Development of cognitive abilities of younger schoolchildren in mathematics lessons. Age features of the development of cognitive abilities of younger students

Systematized exercises for the development of cognitive abilities of younger students

(from the experience of the primary school teacher MBOU "Southern secondary school" Faust I.V.)

An important role in the life and activity of a person is played by his cognitive sphere, which includes a set of mental processes: attention, memory, thinking, imagination. These processes act as a kind of tools for cognitive, as well as other types of activity, serving them and ensuring their effectiveness.

Developing cognitive abilities, cultivating the desire for knowledge, teachers develop the personality of a small person who knows how to think, empathize, and create. The issues of developing the cognitive abilities of a younger student are relevant, important for every teacher who is not indifferent to the fate of his students.

One of the possibilities for the formation of creative thinking of students is the development of their cognitive abilities. An essential pedagogical tool aimed at developing the internal need for intellectual growth is the use of cognitive tasks.

2. Exercises and tasks for the development of cognitive abilities.

Planning lessons in formation, taking into account the development of the creative personality of the student.

These tasks in the classroom are performed by students in a playful way, which is very popular with children. Interesting in content, they create a positive emotional background: looseness, interest, desire to learn how to perform the proposed tasks. This increases the attention of the students. I rely on the personality of the child, taking into account his individuality. I include each student in an active educational and cognitive activity based on a combination of individual, pair, group work.

“Thinking in the classroom begins where the student has a need to answer a question. To arouse this need means to set the goal of mental labor. This is the most difficult task and the surest indicator of the teacher's skill.- also noted V.A. Sukhomlinsky. What am I striving for.

We train attention

"Observation"

Exercise for the development of visual attention. In this game, the connections between attention and visual memory are revealed.

Children are invited to describe in detail the school yard from memory, the way from home to school - something that they have seen hundreds of times. The younger students make such descriptions orally, and their classmates fill in the missing details.

"Flies - does not fly"

Exercise for the development of switching attention, the arbitrariness of performing movements.

Children sit or become a semicircle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily raise their hands, by virtue of imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.

"Palms"

Exercise for the development of stability of attention.

Participants sit in a circle and put their palms on the knees of their neighbors: the right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The meaning of the game is to raise the palms in turn, i.e. a "wave" ran from rising palms. After a preliminary training, palms raised at the wrong time or not raised at the right time are out of the game.

Find two identical items.

A card is offered with the image of five or more items, of which two items are the same. You need to find the same items, explain your choice.

Find differences.

A card is offered with the image of two pictures that have several differences. It is necessary to find these differences as soon as possible.

Laying out a pattern from a mosaic or from sticks.

The child is offered to lay out a letter, number, pattern, silhouette, etc. from a mosaic (or sticks) according to the model.

Game "Do the job".

The teacher calls the children different words: table, cup, banana, snake, pen, etc. Children must, by agreement, respond to certain words. For example, clap when the word for a plant comes up.

"Merry Account".

Name and show all the numbers from 1 to 10 in order.

Name all single-digit (two-digit) numbers that occur here.

How are double digit numbers different from single digit numbers?

"Boys".

In one city there lived and were inseparable friends: Kolya, Tolya, Misha, Seryozha. Kolya is the tallest, Tolya is the fattest, Misha is the thinnest, Seryozha is the shortest.

Now tell me who is the fattest? The lowest? Highest? The thinnest?

"Talking on the phone".

In one city, two large houses stood on the same site. A fox, a wolf, a goat lived in the same house. A squirrel, a ram, a horse lived in another house. One evening a fox, a wolf and a goat decided to call their neighbors. Find out who called whom.

We train the imagination

unfinished figures

Children are given sheets of paper with figures drawn on them (circles, squares, triangles, various broken lines, etc.). Each child should have the same set of figures. In 5-10 minutes, children should add anything to the figures so that they get object images. When the child hands over the piece of paper, the experimenter always asks how each of the eight drawings can be called and signs its name under each picture.

"Magic blots"

Before the game begins, several blots are made: a little ink or ink is poured into the middle of a sheet of paper, and the sheet is folded in half. The sheet is then unfolded and the game can begin. The players take turns saying what kind of subject images they see in the blot or in its individual parts.

Completion of the story

Children are offered the beginning of a story. For example: “It was a clear sunny day. A girl walked along the street and led a funny puppy on a leash. Suddenly out of nowhere…”

It is necessary to come up with a continuation and ending of the story. Working time - 10 minutes.

"Who is better?"

3-4 students, closing their eyes, draw the same geometric figure on the board at the same time:

The one who drew worse than the others is out of the game. (similarly with increasingly complex figures).

"Cheerful little man."

Draw a funny man using shapes:

"Cock".

