Formation of cognitive skills of younger students. Development of cognitive abilities of younger students

Introduction

The relevance of research. It consists in the fact that the elementary school teacher, first of all, must teach children to learn, preserve and develop the cognitive need of students, provide the cognitive means necessary for mastering the basics of science. A purposeful solution of these problems is possible only if the teacher knows what the nature of the origin of cognitive activity is, what it consists of, in what order it should be formed in children of primary and secondary school age, what conditions must be taken into account in order to guarantee the formation of the intended cognitive activity. activities for all students. Cognitive activity is formed in the course of a person's entire life. A child is not born with a formed, developed mind, ready for learning. Educational activity requires from the student quite specific cognitive skills and means.

And the teacher must know whether the student has these means, whether they are formed in the preschool period. The study of the principles of the formation of the cognitive activity of a schoolchild is necessary not so much for theoretical justification as for practical application. It is necessary to clearly represent the specific content of various types of cognitive activity. Those. what and in what sequence should students be taught, equip them with methods of rational logical thinking, etc. Particular attention should be paid to the development of learning skills, the formation of general cognitive activity. The principle of student activity is widely known to pedagogy. Without stimulating the activity of the student, the teacher will not be able to achieve the goals.

But the ability to learn includes both general and specific types of cognitive activity. Before becoming means of assimilation, these types of cognitive activity must themselves be assimilated by students. In the formation of cognitive activity, the question of how to teach, what methods to use and in what sequence is decided. Special conditions are highlighted, the implementation of which allows the teacher to guarantee the achievement of the goal. Particular attention is paid to functional control in the educational process. Monotony, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative. 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 is impossible, they act as integral internal moments. They develop in activities, and are activities themselves.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive abilities. Every child has abilities and talents. Children are naturally inquisitive and full of desire to learn, but in order for them to show their talents, they need intelligent and skillful guidance from adults. Cognitive abilities, like any other, can be developed by developing certain skills and abilities in oneself, and most importantly, the habit of thinking independently, looking for unusual ways to the right solution. These qualities are essential for a child to succeed in life. Cognitive interests significantly affect the intensity of personal development. The effectiveness of this process increases if cognitive interests are developed from primary school age. This provision determines the pedagogical expediency of the problem of studying and developing the cognitive interests of younger students.

The diversity and complexity of solving this problem require the improvement of the educational process at school, the activation of traditional and the search for non-traditional forms and methods of teaching. The existing system of organization of educational activities of schoolchildren takes into account the possibilities of cognitive interests in the development of educational knowledge. However, the practiced element-by-element formation of cognitive interests, the insufficient introduction of modern technologies and methodological means into the educational process are not able to fully and effectively ensure the development of students' cognitive interests as a personal integral education.

An analysis of the pedagogical experience of primary school teachers shows that when children develop an interest in learning, the development of students' creative abilities, they experience certain difficulties. At the same time, the recommendations currently available in the psychological, pedagogical, methodological literature on the development of the cognitive interests of schoolchildren are often not used in the modern practice of teachers, or their application is situational, one-time. Scientists note that it is impossible to develop the whole complex of properties included in the concept of "creativity" at once. This is a long-term, purposeful work, and the epizootic use of creative cognitive tasks will not bring the desired result. Therefore, cognitive tasks should form a system that makes it possible to form the need for creative activity and develop the whole variety of intellectual and creative abilities of the child. The elimination of this contradiction requires a change in the technology of organizing the process of development of cognitive interests. With such a formulation of the problem, the presence of creativity in the cognitive activity of younger students is especially important.

Object of study: the process of forming the cognitive interest of younger students.

Subject of study: development of cognitive abilities in children of primary school age

Purpose of the study: to identify and scientifically substantiate the optimal ways of developing the cognitive interests of younger students in the educational process of the school.

Research objectives:

• To analyze the psychological and pedagogical literature on this issue;
• To reveal the essence of the concept of "cognitive interest";
• Conduct psychological and pedagogical monitoring of changes in the activities of students.

Thus, cognitive activity is such an activity, which is based on the implementation and development of individual cognitive interests, capabilities and abilities of the child, the focus on discovering new and interesting knowledge, reproducing values ​​known, but new to the child.

Analytical part

2.1. The essence of the cognitive abilities of younger students.

Orientation towards a person with a high level of formation of various qualities of intellect encourages the teacher to constantly search for ways to update the educational process, as well as to identify and create the psychological, pedagogical and organizational and pedagogical conditions necessary for the full disclosure and development of the intellectual potential of students.

When teaching children, we must first of all understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

The younger school age is characterized by intensive intellectual development. During this period, the development of all mental processes and the child's awareness of his own changes that occur in the course of educational activities take place.

In different psychological and pedagogical sources, the concept of "intelligence" is revealed in different ways.
D. Veksler understands intelligence as the ability to successfully measure one's strengths, life circumstances, using accumulated experience and knowledge. That is, intelligence is considered by him as the ability of a person to adapt to the environment.

Psychologist I.A. Domashenko: "Intelligence is a general cognitive ability that determines a person's readiness to assimilate and use knowledge and experience, as well as to behave intelligently in problem situations."

So, the intellect is a set of qualities of an individual, which provides the mental activity of a person.

In turn, it is characterized by:

• erudition: the sum of knowledge from the field of science and art;
• the ability to mental operations: analysis, synthesis, their derivatives: creativity and abstraction;
• the ability to think logically, the ability to establish causal relationships in the world around;
• attention, memory, observation, intelligence, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

Abilities - individually - psychological characteristics of a person, which are a condition for the successful implementation of a particular productive activity. (“Pedagogical Dictionary”. Kodzhaspirova G.M.).

Abilities are closely related to the general orientation of the personality, and to how stable a person's inclinations are to a particular activity.
What does intellectual ability mean?

Intellectual abilities- these are the abilities that are necessary to perform not just one, but many types of activities.

