modes of transport”, “All words start with the letter “3” and it is the first ”, “Zarnitsa” (it is necessary to find a dozen “military” words, “Sea inhabitants” (there are 14 of them), etc.
I pay a lot of attention in the classroom and extracurricular activities to solving tasks at the choice of students, since such tasks are one of the types of differentiation.
To select a task, it is fashionable to offer exercises of the same content, but of different shapes, different volumes, different complexity, that is, tasks that require different mental activity. In order for the student to make a conscious choice of the task, he must have formed the correct self-esteem (Who was interested in the lesson and what exactly interested? Who thinks that he understood this material? Who has learned to solve such equations, give a verbal assessment of your homework) etc.
In the classroom, I also use other forms of assessment of children: mutual assessment when working in pairs (“Who liked working in pairs? Who can we say “thank you” to for help?”).
Such work on the formation of assessment, mutual assistance, self-assessment is important for differentiated learning.
Distinguish between internal and external differentiation. External differentiation is the division of children into classes of different levels (the allocation of correction classes, classes of gifted children, etc. or into groups in the same class (strong, medium, weak).
Internal differentiation is the creation of conditions for the free choice of tasks. When work is done every day to form the correct self-esteem, the student can take on a load according to his strength, get used to counting his abilities over the years of studying in elementary school and using them to the fullest. Having moved to secondary school, he will be ready for conscious actions in choosing electives, programs, specialization.
Of course, for such a choice of the student, it is necessary to prepare specially. Need a constant educational work, as a result of which the student is affirmed in the idea that only he can achieve success in learning, who works energetically, actively, at the limit of his abilities.
In the classroom, at first, you have to help children in choosing tasks. Some overestimate their capabilities, others spend a lot of time choosing. But since choice exercises can be given in almost every lesson and in any subject, then gradually the choice itself begins to happen quite quickly and more and more correctly.
First, I explain which task is simpler, which is more difficult, but over time, the children themselves evaluate the difficulty of the task themselves, i.e. determine which task they are more prepared for, which one does not cause them difficulties and errors.
If the students choose a more difficult task and do not do so much, this should be assessed positively, since the desire to do, the passion, the interest with which the students work bring more benefits than the general obligatory for everyone, but joyless work.
There is no need to be afraid that children will choose only easy tasks, on the contrary, they tend to choose more difficult tasks, and the teacher has to either tactfully help in choosing, or help to complete the chosen task without reproaches and edifications (not only I, but also students provide help - teacher assistants). It is important to offer assignments to choose from not only for work in the classroom, but also at home.
If tasks to choose from are offered systematically in all lessons, then children develop the ability not to get lost in a situation of choice, to consciously choose work according to their strength, and the ability to objectively assess their capabilities. At the same time, a friendly atmosphere with elements of competition and mutual assistance is preserved in the class, without the offense that arises when the class is divided into different groups by the teacher himself.
The process of mastering academic subjects can be interesting, exciting and very effective. This is largely facilitated by the methodology of teaching by means of subjectivization, developed by G.A. Bakulina.
The work of a teacher is hard work, but joyful work when you see the good fruits of your work. If you lay a solid foundation of knowledge, teach you to love learning, develop your mental abilities, then you can be calm. I believe that my children will always strive to learn well.

REFERENCES
Volina V. Entertaining alphabet studies. M., 1997.
Dry I. 800 riddles, 100 crosswords. M., 1996.
Bakulina G.A. Subjectivization of the process of teaching the Russian language in elementary school. Kirov, 2000.
Araslanova E.V., Selivanova O.G. Educational project "Able child". Development of cognitive abilities of younger students. Theoretical aspect. Kirov, 2006.
Kordemsky V.A. Mathematical ingenuity. M., 1994.

DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOLCHILDREN.

“The goal of teaching a child is to

to make him capable

P. Hubbart - American writer

Formation creative personality, one of the main tasks proclaimed in the concept of modernization of Russian education. Its implementation dictates the need to develop the cognitive interests, abilities and capabilities of the child.

great time childhood! A child who crosses the threshold of a school for the first time finds himself in the world of knowledge, where he will have to discover many unknown things, look for original, non-standard solutions in various activities. The most effective means of including a child in the creative process in the classroom are: playing activities, creating positive emotional situations, working in pairs, problem-based learning.

On the initial stage the formation of cognitive interests, children are attracted by the actual gaming activities. The game serves as an emotional background against which the lesson unfolds. In the lessons I use didactic and plot-role-playing games, crosswords, riddles, rebuses, I try to present the material in an unusual form: a fairy tale lesson, a journey lesson, a research lesson and others.