From some circles of different sizes, draw a cockerel.

"Napkin".

At the beginning of the row, a paper napkin folded four times is drawn. After the napkin was folded, a curly cut was made in it. It is necessary to determine how the napkin will look like when unfolded. From the four ready-made answers, choose the correct solution and write down the number of the solution.

Tasks for drawing

We train thinking

"Find a pattern."

a) The exercise is aimed at developing the ability to understand and establish patterns in a linear series.

Instruction: "Look carefully at the pictures and fill in the empty cell without breaking the patterns."

B) The second version of the task is aimed at developing the ability to establish patterns in the table.

Instruction: "Look at the snowflakes. Draw the missing ones so that all types of snowflakes are represented in each row."

"What does it look like"?

Task: you need to come up with as many associations as possible for each picture. The quantity and quality (originality) of the images are evaluated. It is good to carry out the exercise with a group of children in the form of a competition.

"Make a figure."

This exercise, like the previous one, is aimed at developing figurative thinking, geometric representations, constructive spatial practical plan.
"On each strip, mark with a cross (x) two such parts from which you can make a circle."

This type of task can be developed for any shapes - triangles, rectangles, hexagons, etc.

"Choose the words."

1) "Pick up as many words as possible that can be attributed to the group of wild animals (pets, fish, flowers, weather phenomena, seasons, tools, etc.)".

2) Another version of the same task.
Connect with arrows the words that fit the meaning:

ball furniture
poplar flower
cupboard insects
plate wood
coat clothes
ant tableware
pike toy
rose fish"

Such tasks develop the child's ability to distinguish generic and specific concepts, form inductive speech thinking.

Who loves what?

Pictures with images of animals and food for these animals are selected. Pictures with animals and separately pictures of food are laid out in front of the child, they offer to “feed” everyone.

Call it in one word.

The child is read the words and asked to name them in one word. For example: a fox, a hare, a bear, a wolf are wild animals; lemon, apple, banana, plum - fruits. You can modify the game by giving a generic word and asking them to name specific items related to the generic word. Transport - ..., birds - ...

Didactic task "History in pictures".

When the game is played for the first time, each child is given 3-4 pictures, and he must arrange them so that a coherent story is obtained.

Classification

Each child is given a set of pictures depicting flowers (3), vegetables (3), fruits (3). It is necessary to decompose them into three parts and explain why it is so decomposed.

"Think and compose."

With the numbers 15 and 4, make up two tasks so that one of them is a task and the other is not.

"Remove the mugs."

It is necessary to remove white from all circles. How can this be shown in a picture? I did it like this:

Draw your way.

"Make a task."

Make up a problem for its solution: 32 - 20. If you can, then write down all possible questions to the condition of the problem so that the solution does not change.

"Artists".

Help the artist complete the pictures. For example, there was an oval - a bunny became, there was an oval - a spoon became, etc.

We train memory

What's gone?

Several objects or pictures are laid out on the table. The child examines them, then turns away. An adult removes one item. The child looks at the remaining objects and names what has disappeared.

What changed?

Several toys are laid out on the table. The child is invited to consider and remember them. The child turns away, one toy is added, or the toys are swapped. The child answers what has changed.

Artist
The child plays the role of the artist. He carefully examines the one whom he will draw. Then he turns away and gives him a verbal portrait. You can use toys.

Action chain
The child is offered a chain of actions that must be performed sequentially. For example: "Go to the closet, take a book to read, put it in the middle of the table."

"How many?"

The teacher shows triangles and circles, not adhering to any order, students must remember how many triangles and how many circles they saw. Those who remember correctly are considered the winners. Now the teacher introduces squares into the game (further similarly). Then the rectangles (further similarly).

"Memory for Shapes".

Memorize as many shapes as you can and draw them.

"Remember instantly."

Let's play. I will put dots in the figures, and you must remember how I do it and repeat after me.

"Awareness of visual material".

For this exercise, you will need a piece of paper, pencils and a stopwatch. The figure below shows 12 images. Children are invited to consider the drawings of the first line, covering the rest with a sheet of paper so that they do not distract attention. After 30 seconds, ask them to cover the entire page and draw from memory the items in the first row. Then invite them to compare how their drawings match those of the sample. Then move on to the next line. Work on the last two lines at the same time.

Awakening the "sense of details".

Move from concrete images to abstract ones. Have the children start with four abstract shapes.

They should consider each of them for a minute, while closing the rest, so as not to distract attention. Then ask the children to mentally imagine these figures in full detail and draw each one on paper from memory.

"Awareness of verbal material" (used to train both visual and auditory memory).

The purpose of this activity is to get the children to think about the words. The facilitator says: “Now I will read (show) (depending on the type of memory being trained) words, after hearing (seeing) each word, imagine the appearance of this object, its taste, smell, sounds that it can make, etc. P.