Intellectual abilities are understood as memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks of teaching children of primary school age.

Intellectual development does not occur on its own, but as a result of the multilateral interaction of the child with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of the new cannot be the basis of solid knowledge. Therefore, the task of the teacher is to develop the mental abilities of students, involving them in active work.

But not every activity develops abilities, but only emotionally pleasant.

Game technologies are one of the unique forms of learning that makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also everyday steps in learning the Russian language. The entertainingness of the conditional world of the game makes the monotonous activity of memorization, repetition, consolidation or assimilation of information positively emotionally colored, and the emotionality of the game action activates all the mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, thus. the material assimilated by students goes through a kind of practice, brings variety and interest to the educational process.

The game is a source of development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between a child and an adult.
The play environment creates an environment where children are willing and able to exercise their independence. The game actions of the child, accompanied by a high emotional upsurge, a stable cognitive interest, are the most powerful stimulus for his activity in cognition.

Of great interest to younger students are games in the learning process - didactic games. These games make you think and provide an opportunity for the student to test and develop their abilities. They are one of the means of developing intellectual abilities.

The purposes of using didactic games are as follows:

• intellectual development of younger schoolchildren;
• creation of suitable conditions for the formation of the development of each child as a person, the development of his creative abilities;
• individual approach to each child and the use of individual teaching aids;
• emotional and psychological development of younger schoolchildren, which is facilitated by participation in didactic games.
• deepening of previously acquired knowledge;
• increase in the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.

Didactic games (developing, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate students in observation, reasonableness of judgments, habits of self-examination, teach children to subordinate their actions to the task, to bring the work begun to the end.
Didactic game is very important for the development of intellectual abilities of younger students.

Design part

The purpose of my pedagogical activity is to create conditions for the implementation of a student-centered approach to learning, activating the personal potential of students, I work to ensure the physical and spiritual development of the child in such conditions when learning becomes a boon for him, joy, the main form of expression of children's life. I create problematic, search research situations in the classroom in order to model situations of success, taking into account the individual abilities of students in order to include them in a creative search for solving educational problems.

To increase the effectiveness of the lesson, I use non-standard forms of teaching. When conducting such lessons, I use ICT. As a result of the combination of educational and play activities, children learn to model educational material, independently acquire knowledge (they use cognitive literature, an encyclopedia, make presentations in the classroom on the topic under study, using the information resources of the Internet). This form of work helps me to instill interest in the subjects studied and maintain it in the future.

With the help of signal cards, we clarify the spelling of unstressed vowels, conduct a vocabulary dictation on the cards, compose, write down sentences with difficult words and spellings, and explain their spelling.

Children in chorus read poems to confirm their innocence:

If you have a letter
Will raise doubts
You immediately
Put emphasis.

With a grammar game, a joke, a physical minute, I support the working capacity of children. With great interest, children guess puzzles, crossword puzzles. I offer cheating and dictations with the task “Skip the letter”, the spelling of which can be checked. Working with children who have a low level of learning ability, poor memory, we carry out a phased assimilation of the material. To find out what topic I still need to work on, I give the children cards or test papers. We carry out creative exercises, performing various tasks. We conduct vocabulary dictation in various forms. Children are very active in the lessons, where we use exercises with elements of the game. She paid much attention to sound-letter, syllabic-sound analysis, and in the process of consolidation, repetition, the children performed a variety of tasks. These tasks I offered on individual cards. Each card contains different material, united by one spelling.

Children work individually. Working with cards gives a complete picture of the assimilation of the studied spelling. This work disciplines children, saves time. The student receives the card at any stage of the lesson: at the beginning of the lesson, during the lesson, at the end of the lesson. Children do not seek to peep from a neighbor, as the cards are different in content. For underachieving children, I made envelopes with separate works, and a notebook for recording errors is kept. I pay a lot of attention to working on mistakes, I think deeply about the system of exercises for each subject. I always sum up, comment on the marks, praise the weak to make them believe in themselves. I believe that it is very important to properly organize the lesson, go from easy to difficult, from unknown to well-known, not to let weak students out of sight, so that every minute is used appropriately. Children in the classroom do a lot of exercises of various types.

Throughout the time I have been looking for a multi-level approach to teaching students, developing the individual abilities of children.

In order to make mathematics accessible and exciting for children, it is necessary to arouse the admiration and surprise of the children, to offer them such forms that will imperceptibly involve them in useful work. For mental counting, I come up with a lot of games, for example, “Into the Forest for Mushrooms”, “Skydivers”, “Toy Store” and others.

I know how to pay attention to each student, I come to the rescue in a timely manner. All my years I try to achieve success. In the lessons I use feedback tools: cards with letters, special cards. This makes it possible to keep in sight each child and the whole class as a whole. Each student has everything necessary for the lesson. At our school, the administration systematically checks reading technique in accordance with the requirements of the program, the reading of most of my students is normal.

I teach children to answer the question clearly, to express their own opinion. I teach them to listen, to think, to complete the answer. I involve them in choral reading, pronunciation. I introduce children to works of different genres, I talk about writers. I explain new material simply and clearly. I am making changes aimed at the development of oral and written speech of students, spelling vigilance. Teaching children, I realized that the key point in the development of the child is his speech. Therefore, I consider the main thing in my work to be the development of students' speech at all levels of their education in elementary school through the integration of subjects. When developing speech exercises, she focused on the development of thinking in students, analysis, synthesis, the ability to identify the main features of objects through observations, generalizations; to solve logical problems, to identify cause-and-effect relationships, to compare and contrast. To enhance the cognitive activity of students in my work, I use game lessons, correspondence trips, dialogues, dramatizations, and work with creative notebooks.

Learning to build on a well-thought-out motivation in the activities of the children, clearly presenting the immediate and final goals in their development and education:

• fostering love for the Russian language;
• development of interest in the subject;
• awakening in children the need for independent work on the knowledge of their native word and on their own speech;
• improving the general language development of schoolchildren;
• education in them of ethical norms of speech behavior.