2. General idea of cognitive processes.

The federal component of the state standard, developed taking into account the main directions of modernization of education, is focused “not only on the knowledge, but primarily on the activity component of education, which makes it possible to increase learning motivation, to the greatest extent realize abilities, opportunities, needs and interests child. Therefore, it is no coincidence that one of main objectives on the steps general education is an development of cognitive activity of students. Cognitive activity provides cognitive activity , during which the acquisition content subject, necessary activities, skills, abilities. The presence of cognitive activity is a psychological factor that ensures the achievement of learning goals.

“The purpose of training is not only the mastering of knowledge, skills and abilities by students, but also the formation of leading personality traits. One of these personality traits is cognitive activity” – T.I. Shamov.

Factors that shape the cognitive activity of students can be built in the following chain:

Motives determine the cognitive interests of students and their selectivity, the independence of learning, ensure its activity at all stages.

Given that motives students are formed through their needs and interests(need interest motive), the teacher should direct all efforts to the development cognitive interests students.

Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think, and express judgments. Therefore, without the participation of cognitive processes human activity impossible, they act as integral internal moments. They develop in activities, and are activities themselves.

The development of human inclinations, their transformation into abilities (individually psychological characteristics individuals who provide high achievements in activities, determine the suitability of a person for one or another of its types) is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive abilities.

3. Cognitive processes.

Perception is a reflection of objects and phenomena, integral situations of the objective world in the totality of their properties and parts with their direct impact on the senses.

With the help of his imagination, the child creatively transforms the world, and it, as a process, is organically included in creativity. Thanks to the imagination, a person has the opportunity, as it were, to see ahead, to imagine what remains to be done.

Pay attention to the image (Fig. 1) of a half-turned away young woman. Can you spot an old woman right there with a big nose and chin hidden in a collar?

Observation is a perception closely related to the activity of thinking: comparison, distinction, analysis. Observation is always carried out with a certain cognitive purpose. It implies a clear vision tasks observation and preliminary development plan its implementation.

It is impossible to observe if one does not know what and for what purpose one should observe.

Today, the problems associated with the development of attention in schoolchildren are of concern to teachers, parents, and psychologists working with children.

Many adults complain about the inattention of children, their inability to concentrate, to keep their attention for any long time when solving educational problems. The number of children of primary school age with the so-called attention deficit disorder, usually combined with hyperactivity, is increasing.

Attention is the focus and focus of our consciousness on a particular object. Anything can be the object of attention - objects and their properties, phenomena, relationships, actions, thoughts, feelings of other people and one's own inner world.

Attention is always a characteristic of some mental process: perception, when we listen, examine, sniff, trying to distinguish any visual or sound image, smell; thinking when we solve some problem; memory, when we remember something specific or try to remember; imagination, when we try to visualize something clearly. Thus, attention is the ability of a person to choose what is important for himself and focus on it his perception, thinking, recollection, imagination, etc.

Attention is a necessary condition for the quality performance of any activity. It performs the function control and is especially necessary in learning, when a person is faced with new knowledge, objects, phenomena.

Both the schoolboy and the student, no matter how talented or capable they may be, will always have gaps in knowledge if their attention is not sufficiently developed and they are often inattentive or distracted in class. Attention largely determines the course and results of educational work.

Attention develops gradually and at a certain moment becomes a property of the personality, its permanent feature, which is called mindfulness.

Human mindfulness is manifested not only in cognition peace and implementation activities, but also in relationships with other people. Sensitivity, responsiveness, understanding the moods and experiences of another, the ability to catch the slightest nuances of his feelings and desires and the ability to take all this into account in his behavior and communication distinguishes a person who is attentive to people and indicates a fairly high level of personality development.

The educational material can include content-logical tasks aimed at developing various characteristics attention: its volume, stability, the ability to switch attention from one subject to another, distribute it to various objects and activities.

1. Finding moves in ordinary and numerical mazes

2. Recalculation of objects depicted by repeatedly intersecting contours

3. Finding numbers from Schulte tables

4. Draw faster

5. Find out who is hiding

6. Find similarities and differences

7. Read the scattered words

One of these approaches is vocabulary dictation with commenting(Levitina S. S., 1980). This methodological technique, well known to teachers, becomes a way to measure attention if the following changes are made to it:

1) the teacher reads each word only once;

2) students can take pens only after listening to the comments;

3) the teacher should carefully ensure that students do not look at each other in notebooks.