For example, toothpaste looks white and shiny, with a minty smell and tastes spicy and sweet at the same time.

As a preliminary training, you can suggest that children first describe aloud the images evoked with the help of feelings and only after that proceed to work "only in the mind."

Game "Describe from memory"

The host shows the doll for a short time, and then they must answer the questions from memory: what kind of hair does the doll have, what dress, what eyes, were there bows, shoes, socks, is she standing or sitting, etc.

A game. "Find a picture"

The host for a short time (counting up to five) shows the children a picture, and then from a set of similar pictures suggests choosing the one they were shown.

memory for numbers

How can I remember the numeric characters from 1 to 10

These figures are directly related to the corresponding figures. Take a close look at the individual symbols and work through each correspondence in your imagination as intensely as you can.

1. The figure next to the number 1 corresponds to both the shape of the depicted object and the numerical indicator: one candle is taken for the unit

2. In the same way, the neck of a swan immediately resembles the number 2

3. A trident with three prongs is understandable without explanation

4. The four-leaf clover also speaks for itself

5. Number 5 - five fingers on the hand

6. The elephant's trunk forms a clearly recognizable number 6

7. With a little imagination, you will see the seven in the waving flag

8. The hourglass is shaped like a figure eight.

9. The snake coils into the number 9

10. A golf club and a golf ball complete each other in the number 10.

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Prepared by: Faust I.V. primary school teacher MBOU "Southern secondary school" Implementation period: 2013-2017

Relevance of the project When children enter school, cognitive abilities (memory, thinking, attention, imagination) are poorly developed, which often affects the effectiveness of the educational process. Therefore, there is a need to more deeply form these qualities in a child. To do this, I use various exercises and tasks for the development of cognitive abilities. Project participants: primary school children, parents. Estimated results of the project implementation: 1. Development of mental abilities, formation of sustainable interest and positive motivation for learning among schoolchildren. 2. Reducing the problem of overloading children through health-saving technologies. 3. Involvement of parents as participants in this project.

Cognitive abilities Memory Attention Thinking Imagination

Purpose: Systematization of exercises for the development of cognitive abilities of children. Tasks: to study the scientific and methodological literature on this topic; establish specific tasks for the development of cognitive abilities in educational activities

We train auditory memory task class questions 1 There were 5 rolls, 10 sweets and 3 pies on the plate. How many items were on the plate? How many of them were flour products? How many items were left on the plate after the boy took 1 pie, 5 sweets and 3 rolls? How many chocolates should be put on a plate to make 25 items. 2 Determine by ear the same sounds in each row: WEDNESDAY HOUSE RAIN CAT HALT DOOR CAR DOG TIGER PERCH CAKE BRIEFCASE WINDOW NEWSPAPER FLOWER SALT

task class questions 3 Listen once to a condition expressed in only one sentence and answer the questions. Marya Ivanovna and her granddaughter Tanya, Sasha and her grandmother Vera, Pyotr Dmitrievich and his childhood friend Mikhail Semyonovich were sitting on a bench in the yard and playing loto. How many people were sitting on the bench? How many of them were children? Who was more - female or male? What are the names of people that begin with the letter "M". What male names can be found in the story? 4 Read the following series of numbers three times. Remember in the same order and then answer the questions. 100 9 24 6 4 What is the sum of the second and last numbers in the row? What was the odd number? How many single and double digit numbers are there? What number, divided by two, corresponds to the number of months in a year? Is it true that the second from the end number corresponds to the number of letters in the name of the deepest lake in the world? What number comes before nine in counting? And after four?

We develop visual memory. CLASS ASSIGNMENT QUESTIONS 1 Here is a series of numbers. Look at them carefully, try to memorize them in the suggested order, and then answer the questions. 5 2 3 10 15 4 6 Which of the following numbers adds up to five? 2 What numbers are more - one-digit or two-digit? Is the penultimate number the left neighbor of five? 3 How many even numbers are in front of you? 4 How many numbers are divisible only by themselves?

grade assignment questions 3 Read the text once and then answer the question. The boy went to the store and bought 100 grams of OIL, 2 liters of JUICE, one and a half kilograms of SUGAR, 600 grams of CANDIES. How much rice must a boy buy to bring the total weight of food to 5 kilograms? Take a close look at the tables on the left. Try to remember all the elements depicted in each. Close the pictures on the left after 20 seconds and try to restore the same pictures in the right empty tables.