Developed a system of exercises for the development of speech of students in grades 1-4, which helps to enrich the vocabulary of students, the correct interpretation of words, and stimulates communication.

I have compiled in an entertaining form question cards on certain topics for theoretical self-control, graphic diagrams, entertaining tables.

For the development of oral and written speech, I use thematic supports with tasks.

To develop interest in subjects in my lessons, I use games and creative writing lessons. In gaming activity, the principle of communicative learning develops, since this is an activity that requires speech actions. Children really like such games as: "Theater of facial expressions and gestures", "Story in a circle", "Relay-story", role-playing games. Especially children love the competition-staging (such competitions bring revival to the educational process, allow children to reveal their acting skills).

I believe that the use of communicative tasks with game moments is a reliable basis for teaching students' speech activity and contributes to their creative growth.

I conduct systematically complicating communicative situations that create an atmosphere of verbal communication, interviews, and exchange of opinions in the classroom. This allows you to actively engage in dialogues: "teacher-student", "student-student".

The pedagogy of cooperation, collective and group forms of education form the skills of self-control and self-government in my pupils.

Creative writing lessons develop children's imagination, the gift of words, and serve as a good means of developing a sense of humor. Children learn to compose poems, songs, riddles, letters, stories and aesthetically design their creativity.

Such forms of work as creative cheating, creative dictations, free dictations, creative presentations contribute to the development of students' speech.

Correctly selected texts, reproductions for lessons, are a good means of instilling in students a love for nature, for their homeland and contribute to broadening their horizons. In my lessons, I seek complete, meaningful, meaningful answers from students. I improve the speech of students, I pay great attention to such factors as logic, accuracy, clarity, expressiveness and correctness of speech.

For the development of cognitive abilities in the classroom, I use the exercises of "brain gymnastics". Doing exercises to improve brain activity and prevent visual impairment is an important part of the development of cognitive abilities. Since under the influence of physical exercises, the indicators of various mental processes that underlie creative activity improve: the amount of memory increases, the stability of attention increases, and the solution of intellectual problems accelerates.

Exercise 1. Head shake(stimulates thought processes): Breathe deeply, relax your shoulders and drop your head forward. Allow your head to slowly rock from side to side, breathing out the tension. (30 sec)

Exercise 2. "Lazy eights"(activates the structure of the brain, provides memorization, increases the stability of attention): draw the "eight" in the air in the horizontal plane three times with each hand, and then with both hands.

Exercise 3(improves attention, clarity of perception and speech): put on a “hat”, that is, gently wrap your ears from the top to the lobe 3 times.

Exercise 4. Breathing exercises "Sound gymnastics"

It is performed sitting or standing with a straight back, taking a deep breath through the nose, and as you exhale, pronounce the sound loudly and energetically.

A, e, o, i, y, i, m, x, ha
A - for the whole body
E - on the thyroid gland
I - brain, eyes, nose, ears
O - heart, lungs
U - organs located in the abdomen
I - for the whole body
M - for the whole body
X - cleansing the body
Ha - improves mood

Gymnastics for the eyes

1. "Blinking" (useful for all types of visual impairment): blinking with each inhalation and exhalation.
2. “I see a finger!”: hold the index finger of the right hand in front of the nose at a distance of 25-30 cm, look at the finger for 4-5 seconds, then close the left eye with the palm of the left hand for 4-6 seconds, look at the finger with the right eye, then open the left eye and look at the finger with both eyes. Do the same, but close the right eye. (4-6 times)
3. “Finger doubles” (facilitates visual work at close range): stretch your hand forward, look at the fingertip of an outstretched hand located along the midline of the face, slowly bring your finger closer, without taking your eyes off it, until the finger begins to double. (6-8 times)
4. Eyes: With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

In extracurricular activities on a problematic topic, I use O. Kholodova’s methodological manual “Young smart people and smart girls”, “Assignments for the development of cognitive abilities grades 1-4”, a series of educational and methodological books “To Help the Teacher”.

Each person's picture of the world is formed due to the presence and functioning of mental cognitive processes. They reflect the impact of the surrounding reality in the minds of people.

The cognitive processes are perception, attention, memory, imagination and thinking. Let us characterize the manifestation of cognitive processes characteristic of primary school age.

✏ Perception. This is a cognitive mental process, consisting in a holistic reflection of objects, events, situations. This phenomenon underlies the knowledge of the world. The basis of knowledge of the younger student is the direct perception of the surrounding world. All types of perception are important for learning activities: perception of the shape of objects, time, space. If we look at the reflection of the received information, we can distinguish two types of perception: descriptive and explanatory. Children who have a descriptive type

factually oriented. That is, such a child can retell the text close to the original, but will not particularly delve into the meaning. The explanatory type, on the contrary, in search of the meaning of the work, may not remember its essence. The individual characteristics inherent in the personality also affect perceptions. Some children are focused on the accuracy of perception, he does not turn to conjectures, does not try to guess what he read or heard. The other individual type, on the contrary, seeks to invent information, to fill it with his own prejudiced individual opinion. The perception of the younger student is involuntary. Children come to school already with a fairly developed perception. But this perception comes down to recognizing the shape and color of the presented objects. At the same time, children see in the object not the main, special, but bright, that is, what stands out against the background of other objects.

✏ Thinking. At primary school age, the child's thinking moves from visual-figurative to verbal-logical. It relies on visual images and representations. The mental activity of younger schoolchildren in many ways still resembles the thinking of preschoolers. To understand this cognitive process, it is necessary to understand the features of the development of mental operations in younger students. They include such components as analysis, synthesis, comparison, generalization and concretization.