If the student cannot write down the word after the comments, he is allowed to make a dash. At the same time, children are warned that a dash is equated to an error. Before starting the dictation, despite the fact that the commented letter is a type of work known to students from the first grade, it is advisable to show with several examples what needs to be done.

For example, for a commented email, the word is selected"transplanted". The teacher reads this word, and then calls several students, each of whom alternately names the prefix, root, suffix, ending, explaining their spelling along the way. Thereafter The teacher invites the children to take pens and write down the commented word. Then students are reminded to put down their pens and work begins on the next word.

A commented email is a fairly complex activity.

Analyzing the structure of the commented letter, psychologist S. N. Kalinnikova identified seven main stages of this activity, the observance of which ensures the accuracy of its implementation:

1) the primary perception of the spoken word;

2) independent analysis of the spelling of the orthoepic image of the word;

3) listening to comments;

4) representation of the spelling of the word in accordance with the commentary;

5) clarification of the primary analysis of spelling with commenting;

6) spelling of a word in accordance with its spelling;

7) checking the written word in accordance with the commentary.

Analysis of quantitative data (the number of children who completed the work without mistakes, made a certain number of mistakes) provides information about the quality of concentration, the stability of students' attention. The success of this work and the nature of the mistakes made allow us to judge the organization of the collective attention of students.

The methodological technique proposed by the psychologist S. L. Kabylnitskaya makes it possible to measure the individual attention of students. Its essence is to identify deficiencies in attention when detecting errors in the text. This work does not require any special knowledge and skills from students. The activity performed by them is similar to that which they must carry out when checking their own compositions and dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: the substitution of letters, words in a sentence, elementary semantic errors.

Examples of texts offered to children in order to detect errors:

a) “Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Rooks build their nests in the trees. There were a lot of eggs on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. There are good notes in Rai's notebook. The children were playing in the playground. A grasshopper is striding in the grass. In winter, an apple tree bloomed in the garden. The work is carried out as follows.

Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received, including semantic ones. Find and fix them." Each student works independently and is given a set amount of time to complete the task.

Corrective tasks. In proofreading tasks, the child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to experience what it means to be attentive and develop a state of inner concentration.

The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.

The instruction looks like this: “Within 5 minutes, you need to find and cross out all the letters“ A ”(you can specify any letter): both small and capital, and in the title of the text, and in the author’s last name, if someone has them ".

As you master the game, the rules become more complicated: the letters you are looking for change; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.

Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is four or fewer gaps. More than four passes - weak concentration.

"Find the words"

Words are written on the board, in each of which you need to find another word hidden in it. For example:

Laughter, wolf, pole, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.

Memory plays an even more significant role in people's lives. Without memory, a person could not learn anything, remember what was learned, save for the future impressions of correct actions and mistakes made.

Memory is the memorization, preservation and subsequent reproduction of what we previously perceived, experienced or did.

Memory is an amazing property of human consciousness, it is the renewal in our minds of the past, images of what once impressed us.

In my old age I live again,

The past passes before me

How long has it been rushing, full of events,

Worrying like a sea-okiyan?

Now it's silent and calm

A few faces my memory has preserved,

Few words reach me

And the rest perished irrevocably...

A. S. Pushkin

remember something- means to connect what is remembered with something, weave what needs to be remembered into a network of already existing connections, form associations. There are several types of associations:

- by contiguity: the perception or thought of one object or phenomenon entails the recall of other objects and phenomena adjacent to the first in space or time (this is how a sequence of actions is remembered, for example);

- by similarity: images of objects, phenomena or thoughts about them evoke a memory of something similar to them. These associations underlie poetic metaphors, for example, the sound of the waves is likened to the speech of people;

- in contrast: sharply different phenomena are associated - noise and silence, high and low, good and evil, white and black, etc.

In the processes of memorization and reproduction, semantic connections play an extremely important role: the cause - the effect, the whole - its part, the general - the particular.

It is important to teach memorization techniques

An exercise to develop the ability to switch and distribute attention,

visual and operative memory, the ability to apply the method of semantic memorization.

The children are shown a picture with bright objects for 1 second and removed.

Then the question is asked: “How can you remember what you saw?”.

Students give different answers. The teacher leads the children to this: “For this you need:

set to remember what you see,

cover the entire number of objects, trying to count them,

break these objects into semantic groups, coming up with a name for each of the groups (a generalizing word),

represent the location of each group of objects in the form of any figures,

estimate so that the total number of items in all groups after counting coincides with the number of all items.