Look at the left tables for 15 seconds, close them and try to restore in the right tables. (Grade 4)

task class 1 Development of concentration. Find, cross out certain letters in printed text. The girl is sitting in a dungeon, and the scythe is on the street. (Cross out the letters a, and) 2 Training the distribution of attention. Performing two diverse tasks (reading the story and counting the strokes of the pencil on the table). 3 Development of the skill of switching attention. Work with printed text. Alternate rules for underlining and crossing out certain letters. (Underline the letter o, and cross out the letter n) One day, near the lakeside, my father discovered about a huge lazy deer. Development of voluntary attention. Rewrite the encrypted words without errors, and then decipher them. AVOROK, ALOKSH, KINECHU, ADOGOP, ALKUK, TELOMAS, ANISHAM. 4 Bourdon table (correction test). Cross out the letters A, M, K, Z in the table.

9 5 11 23 20 14 25 17 19 13 16 21 7 3 1 18 12 6 24 4 22 15 10 2 8 4 grade Development of attention span. Schulte tables. Show with a pointer and name numbers from 1 to 25. As soon as possible, without making mistakes. (30 – 50 s per table) 14 18 7 24 21 22 1 10 9 6 16 5 8 20 11 23 4 25 3 15 19 13 17 12 2

task class 1 Before you is a series of numbers. Under each of them, as soon as possible, sign how much it lacks up to 10. For example, under the eight you need to write 2, etc. 8 3 5 2 4 1 9 7 6 2 Connect with lines the words in which the number of letters matches the results of the calculation: Porridge 9 - 5 Pie 4 - 1 Streams 5 - 2 Place 3 + 2 Mushroom 10 - 5 Paradise 3 + 1 Cat 2 + 3 3 Separate "glued" words. SHARK-BASKETBOOTSIBINOCLEEDMONKEYBOOKHANDELWATCHTRAMSAMOVARBEAMWINDOW 4 Development of selectivity of attention. (Method of Munstenberg) There are words among the alphabetic text. The task is to find and underline these words as quickly as possible while looking through the text. Form. BsunyuyvlaougksZshshrightVshshzggtunikmyrtozuyulbchzhlschchlabekorovalzhgghat

class Imagination exercises 1 What it looks like: Clouds, the sun, an apple, a curved line, a window, a triangle. 2 Find similarities and differences between objects: - a boy and a man; - flower and berry; - dress and suit; 3 Reading the story with interruption after a few minutes. Children come up with an ending to the story. Then they compare their story with what they read. Draw a pattern on the towel. 4 Pairs of words that are in a certain relationship to each other are called. Then another word is called, to which you need to choose another word that is in the same relation to the given word as the first words. Egg - shell, potatoes - ? Ear - to hear, teeth -? Tea - sugar, soup -? Come up with sentences with words that have absurd semantic connections. For example, a beetle is a chair, a fish is a fire, a whale is a cigarette, a fly agaric is a sofa. Imagination is a mental cognitive process of creating new ideas based on existing experience, that is, the process of transformative projection of reality.

Ministry of Education and Science of the Russian Federation

Department of Education of the Vologda Region

State educational institution

Secondary vocational education

"Totemsky Pedagogical College"

Course work

in Pedagogy

specialty 050709 "Teaching in elementary grades"

Development of COGNITIVE ABILITIES IN JUNIOR SCHOOLCHILDREN through PARTICIPATION IN INTELLIGENT GAMES

Totma 2008

Introduction

1.4 Games for children of primary school age

Conclusion

Bibliography

Introduction

The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual ones. At the heart of the development of intellectual abilities are the development of attention, thinking, memory. The development of intellectual abilities, the development of independent thinking is especially important. In society, there is a shortage of high-level specialists who are able to think deeply and independently. Only such people can make a breakthrough in the economy, ecology, science and, finally, move society forward. According to psychologists, if by the age of 4 intelligence is formed by 50%, then in the primary grades - by 80 - 90%. Primary school age is one of the main periods of a child's life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development. It also acquires fundamental skills and abilities. It is from this period of life that the further development of the child depends. The most important task - to outline the educational route for your ward - lies on the shoulders of the teacher. It is on the rational actions of the teacher that the identification of the intellectual abilities of the younger student depends. And intellectual personality traits are understood as features of the development of the psyche of a given child, features of his thinking, memory, attention. In parallel with the development of independent thinking, the child develops speech, which organizes and clarifies the thought, allows you to express it in a generalized way, separating the important from the secondary. The development of thinking also affects the upbringing of a person. The child develops positive character traits and the need to develop good qualities in himself: working capacity, the ability to think and reach the truth on his own, plan activities, as well as self-control and conviction, love and interest in the subject, the desire to learn and know a lot. All this is essential for the future life of the child. The development of intellectual abilities relieves psychological stress in learning, prevents academic failure, and preserves health. It is equally important to note that the ideas of developing independence of thinking are included in the concept of humanity in the educational process of the school, because the implementation of these ideas is nothing more than a truly humane attitude towards the child, which allows timely help in the formation of an independent personality, creating conditions for its self-expression.