✎ Analysis is the mental division of an object into separate parts and the selection of properties, qualities or features in it. Practically effective and sensual analysis prevails in the younger student. It is easier for children to solve problems using specific objects (sticks, models of objects, cubes, etc.) or to find parts of objects by observing them visually. It can be both the layout of the object and the natural conditions in which the object resides.

✎ Synthesis is the ability to logically build a mental chain from simple to complex. Analysis and synthesis are closely related. The more deeply the child owns analysis, the more complete the synthesis. If we show the child a plot picture and do not say its name, then the description of this picture will look like a simple enumeration of the drawn objects. The message of the name of the picture improves the quality of the analysis, helps the child to understand the meaning of the whole picture as a whole.

✎ Comparison. This is a comparison of objects or phenomena in order to find common or different between them. Younger students compare by bright signs, by what catches the eye. It can be a round shape of an object or its bright color. Some children manage, by comparing objects, to highlight the largest number of features, others the least.

✎ Generalization. Primary schoolchildren distinguish, first of all, catchy, bright signs of objects. Most generalizations refer to specific features. If we give children a number of objects belonging to different groups, and offer to combine them according to common features, we will see that it is difficult for a younger student to generalize independently. Without the help of an adult, while completing a task, he can combine words of different meanings into one group. Generalizations are fixed in concepts. Concepts are a set of essential properties and features of an object or phenomenon.

✎ Specification. This component of thinking is closely linked to generalization. A child throughout his life needs to learn to assimilate concepts, rules, laws. This can be done on the basis of considering individual objects or their parts, signs, schemes, and most importantly, performing a number of operations with them. If the child knows only a part of the general properties, then his concretization will also be partial.

✏ Imagination. This is the ability of a person to create new images, based on the ones he already has in his experience. The main direction in the development of the imagination of a younger student is the transition to a more correct and complete reflection of reality on the basis of already existing life experience and knowledge gained in the course of mastering reality. For primary school age, it is characteristic at first that the recreated images only approximately characterize the real object, they are poor in details. Further, the imagination develops and the children already, building images, use in them a much larger number of signs and properties. A feature of the imagination of younger students is its reliance on specific objects. Gradually, specific examples are replaced by a word that helps the child create new images. According to how deliberate, meaningful is the creation of images, we can divide the imagination into voluntary and involuntary. It is at the early school age that involuntariness is most clearly manifested. It is difficult for children to distract themselves from the images they have created earlier and are conditioned by their life experience. This makes it difficult to create new images. New images in younger students arise under the influence of little conscious needs. The involuntary imagination is akin to uncontrollability. If a literary work or a colorful story awakens a strong imagination in a child, then, retelling what he heard or read, he, against his will, can come up with those details that were not in the work. Arbitrary imagination is an image specially created in accordance with the set goals. It needs to be developed, and adults will have to develop the imagination of a younger student from an image of an obscure, vague, “small” one, in which only a few signs are reflected, to a generalized, vivid image.

✏ Attention. Attention in itself is not a cognitive process. It is inherent in all of the above processes: perception, thinking, memory. Attention is concentration on any process or phenomenon. It accompanies all mental processes and is a necessary condition for the implementation of almost any activity.

Attention can be arbitrary and involuntary. In a younger student, the predominant type of attention is involuntary. Involuntary attention is quite "independent" and does not depend on the efforts made. Objects and phenomena that attract attention can be different. But everyone is united by brightness, surprise, novelty. Younger students have not yet learned to control their attention, and everything emotionally colored attracts them, like a magpie attracts shiny things. This is due to the visual-figurative nature of their mental activity. For example, if a child was sick and missed a new material when he came to school, he will not understand the teacher's explanations, since they are built on the assimilation of the previous material. The child will be distracted, doing other things. For him, the teacher's explanations appear in the form of something unclear and incomprehensible to him. arbitrary attention. If a child sets a goal and makes efforts to achieve it, we are dealing with voluntary attention. In the process of mastering knowledge, skills and abilities, the child develops voluntary attention. Work on the development of voluntary attention goes from the goals that adults set for the child, to the goals that the younger student sets on their own. Considering voluntary attention, we cannot fail to consider its properties. These include concentration of attention, its volume, stability, switching and distribution. Concentration of attention is the ability to keep attention on one object.

It is at primary school age that this property can be expressed very clearly, since the child tends to immerse himself in his own world, not noticing the real world for some time. The volume of attention is the number of objects, phenomena that are covered at the same time. For a younger student, the volume ranges from 2 to 4 subjects. This is less than that of an adult, but quite enough for a child.

Stability of attention is still poorly developed in younger students. He is easily distracted, "jumps" from one object to another. This is facilitated by the fact that in a younger student the processes of excitation predominate over the processes of inhibition. The child cannot pay attention to one subject for a long time, he quickly gets tired. Distribution of attention is the ability to keep attention on two or more objects or phenomena. In a younger student, this property is still not sufficiently developed. With age, the distribution develops, the experience of automatic skills appears, when one well-known phenomenon or activity requires an almost automatic skill, and the child's attention switches to another object or phenomenon. And, finally, such a property as switching attention. It is the child's ability to move from one activity to another. The success of the switch is influenced by the characteristics of the previous activity and the individual characteristics of the child. Some children easily move from one type of activity to another, others are difficult, it is difficult for them to reorganize. Switching attention requires effort on the part of the child, so at primary school age, when the volitional potential is still not sufficiently developed, it is difficult. But with age, with the acquisition of new experience, a switch develops.