Task execution technique:

a table (5x3) is prepared in advance in the notebook, where the names of objects will subsequently be entered in the order of their location in the picture

the second time a picture with bright objects is shown (20 seconds). These objects are named and indirectly remembered (distributed into semantic groups),

then the picture is removed, the command is given to enter the names of objects into the table according to invented groups in the same location as in the picture,

the work is done independently, then the students exchange notebooks and pencils correct each other's mistakes,

after that, a picture is shown, and the owner of the notebook corrects his mistakes with a pen. Then the teacher summarizes the results and makes recommendations.

Primary schoolchildren have a more developed visual memory than semantic memory. They better remember specific objects, faces, facts, colors, events.

But in elementary school, it is necessary to prepare children for secondary education, so it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically connected meanings, we contribute to the development of their thinking.

1. Remember two-digit numbers.

2. Remember math terms.

3. Chain of words.

4. Draw patterns from memory.

5. Remember and reproduce drawings

6. Visual dictations

7. Auditory dictations

or mnemonics. Let's take a look at some of them.

See, hear and offend,

To persecute, endure and hate,

And twirl, watch, hold,

And depend and breathe

Look, -it, -at, -yat write.

zero is king

K. D. Ushinsky said that a teacher who wants to firmly imprint something in children's memory should take care that as many of the children's senses as possible - eyes, ears, voice, a sense of muscular movements and even, if possible, smell and taste - took part in the act of remembering.

A person not only perceives the world around him, but also wants to understand it. To understand means to penetrate into the essence of objects and phenomena, to know the most important, essential in them. Understanding is provided by the most complex cognitive mental process, which is called thinking.

Therefore, already in elementary school, it is necessary to teach children to analyze, compare and generalize information obtained as a result of interaction with objects not only of reality, but also of the abstract world.

Nothing like mathematics contributes to the development of thinking, especially logical thinking, since the subject of its study is abstract concepts and patterns, which, in turn, are dealt with by mathematical logic.

1. Tasks for ingenuity

2. Tasks of the joke

3. Number shapes

4. Problems with geometric content

5. Logic exercises with words

6. Math games and tricks

7. Crosswords and puzzles

8. Combinatorial problems

Analysis, synthesis. comparison, classification.

Example from RUSSIAN

Developing course for younger students

"Development of cognitive abilities"

The main goal of the course: the development of the intellectual and creative potential of the child's personality.

1. In accordance with the goal, the specific objectives of the course are defined:

2. Development of cognitive abilities of a younger student.

3. Development of his creative abilities.

4. Expanding the horizons of students.

5. Development of the emotional-volitional sphere.

6. Formation of the child's desire for personal growth.

The features of RPS classes are fundamentally different from school lessons in that the child is offered non-educational tasks.

Most of the time in the classroom is devoted to the independent fulfillment of logical search tasks by children, thanks to this, general educational skills are formed in children: to act independently, to make decisions.

And if at the beginning of work on this course, the implementation of many of the proposed tasks causes difficulties for children, since in traditional lessons they did not meet tasks of this type, then by the end of the course, most students should cope with a large number assignments.

At each lesson, after independent work, a collective check of the correctness of the task is carried out. The main purpose of this test is to show students how to do the task correctly and, most importantly, why other options are most likely wrong. This form of work creates conditions for the normalization of self-esteem in different children, namely: in children who have well-developed thought processes, but the educational material is poorly absorbed due to poorly developed mental processes (for example, memory, attention), self-esteem increases. In children whose educational success is dictated mainly by diligence and diligence, there is a decrease in inflated self-esteem.

Children are offered tasks of varying complexity, so any child, solving logical search problems, can feel confident in their abilities. The child can be initially interested in tasks with which he can easily cope. If the task turned out to be too difficult, you can postpone it for a while, and then return to it. At the same time, it is very important not to abandon the task completely. At the discretion of the adult, some tasks may not be limited in time. Let the child spend as much time as he needs. The next time he encounters a task of this type, he will do it faster.

In these classes, marks are not put, but each child evaluates his own progress. This creates a special positive emotional background: looseness, interest, desire to independently perform the proposed tasks.

The RPS course includes the following tasks:

Tasks for the development of attention

Tasks that develop auditory and visual memory

Tasks for the development and improvement of imagination

Tasks aimed at developing thinking

Tasks for the development of attention

The tasks of this group include a number of exercises aimed at developing voluntary attention, its volume and stability, switching and distribution. Performing tasks of this type contributes to the formation of the ability to purposefully concentrate, search for right way find the shortest way to solve problems. For example, "Search for identical items", "What has changed", "What item is missing", "Find differences", and others.