When carrying out the learning process, the teacher must naturally take into account the age characteristics of students. As you know, at preschool age, the leading activity of the child is the game. But time goes by and the child grows up, becomes a schoolboy. And in primary school age, the leading activity is study. Therefore, it is necessary for the successful adaptation of the child to school life to carry out a smooth transition from one type of activity to another. To do this, in the classroom, the teacher uses various kinds of game techniques - educational games. He can include them both in class activities and in extracurricular activities. Games should be educational or educational in nature. Their purpose is to expand the horizons, the formation of their own worldview, interest in the knowledge of a younger student. And here it is precisely games that are of an intellectual nature that come to the fore.

Games differ in content, characteristics, the place they occupy in the lives of children, in their upbringing and education. Role-playing games are created by the children themselves with some guidance from the teacher. Their basis is children's amateur performance. Sometimes such games are called creative plot-role-playing, emphasizing that children do not just copy certain actions, but creatively comprehend them and reproduce them in the created images, game actions. Construction games are a kind of role-playing games.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, mobile, fun games. They are based on a clearly defined program content, didactic tasks, purposefulness of training. At the same time, children's self-activity is not excluded, but it is to a greater extent combined with the guidance of the educator. When mastering the experience of the game, the development of the ability for self-organization, children conduct these games on their own.

This topic is very relevant at the present time, since the independence of the mind, intelligence is the main criterion for evaluating a person in society. Satisfaction, joy and happiness of a person in life depends on this. In turn, society requires activity and a high level of knowledge from students. This will contribute to the painless entry of the younger student into the process of social relations. Because through games that promote intellectual development, the vocabulary expands and the individual potential of the younger student is revealed. What a beautiful thing - discoveries! Different feelings are manifested when comprehending something previously completely unknown, but one thing is always present - this is surprise. As you know, thinking begins with surprise, therefore, discoveries are extremely necessary for the development of intelligence. The life of schoolchildren deprived of holidays of the mind is truly catastrophic, as this affects their further success and well-being in fate.

Purpose: to reveal the role of intellectual games in the development of children's cognitive abilities.

study the scientific and methodological literature on this topic;

to establish how, with the help of intellectual games, it is possible to develop the cognitive abilities of children;

Object: cognitive abilities (attention, thinking) of a younger student.

Subject: development of cognitive abilities of younger students through participation in intellectual games.

Research base: MOU "Nikolskaya Primary School No. 1" in Nikolsk.

This work consists of an introduction, two sections, a conclusion, a bibliographic list, and an appendix.

The introduction substantiates the relevance of the topic under study. The first section discusses the psychological and pedagogical features of the development of cognitive abilities of younger students, which characterizes the age characteristics of children, as well as games aimed at developing the cognitive sphere. The second section is devoted to the influence of intellectual games on the development of cognitive abilities of younger students, which presents tables and graphs that can be used to evaluate the results of the experimental work. In conclusion, conclusions are presented on the theoretical and practical parts of the study.

Section 1. Psychological and pedagogical features of the development of cognitive abilities of younger students

1.1 Age characteristics of a younger student

Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-witted and slow-witted. They gathered from a variety of families - more developed and less developed, well-mannered and wild, caressed and those who do not get affection. All of them have the same age in common, some common features of their response to the environment.

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

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

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

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

Primary school age is sensitive for:

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

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

development of cognitive abilities.

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

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

mental role of verbal-logical memory;

develops the ability to manage their memory.

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

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

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

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

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

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

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

1.2 Play as a means of developing the child's individual abilities

As you know, the game, as the leading type of activity, appears at preschool age. Children of this age spend most of their time in games, and during this time games go through a rather significant development path: from subject and symbolic to role-playing with rules.

From the moment the child enters school, learning becomes the leading activity, and the game fades into the background. During the formation of educational activity in younger schoolchildren, they form and develop a central neoplasm of a given age - the foundations of theoretical consciousness and thinking and the foundations of the abilities associated with them (reflection, analysis, planning, etc.).

The assimilation of theoretical knowledge through learning activities is fully accomplished when it is combined with the game. The prerequisites for the need for educational activity in the form of cognitive interests arise in a child of primary school age in the process of developing a plot game, within which imagination and a symbolic function are intensively formed. The role-playing game contributes to the emergence of cognitive interests in the child. The fulfillment by a child of rather complex roles implies that, along with imagination and symbolic function, he also has various information about the world around him, about adults, the ability to navigate this information according to their content. A necessary element of the game - an imaginary situation is a transformation of the stock of ideas accumulated by the child.