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Akhmetvalieva Meiserya Garafovna. Development of cognitive abilities of younger students: Dis. ... cand. ped. Sciences: 13.00.01: Saratov, 2001 283 p. RSL OD, 61:01-13/1647-6

Introduction

Chapter I. Theoretical and methodological foundations for the formation of cognitive abilities of younger students. With. 13

1.1. The essence of the cognitive abilities of younger students. With. 13

1.2. The role of the teacher's personality in the formation of cognitive abilities of younger students. With. 43

1.3. Diagnostics and criteria indicators of the development of cognitive abilities of younger schoolchildren and professional and personal qualities of teachers. With. 69

Chapter II. Pilot-experimental verification of the effectiveness of the pedagogical system for the development of cognitive abilities of younger students. With. 107

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. With. 107

2.2. Model of the pedagogical system for the development of cognitive abilities of younger schoolchildren. With. 125

2.3. The course and results of the formative experiment. With. 144

Conclusion. With. 155

Literature. With. 157

Introduction to work

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 were identified. 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, information and technological environment, based 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 of general intellectual skills and the development of the personal sphere.

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 the purposeful formation of socially significant qualities in each student - a scientific worldview, a sense of responsibility, organization, discipline, etc. d.

The current situation orients the education system not towards training a person with a certain stock of knowledge and skills, but towards an independent, creatively developed 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, L.S. 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 of the 1960s and 1970s were focused primarily on the formation of common methods of thinking, generalizations, and abilities in all children. Everything that ultimately acts as the mental state of the child was considered as a set of samples, norms 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 "(Syu. 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 ІІІ__

There is 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. Matyushkin, A.A. Smirnov, S.L. Rubinshtein, R.S. Nemov), integrity and consistency in the study and organization of educational systems (Yu.K. Babansky, M.A. Danilov), the formation and content of education and the learning process (SI. Arkhangelsky, N.F. Talyzina), the problematic organization of classes (L.G. Vyatkin, A.M. Matyushkin), 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 research on which the development of students' cognitive abilities is based.

It is also 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.

The question of the 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, ST. Shatsky), determining the main professional qualities and secondary ones related to the psychology of activity and communication

teachers (B.G. Ananiev, Yu.K. Babansky, F.N. Gonoblin, K.M. Levitov, A.K. Markova, R.S. Nemov), characteristics of the teacher’s professional personality (B.G. Ananiev, D.-G. Bartley, D. Bruner, A. Behn, S. L. Vygotsky, P. Ya. Galperin, A. N. Leontiev).

The role of the teacher involves deepening 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 the knowledge of the age characteristics of children of primary school age, in the development and correction of the cognitive, volitional and emotional spheres of children. This makes it possible 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 at school, in terms of the formation of the ability to self-diagnose professional and personal qualities, the full development of knowledge of the psychology of teaching children of primary school age, does not form a holistic view of the content of work on development of cognitive abilities of younger students, the possibility of acquiring the necessary skills and

skills. However, the process of teaching children involves not only the simple transfer of knowledge, but the stimulation of schoolchildren to a positive self-perception, overcoming difficulties, the desire to self-develop, and the formation of positive motivation for them 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 the correctional and developmental activities of the teacher and the insufficient development of the theoretical, methodological, organizational and technological foundations of the development process

The study of the cognitive abilities of younger students determined the choice of the research topic: "Development of the 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 a programmed interaction of constituent components that guide and complement each other, sufficiently determined, methodologically and didactically justified.

2. The system is actually structured according to the principle of "subject - subject", acting as active participants in an 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 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" of younger students, "professional and personal qualities" of the teacher, "pedagogical abilities" , "professional personality", "individual style" of the teacher, "diagnostic - 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 students, 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;

The development of problems related to the development of cognitive abilities in younger schoolchildren in the general structure of the professional activities of teachers and psychologists has a specific theoretical and methodological justification, which was 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, P.P. Blonsky, L.S. Vygotsky, V.V. Davydov, L.V. Zankov, Ya.A. Comenius, A.N. Leontiev, A.R. Luria, R. Burns, E.V. Korotaeva, N.A. Menchinskaya, J. Piaget, I.V. A. Smirnov, 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 the philosophical, psychological and pedagogical

literature, monographic materials, educational

methodical documentation; comparison; generalization; abstraction; modeling in the aspect of the problem under study; empirical methods - pedagogical observation; diagnostics

(questionnaire, testing); pedagogical experiment.

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

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.

The experimental and experimental base of the study was the educational institutions of the Volzhsky district of Saratov - secondary 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 dissertator carried out experimental activities, working as a teacher-psychologist at the education department of the Volzhsky district administration and a teacher-psychologist at secondary school No. 9 of the Volzhsky district of Saratov.

The dissertation research includes three stages: The first stage (1995-]996) - the choice of a 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 primary schools

nicknames, self-diagnosis of professional and personal qualities of teachers; conducting a stating experiment, processing and analysis of the data obtained.

Third stage (0998-2000) 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 dissertation content 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 of Saratov educational institutions (January 2001), at the meeting of heads of educational institutions of the Volzhsky district of Saratov, at meetings of the methodological association of pedagogues-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 the professional and personal qualities of teachers on the further development of 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.

The essence of the cognitive abilities of younger students

We turn to the concept of ability when we try to explain and understand such a fact as why different people, placed in the same living conditions, achieve different successes and results, due to which some acquire knowledge, skills and abilities faster and better than others.

The term "abilities", despite its long and widespread use in psychology and pedagogy, is interpreted differently in the literature. R.S. Nemov offers the following compact classification of definitions of this concept:

1. Abilities - properties of the human soul, understood as a set of all kinds of mental processes and states. This is the broadest and oldest definition of ability available. Currently, it is practically not used in psychology.

2. Abilities are a high level of development of general and special knowledge, skills and abilities that ensure the successful performance of various types of activities by a person. This definition appeared and was adopted in the psychology of the 18th-19th centuries, and is partly used at the present time.

3. Abilities - this is something that does not come down to knowledge, skills, skills, but explains their rapid acquisition, consolidation and effective use in practice. This definition is now accepted and the most common. It is also the narrowest and most precise of the three.