Tasks that develop memory

The activities of this group include exercises aimed at developing and improving auditory and visual memory. When performing tasks, students learn to use their memory, apply special techniques that facilitate memorization. As a result of such exercises, students comprehend and firmly retain in their memory various terms and definitions. At the same time, the volume of visual and auditory memorization increases, semantic memory develops. The foundation is laid for the rational use of forces and time. For example, the games “Remember pictures”, “Drawing graphic patterns from memory”, “Filling tables from memory”, reproducing stories, memorizing songs, tongue twisters, nursery rhymes, poems, etc. contributes to the development of auditory memory.

Tasks for the development and improvement of imagination

The course for the development of the imagination is built mainly on material, including tasks of a geometric nature;

Drawing simple compositions from geometric bodies and figures that do not depict anything specific

Choosing a figure of the desired shape to restore the whole

Drawing figures without lifting the pencil from the paper drawing the same line twice

Selecting a Pair of Identical Shapes

Selection of the given figures from the general drawing in order to reveal the disguised object

Dividing a figure into several given parts and restoring a given figure from its parts

And others

Improving the imagination is also facilitated by working with isographs (these are words written in letters, the arrangement of which resembles the image of the subject in question) and numographs (the subject is depicted using a number).

Tasks that develop thinking

The priority direction of education in elementary school is the development of thinking. For this purpose, it is proposed to use exercises that allow students to build correct judgments at the level available to them, to carry out proofs without prior theoretical mastering of the laws and rules of logic themselves. In the process of performing such exercises, children learn to compare different objects, perform the simplest types of synthesis and analysis, establish relationships between concepts, learn to combine and plan. Children are offered tasks aimed at developing the ability to work with algorithmic instructions (step-by-step execution of actions). The system of tasks and exercises presented in the RPS classes allows you to solve all three aspects didactic purpose: cognitive, developing and educating.

Cognitive aspect

Formation and development of various types of memory, attention and imagination.

Formation and development of general educational skills and abilities.

Formation of the ability to seek and find new solutions, new approaches to the consideration of the proposed situation, to find unusual ways to achieve the desired result.

Developmental aspect

The development of speech.

The development of thinking, in the course of mastering the methods of mental activity, such as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and refute.

Development of spatial perception and sensorimotor coordination.

Educational aspect

Education of the system of moral interpersonal relations.

Basic principles of material distribution

The principle of consistency: tasks are arranged in a certain order

The principle of "from simple to complex" tasks gradually become more difficult

Gradual increase in the volume of material

Increasing the pace of tasks

Change of different activities

Thus, the main goal of training is achieved - the expansion of the "zone of proximal development of the child" and its consistent transfer to the "zone of actual development".

The systematic use of tasks for the development of cognitive abilities of younger students increases the level of development of the intellect of students, develops memory, attention, thinking, perception, broadens their horizons.

In order for a child to learn to the fullest of his abilities, it is necessary to arouse in him a desire for learning, for knowledge, to help the child believe in himself, in his abilities.

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Development of cognitive abilities of younger students. Development of cognitive abilities of children of primary school age

Send your good work in the knowledge base is simple. Use the form below

Introduction

Capabilities. Prerequisites

The development of cognitive abilities of preschoolers by age

From 1 year to 3 years

From 3 to 4 years

From 4 to 5 years

From 5 to 7 years old

Perception

Memory

Attention

Observation

Conclusion

List of sources used

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Introduction to the thesis (part of the abstract) On the topic "Development of cognitive abilities of younger students"

Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Akhmetvalieva, Meiserya Garafovna

List of references for dissertation research Candidate of Pedagogical Sciences Akhmetvalieva, Meiserya Garafovna, 2001

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THE LAST NOTES

Development of cognitive abilities of younger students. Development of cognitive abilities of children of primary school age

Send your good work in the knowledge base is simple. Use the form below

Introduction

Capabilities. Prerequisites

The development of cognitive abilities of preschoolers by age

From 1 year to 3 years

From 3 to 4 years

From 4 to 5 years

From 5 to 7 years old

Perception

Memory

Attention

Observation

Conclusion

List of sources used

Similar Documents

Introduction to the thesis (part of the abstract) On the topic "Development of cognitive abilities of younger students"

Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Akhmetvalieva, Meiserya Garafovna

List of references for dissertation research Candidate of Pedagogical Sciences Akhmetvalieva, Meiserya Garafovna, 2001

What else to read

THE LAST NOTES

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