The image of fantasy acts as a program of game activity. Role-playing games that give rich food to the imagination allow the child to deepen and consolidate valuable personality traits (courage, determination, organization, resourcefulness). Comparing one's own and other people's behavior in an imaginary situation with the behavior of the imagined real character. The child learns to make the necessary assessments and comparisons.

At primary school age, children's games gradually acquire more perfect forms, turn into educational ones, their content changes, enriches due to newly acquired experience. Individual object games acquire a constructive character, new knowledge is widely used in them, especially from the field of natural sciences. As well as the knowledge that children have acquired in the classroom at school.

Group, collective games are intellectualized. At this age, it is important that the younger student is provided with a sufficient number of educational games at school and at home, and having time to practice them. Games at this age continue to take second place after learning as a leading activity and significantly influence the development of children.

"The game is the need of a growing child's body. In the game, the physical strength of the child develops, the hand becomes stronger, the body is more flexible, or rather the eye, quick wits, resourcefulness, and initiative develop."

A game for a child is not only recreation and entertainment, but also a type of activity: without a game, a child cannot grow and develop normally. In games, the child develops physically and mentally, to face the world of modern technology. The game develops industriousness, perseverance in achieving the goal, observation, ingenuity. It is necessary to constantly find and apply such games that contribute to the development of children. All games in the aggregate must necessarily lead to certain pedagogical goals and achieve them. Starting to organize games in a children's team, it is necessary to rely on the already achieved level of development of the children, their inclinations, habits, abilities. And then smoothly adjust and rebuild the existing interests of children to the desired ones, raising the requirements for them, patiently and persistently working on their spiritual transformation.

You can not equate the game with entertainment. Let some games be fun entertainment, a way to pass the time. But the degree of usefulness of most games as a means of development depends on the methodology and technique of their organization, on the style of the game, and most importantly, on its nature and goals. The whole essence of the child is manifested in games. And if these games are chosen thoughtfully, carried out correctly, then it is in games that a lot can be achieved, which is very difficult to achieve through conversations, meetings and other methods and techniques of influencing the child, which are very tiring for him. Watching the children during the game, the teacher can correct the child in time, help him. In games, children discover their positive and negative sides, seeing and comparing which the teacher gets a great opportunity to properly influence everyone together and each individually.

Thus, the game is one of the components of the means, methods and forms used for development. The game causes a cheerful and cheerful mood, brings joy. Carried away by a lively, emotional game, children more easily learn and acquire various skills, abilities and knowledge that they will need in life. That is why games should be widely used in working with children. There are two main types of games:

games with fixed and open rules;

games with hidden rules.

An example of games of the first type is the majority of cognitive, didactic and outdoor games, as well as educational (intellectual, musical, fun games, attractions).

The second type includes games in which social relations or material objects are freely and independently reproduced on the basis of life or artistic impressions.

Typically, the following types of games are distinguished: outdoor games - diverse in design, rules, and the nature of the movements performed. They promote the health of children, develop movement. Children love outdoor games, listen to music with pleasure and know how to move rhythmically to it; construction games - with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering labor skills and skills in the future; didactic games - specially designed for children, for example, bingo to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which children imitate everyday, labor and social activities of adults, for example, games at school, daughters-mothers, a store, a railway. Story games, in addition to cognitive purpose, develop children's initiative, creativity, observation

1.3 Didactic game as a means of intellectual development

Recently, teachers and parents often face the difficulty of introducing children to outdoor activities. Playing remains one of the most accessible forms of active leisure.

Intellectual and creative games for younger schoolchildren enjoy great success. The following types of such games can be distinguished:

Literary games: form students' interest in reading. Having become acquainted with any book, the children prepare their homework as a whole class and come to the game, which includes intellectual, creative, mobile tasks and competitions. The purpose of such games is the formation of cognitive interest among students, the development of individual abilities, the development of skills in collective activity.

combination games: these are games such as tangram, games with matches, logic tasks, checkers, chess, puzzles and others - provide the ability to create new combinations from existing elements, parts, objects.

planning games: mazes, puzzles, magic squares, games with matches - are aimed at developing the ability to plan a sequence of actions for any goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later.

games for the formation of the ability to analyze: find a pair, find the extra, riddles, continue the series, entertaining tables - provide the ability to combine individual items.

Intelligence in a broad sense - all cognitive activity, in a narrower sense - the most generalized concept that characterizes the sphere of human mental abilities. These qualities include the ability to analyze, synthesize and abstract, the presence of which means that the intellect has sufficient flexibility of thinking and creativity; the ability for logical thinking, manifested in the ability to see cause-and-effect relationships between events and phenomena of the real world, to establish their sequence in time and space; as well as attention, memory, speech of the child.