A significant contribution to the development of the general theory of abilities was made by our domestic scientist B.M. Teplov. It was he who proposed the third of the listed definitions of abilities, on which we will rely. In the concept of "ability", according to B.M. Teplov, three ideas are concluded. “Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another ... Secondly, not all individual characteristics are called abilities, but only those that are related to the success of an activity or many actions. -values ​​... Thirdly, the concept of "ability" is not limited to the knowledge, skills or abilities that have already been developed by a given person" (117).

It is necessary to distinguish between natural or natural abilities and specific human abilities that have a socio-historical origin. Natural abilities - perception, memory, thinking - are directly related to innate inclinations, but are not identical to them, but are formed on their basis through the mechanisms of learning in the process of life experience. A person has abilities, in addition to biologically determined ones, that ensure his life and development in a social environment. These are general and special abilities (higher intellectual), based on the use of speech and logic, theoretical and practical, educational and creative, subject and interpersonal" (90).

R.S. Nemov draws our attention to what is included in the concept of "general abilities" - these are, for example, mental abilities, subtlety and accuracy of manual movements, developed memory, perfect speech, and a number of others.

When they talk about the general abilities of a person, they also mean the level of development and the characteristic features of his cognitive processes, since he is more capable, if these very abilities are better developed in him, the more capable he is, the more opportunities he has. In psychology and pedagogy, it has long been experimentally confirmed that the ease and effectiveness of his learning depends on the level of development of the student's cognitive abilities.

There are two polar opposite points of view on the nature of abilities in the history of science.

The first is that abilities are rigidly determined by natural data, as if inherited in finished form (the theory of hereditary abilities). The second point of view insists that all abilities are socially conditioned, that is, the environment and upbringing play the leading role here. Proponents of this point of view completely reject the role of hereditary factors, believing that almost every normal person can be "trained" in any ability (the theory of acquired abilities).

The role of the teacher's personality in the formation of cognitive abilities of younger students.

Success in the education and upbringing of 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, the methods of education and upbringing, and much more. In addition to these, an important factor in child development is the teacher himself. A professional teacher is the only person who devotes most of his time to teaching and raising children. According to R.S. Nemov, society would stop its development after several generations if teachers were not involved in the education and upbringing of children. The new generation of people would simply be insufficiently prepared to support the social, economic and cultural process (90).

The teacher is a figure that requires special attention, since children are the first to suffer from insufficient professional training of the teacher, and the losses that arise here are usually irreparable. Consequently, the society needs to create such conditions that among teachers

But it turned out to be people who were the most intellectually and morally prepared to work with children. “It is of great importance not only what and how to teach, in what direction and how to educate, but also who does it, the bearer of what personal qualities the educator himself is” (37).

The question of the professionally significant qualities of a teacher has been repeatedly raised in the history of Soviet pedagogy and pedagogical psychology. Outstanding people of all times and peoples wrote about the great importance of the qualities of a teacher's personality in the matter of teaching and upbringing.

Even the ancient Greek materialist philosopher Democritus noted the great role of education and training in human development and attached great importance to the training of those who are called to teach youth. In the first place, he put their ability to think.

Wonderful Swiss teacher IH. Pestalozzi attached great importance to the moral qualities of the personality of the teacher, his knowledge of the spiritual world of the child.

Russian scientist M.V. Lomonosov, who had a huge impact on the development of public education in our country, attached importance to the personal qualities of the teacher, his behavior.

The German democrat educator Diesterweg believed that the success of teaching depends primarily on such teacher qualities as culture, knowledge of methodology, enthusiasm for work, love for children, for whom he should serve as a model. Diesterweg wrote: “Just as no one can give to another what he himself does not have, so he cannot develop, educate and educate others who himself is not developed, educated and educated ... He is only until then able to actually educate and educate while he works on his own upbringing and education" (47).

K.D. Ushinsky, noting the importance of the teacher, wrote that the most important thing will always depend on the personality of the educator: the influence of the personality of the educator on the young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system of punishments and rewards. In education, everything should be based on the personality of the educator, “because the educational power flows only from the living source of the human personality ... Only personality can act on the development and definition of personality, only character can form character” (123).

Especially large, according to K.D. Ushinsky, the influence of the teacher's personality in elementary school. In tutors who are intended for lower schools and public schools, what is important is not so much the ability to teach as character, morality and convictions, because in working with young children, the personality of the teacher has a greater influence on students than science, which is set forth here in the most elementary principles. .

In no profession does a person's personality, his character, beliefs, morality, attitude towards other people have such decisive importance as in the profession of a teacher.

N.G. Chernyshevsky, defining the role of the educator, said that the educator himself must be what he wants to make the pupil (129).

The concept of “personality” becomes the central basis for a systematic idea of ​​the professional and personal qualities of a teacher, since the psychological structure of a person is much richer and more complex than the structure of her professional activity. The problem of the definition, structure, formation of personality has been and is being paid much attention by well-known domestic scientists - teachers and psychologists (L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, B.I. Dodonov, A.G. Asmolov, K. A. Abulkhanova-Slavskaya, E. A. Golubeva, R. S. Nemov and others).

L.S. Vygotsky defined personality as a social concept that encompasses the supranatural, historical in man. "Personality is a historical concept, it arises as a result of cultural development (25).

S.L. Rubinstein defined personality as a person who has his own position in life, to which he came as a result of a great conscious work. Such a person, according to the scientist, shows independence of thought, non-banality of feelings, composure and inner passion. The depth and richness of a person presupposes the depth and richness of her connections with the world, with other people; the rupture of these ties, self-isolation devastates her. Only that person is a person, the scientist states, who relates in a certain way to the environment, consciously establishes this attitude in such a way that it manifests itself in his entire being (105).

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

Recently, in the field of education, a humanistic approach has become increasingly important, which 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 are of a universal human nature. 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 the development of 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 the students, the choice of the 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 due to many problems 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 certain developmental programs, the focus should be on the development of the child's personality as a whole, in the aggregate - mental processes, the formation of general intellectual skills and the development of the personal sphere (development of adequate self-esteem, communication skills, 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 with the help of certain methods and means of correctional and developmental activities.