From the point of view of N.S. Leites, the most significant thing for the human intellect is that it allows you to reveal regular connections and relationships in the world around. Anticipating upcoming changes makes it possible to transform reality, as well as to know one's mental processes and influence them (reflection and self-regulation). Of paramount importance is the need-personal side of the signs of intelligence.

Mental activity is a characteristic feature of childhood. It appears not only in external manifestations, but also in the form of internal processes. The significance of activity for the success of mental development has long been noted in psychology.

The originality of didactic games is that it is at the same time a form of education, which contains all the structural elements (parts) characteristic of children's play activities: the idea (task), content, game actions, rules, result. But they manifest themselves in a slightly different form and are due to the special role of didactic play in the upbringing and education of preschool children.

The presence of a didactic task emphasizes the educational nature of the game, the focus of its content on the development of children's cognitive activity.

In contrast to the direct formulation of the task in the classroom in the didactic game, it also arises as a game task of the child himself. The importance of the didactic game is that it develops independence and activity of thinking and speech in children.

Children need to be taught how to play. Only under this condition the game acquires an educational character and becomes meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.

One of the elements of the didactic game are the rules. They are determined by the task of teaching and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he forms in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and to show emotional and volitional effort.

As a result of this, the ability to control one's actions, to correlate them with the actions of other players, develops.

The rules of the game are educational, organizing and disciplining.

teaching rules help to reveal to children what and how to do: they are correlated with game actions, strengthen their role, clarify the method of implementation;

organizing - determine the order, sequence and relationships of children in the game;

disciplining - warn about what and why not to do.

The rules of the game set by the teacher are gradually learned

children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationship in the game.

The result of a didactic game is an indicator of the level of achievement of children in the assimilation of knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.

Game tasks, actions, rules, the result of the game are interconnected, and the absence of at least one of these components violates its integrity, reduces the educational and educational impact.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge.

These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.

It is necessary to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child, serves to form his abilities.

The didactic game contributes to the solution of the problems of moral education, the development of sociability in children. The teacher puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Successful management of didactic games, first of all, involves the selection and thinking through of their program content, a clear definition of tasks, the definition of a place and role in a holistic educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and initiative of children, their use of different ways of solving game problems, should ensure friendly relations between participants, readiness to help comrades.

The teacher outlines a sequence of games that become more difficult

The development of the game is largely determined by the pace of children's mental activity, the greater or lesser success in performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. In the future, when the game unfolds and the children are carried away, its pace accelerates. By the end of the game, the emotional upsurge seems to subside and its pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed. The accelerated pace sometimes causes confusion in children, uncertainty,

untimely performance of game actions, violation of the rules. Preschoolers do not have time to get involved in the game, they are overexcited. The slow pace of the game occurs when too detailed explanations are given, many small remarks are made. This leads to the fact that game actions seem to be moving away, the rules are introduced out of time, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional upsurge.

A didactic game as one of the forms of learning is carried out during the time allotted in the class mode. It is important to establish the correct relationship between these two forms of education, to determine their relationship and place in a single pedagogical process.

Didactic games sometimes precede classes; in such cases, their purpose is to attract the interest of children to what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what they learned in the game, summarize, summarize the material studied in the classroom.

1.4 Games for children of primary school age

At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (for D.B. Elkonin - "crisis of 7 years"). Therefore, when organizing the daily routine and educational activities of younger students, it is necessary to create conditions conducive to a flexible transition from one leading type of activity to another. Solving this problem, one can resort to the widespread use of the game in the educational process (cognitive and didactic games) and during recreation.

Younger students have just come out of a period when role-playing was the leading type of activity. For the age of 6-10 years, brightness and immediacy of perception, ease of entering into images are characteristic.

Games in the life of children of primary school age continue to occupy a significant place. If you ask younger students what they do besides teaching, they all unanimously answer: "We play."

The need for the game as a preparation for work, as an expression of creativity, as in the training of strengths and abilities, as, finally, in simple entertainment among schoolchildren is very great.

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the student takes on a certain role and performs actions in an imaginary situation, recreating the actions of a particular person.

While playing, children strive to master those personality traits that attract them in real life. Therefore, children like such roles that are associated with the manifestation of courage, nobility. In the role-playing game, they begin to portray themselves, while striving for a position that does not work out in reality.

So the role-playing game acts as a means of self-education of the child. In the process of joint activities during role-playing, children develop ways of relating to each other. Compared to preschoolers, younger students spend more time discussing the plot and the distribution of roles, and choose them more purposefully. Particular attention should be paid to the organization of games aimed at developing the ability to communicate with each other and with other people.

In this case, the teacher must use an individual-personal approach to the child. It is characteristic that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out impromptu stories on puppets.