The game form contains the greatest possibilities. 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.

COGNITIVE ABILITIES AND PECULIARITIES OF THEIR DEVELOPMENT IN CHILDREN OF PRIMARY SCHOOL AGE

Each person's picture of the world is formed due to the presence and functioning of mental cognitive processes. They reflect the impact of the surrounding reality in the minds of people.

cognitive interest- this is the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing, cognitive interest becomes the basis of a positive attitude to learning. They are exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

Cognitive abilities This is one of the most important motives for teaching students. Its effect is very strong. Under the influence of cognitive abilities, educational work, even for weak students, proceeds more productively. Cognitive abilities, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and have a strong influence on his development. Cognitive abilities also appear to us as a powerful means of learning. Classical pedagogy of the past stated - "The deadly sin of a teacher is to be boring." When a child studies under duress, he gives the teacher a lot of trouble and grief, but when children study willingly, things go quite differently. Activation of the cognitive activity of the student without the development of his cognitive abilities is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically excite, develop and strengthen the cognitive interest of students as an important motive for learning, and as a persistent personality trait, and as a powerful means of educative education, improving its quality.

Human cognitive abilities- this is the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are five main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: perception, attention, memory, imagination and thinking.

In our work, we relied on the definitions of R.S. Nemov, who believes that memory is the process of remembering, preserving, reproducing and processing various information by a person; thinking - the psychological process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; attention - a state of psychological concentration, focus on any object.

When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of education and upbringing. A great contribution to the study and development of cognitive abilities was made by such scientists as: JI.C. Vygotsky, A.N. Leontiev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein and others.

The scientists presented above developed various methods and theories of the development of cognitive abilities (the zone of proximal development - L.S. Vygotsky, developmental education - L.V. Zankov, V.V. Davydov and D.B. Elkonin). And now, in order to successfully develop cognitive abilities, it is necessary to look for more modern means and methods of education. This is impossible without considering the features of the main components of the cognitive abilities of younger students.

The cognitive processes are perception, attention, memory, imagination and thinking. Let us characterize the manifestation of cognitive processes characteristic of primary school age.

Memory is one of the basic personality traits. The ancient Greeks considered the goddess of memory Mnemosyne the mother of the nine muses, patrons of all known sciences and arts. A man deprived of memory, in fact, ceases to be a man. Many outstanding personalities had a phenomenal memory. For example, Academician A.F. Ioffe used the table of logarithms from memory. But you should also be aware that a good memory does not always guarantee its owner a good intellect. Psychologist T. Ribot described a weak-minded boy who could easily memorize rows of numbers. And yet memory is one of the necessary conditions for the development of intellectual abilities.

Memory- the most important psychological component of educational cognitive activity. Mnemic activity during school age becomes more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is uneven. Memorization of visual material is retained throughout primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize complex, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization. In the process of learning at the primary level of the school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:

The role and share of verbal-logical, semantic memorization is increasing (in comparison with visual-figurative memorization);

The child acquires the ability to consciously manage his memory, to regulate its manifestations (memorization, reproduction, recall).

And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim and what in general terms).

The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized. The uncriticality of memory, which is combined with uncertainty in memorizing the material, is typical for a younger student. Younger students prefer verbatim memorization to retelling. Children's memory improves with age. The more knowledge, the more opportunities to form new connections, the more memorization skills, and therefore the stronger the memory.

Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking. To develop the cognitive abilities of younger students in mathematics lessons, namely memory, you can use many tasks and exercises (Appendix 1).

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

Thinking. The development of thinking in primary school age has a special role. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, are intellectualized and acquire an arbitrary character. The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available. It relies on visual images and representations. The mental activity of younger schoolchildren in many ways still resembles the thinking of preschoolers.

M. Montessori notes that the child has "absorbent thinking." He absorbs the images of the world around him, provided by his senses, unconsciously and relentlessly.

M. Montessori compares the child's thinking with a sponge absorbing water. In the same way that a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts images of the outside world, not dividing them into “good” and “bad”, “useful” and “useless”, etc. d. In this regard, the subject and social environment surrounding the child is of particular importance. An adult must create for him such an environment in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, "absorb" the correct speech, socially acceptable ways of emotional response, patterns of positive social behavior, ways of rational activity with items.

To understand this cognitive process, it is necessary to understand the features of the development of mental operations in younger students. They include such components as analysis, synthesis, comparison, generalization and concretization.

Analysis is the mental division of an object into separate parts and the selection of properties, qualities or features in it. Practically effective and sensual analysis prevails in the younger student. It is easier for children to solve problems using specific objects (sticks, models of objects, cubes, etc.) or to find parts of objects by observing them visually. It can be both the layout of the object and the natural conditions in which the object resides.

Synthesis is the ability to logically build a mental chain from simple to complex. Analysis and synthesis are closely related. The more deeply the child owns analysis, the more complete the synthesis. If we show the child a plot picture and do not say its name, then the description of this picture will look like a simple enumeration of the drawn objects. The message of the name of the picture improves the quality of the analysis, helps the child to understand the meaning of the whole picture as a whole.

Comparison is a comparison of objects or phenomena in order to find common or different between them. Younger students compare by bright signs, by what catches the eye. It can be a round shape of an object or its bright color. Some children manage, by comparing objects, to highlight the largest number of features, others the least.

Generalization. Primary schoolchildren distinguish, first of all, catchy, bright signs of objects. Most generalizations refer to specific features. If we give children a number of objects belonging to different groups, and offer to combine them according to common features, we will see that it is difficult for a younger student to generalize independently. Without the help of an adult, he, performing a task, can combine words of different meanings into one group. Generalizations are fixed in concepts. Concepts are a set of essential properties and features of an object or phenomenon.

Specification. This component of thinking is closely linked to generalization. A child throughout his life needs to learn to assimilate concepts, rules, laws. This can be done on the basis of considering individual objects or their parts, signs, schemes, and most importantly, performing a number of operations with them. If the child knows only a part of the general properties, then his concretization will also be partial.

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. For the development of thinking, there are also many tasks and exercises (Appendix 1).

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

Perception. This is a cognitive mental process, consisting in a holistic reflection of objects, events, situations. This phenomenon underlies the knowledge of the world. The basis of knowledge of the younger student is the direct perception of the surrounding world. All types of perception are important for learning activities: perception of the shape of objects, time, space. If we look at the reflection of the received information, we can distinguish two types of perception: descriptive and explanatory. Children who have a descriptive type are focused on factual material. That is, such a child can retell the text close to the original, but will not particularly delve into the meaning. The explanatory type, on the contrary, in search of the meaning of the work, may not remember its essence. The individual characteristics inherent in the personality also affect perceptions. Some children are focused on the accuracy of perception, he does not turn to conjectures, does not try to guess what he read or heard. The other individual type, on the contrary, seeks to invent information, to fill it with his own prejudiced individual opinion. The perception of the younger student is involuntary. Children come to school already with a fairly developed perception. But this perception is reduced to recognizing the shape and color of the presented objects. At the same time, children see in the object not the main, special, but bright, that is, what stands out against the background of other objects.

As a result of playing and learning activities (the use of tasks and exercises for the development of perception (Appendix 1)), perception itself turns into an independent activity, into observation.

1. Match the patch to the boot

2. Collect broken jug, vase, cups, plates

3. Exercise Geometric Shapes

4. Exercise Triangles

5. 100-cell table with graphic images

6. Table with geometric shapes of various shapes

7. Table with geometric shapes of different sizes

8. A table with geometric shapes not only of different shapes, but also in white and black

9. 100 cell table filled with numbers

Attention- this is a concentration on any process or phenomenon. It accompanies all mental processes and is a necessary condition for the implementation of almost any activity. At primary school age, attention performs the selection of relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures focus at a given time on some object (object, event, image, reasoning). Attention in itself is not a cognitive process. It is inherent in all of the above processes: perception, thinking, memory.

Attention can be arbitrary and involuntary. The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.

Involuntary attention is quite "independent" and does not depend on the efforts made.

The attention of a younger student is closely connected with mental activity - students cannot focus their attention on the obscure, incomprehensible. They quickly get distracted and move on to other things. It is necessary to make the difficult, incomprehensible for the student simple and accessible, to develop volitional effort, and with it voluntary attention. Objects and phenomena that attract attention can be different. But everyone is united by brightness, surprise, novelty. This is due to the visual-figurative nature of their mental activity. For example, if a child was sick and missed a new material when he came to school, he will not understand the teacher's explanations, since they are built on the assimilation of the previous material. The child will be distracted, doing other things. For him, the teacher's explanations appear in the form of something unclear and incomprehensible to him.

arbitrary attention. If a child sets a goal and makes efforts to achieve it, we are dealing with voluntary attention. In the process of mastering knowledge, skills and abilities, the child develops voluntary attention. Work on the development of voluntary attention goes from the goals that adults set for the child, to the goals that the younger student sets on their own. Considering voluntary attention, we cannot fail to consider its properties. These include concentration of attention, its volume, stability, switching and distribution. Concentration of attention is the ability to keep attention on one object.

It is at primary school age that this property can be expressed very clearly, since the child tends to immerse himself in his own world, not noticing the real world for some time. The volume of attention is the number of objects, phenomena that are covered at the same time. For a younger student, the volume ranges from 2 to 4 subjects. This is less than that of an adult, but quite enough for a child.

Switching attention is the child's ability to move from one activity to another. The success of the switch is influenced by the characteristics of the previous activity and the individual characteristics of the child. Some children easily move from one type of activity to another, others are difficult, it is difficult for them to reorganize. Switching attention requires effort on the part of the child, so at primary school age, when the volitional potential is still not sufficiently developed, it is difficult. But with age, with the acquisition of new experience, a switch develops.

The educational material can include content-logical tasks (Appendix 1) aimed at developing various characteristics of attention.

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

Attention and imagination are closely related. characteristic feature of the imagination elementary school student is his reliance on specific subjects.

Imagination - uh it is the ability of a person to create new images, based on the ones he already has in his experience. The main direction in the development of the imagination of a younger student is the transition to a more correct and complete reflection of reality on the basis of already existing life experience and knowledge gained in the course of mastering reality. For primary school age, it is characteristic at first that the recreated images only approximately characterize the real object, they are poor in details. Further, the imagination develops and the children already, building images, use in them a much larger number of signs and properties. A feature of the imagination of younger students is its reliance on specific objects. Gradually, specific examples are replaced by a word that helps the child create new images. According to how deliberate, meaningful is the creation of images, we can divide the imagination into voluntary and involuntary. It is at the early school age that involuntariness is most clearly manifested. It is difficult for children to distract themselves from the images they have created earlier and are conditioned by their life experience. This makes it difficult to create new images. New images in younger students arise under the influence of little conscious needs. The involuntary imagination is akin to uncontrollability. If a literary work or a colorful story awakens a strong imagination in a child, then, retelling what he heard or read, he, against his will, can come up with those details that were not in the work. Arbitrary imagination is an image specially created in accordance with the goals set. It needs to be developed, and adults will have to develop the imagination of a younger student from an image of an obscure, vague, “small” one, in which only a few signs are reflected, to a generalized, vivid image.

The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes.

With age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.

According to L.S. Vygotsky, a child can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, cultural sense of the word, i.e. something that is real, fictional, a child, of course, more than an adult. However, not only is the material from which the imagination builds is poorer in a child than in an adult, but the nature of the combinations that are attached to this material, their quality and variety, are significantly inferior to those of an adult. Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.