The educational value of plot games in younger schoolchildren is fixed in the fact that they serve as a means of knowing reality, creating a team, educating curiosity and forming strong-willed feelings of the individual. Younger schoolchildren understand the conventions of play and therefore allow a certain indulgence in their attitude towards themselves and their comrades in games. At this age, outdoor games are common. Children enjoy playing with the ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. In such games, there are usually elements of competition, which is very attractive to children.

Children of this age show an interest in board games, as well as didactic and cognitive ones. They contain the following elements of activity: a game task, game motives, and educational problem solving. Didactic games can be used to improve the performance of first grade students.

During the primary school age, significant changes take place in children's games: game interests become more stable, toys lose their attractiveness for children, sports and constructive games begin to come to the fore. The game is gradually given less time, because. Reading, going to the cinema, and television begin to occupy a large place in the leisure of the younger schoolchild.

Thus, taking into account the positive value of the game for the comprehensive development of the younger student, when developing his daily routine, you should leave enough time for play activities that give so much joy to the child. A pedagogically well-organized game mobilizes the mental abilities of children, develops organizational skills, instills self-discipline skills, and brings joy from joint actions. The development of intellectual abilities has a direct connection with all the main subjects of primary education. So, for example, the intensive development of students' thinking helps to better analyze and better understand the texts they read. And the active introduction of intellectual games into the educational process is one of the most important tasks of the teacher.

Section 2. The influence of intellectual games on the development of cognitive abilities of younger students

2.1 Planning and organization of the experiment

Location of the study: Municipal Educational Institution "Nikolskaya Primary School No. 1", Nikolsk.

Tasks of the practical part of the study.

1. Select intellectual games aimed at developing the cognitive abilities of younger students.

2. Conduct them with schoolchildren.

3. Evaluate the results of the work done.

Hypothesis: intellectual games contribute to the development of cognitive abilities (thinking, attention) in younger students.

Research methods:

1. testing (test "What is superfluous?"), testing according to the method of Munstenberg;

2. game therapy;

3. methods of mathematical processing of the received data.

Class characteristic.

Our study involved students of the 2nd "B" class, aged 8 to 9 years. The level of development of cognitive abilities and general educational skills of students is not high, due to the fact that psychological classes were not conducted with children to develop the cognitive sphere due to the absence of a teacher-psychologist at school. Therefore, when participating in intellectual games, students had difficulties.

Practical work planning:

At the preparatory stage:

determine the level of development of thinking and attention in students of the 2nd "B" class, in accordance with this, select a number of intellectual games.

Main stage:

conducting intellectual games with children.

The final stage:

carrying out repeated diagnostics aimed at assessing the level of development of cognitive abilities of younger students;

evaluate the results of the work done and draw appropriate conclusions.

To develop the cognitive abilities of second graders, we used the following games:

combination games - tangram, games with matches, logic tasks, checkers, chess, puzzles and others - provide the ability to create new combinations from existing elements, parts, objects;

planning games - mazes, magic squares, puzzles - are aimed at developing the ability to plan a sequence of actions to achieve a goal. The ability of planning is manifested in the fact that students can determine which actions are performed earlier and which later;

games for the formation of the ability to analyze - find a pair, find the extra, riddles, continue the series, entertaining tables - provide the ability to combine individual objects into a group with a common name, highlight common features of objects, the ability to describe an object according to the principle "what it consists of, what it does."

In our opinion, the material of search and creative tasks of non-educational content creates favorable conditions for educating younger students in a culture of thinking, which is characterized by the ability to independently manage mental activity, take the initiative, set goals and find ways to achieve them (see Appendix 1).

2.2 Analysis of the results of experimental work

At the first stage of the study, we carried out diagnostic procedures using the Munstenberg method to assess the level of development of attention in second graders, and the test "What is superfluous?" to assess the level of development of thinking.

The Munstenberg technique is aimed at determining the selectivity of attention, as well as for diagnosing the concentration of attention and noise immunity. The students were offered a form with an alphabetic text, where there were words, the task of the subjects was to look through the text as quickly as possible and underline these words, for example:

RUKLBUJOYAPORDLLD.

Table 1. Initial diagnostic data (Munstenberg method).

Graph 1. The number of mistakes made by students when performing the Munstenberg method.

According to the diagnostic results, it was found that the majority of students made from 7 to 12 mistakes (61.1%), a small part of the children made from 13 to 17 mistakes (39.9%). Therefore, we can conclude that attention is unstable and the level of its concentration is low.

Test "What is superfluous?" allows you to judge the degree of formation of thinking, the ability to find the essential features of objects, the ability to compare and generalize. The result is evaluated in points:

9 - 10 points - high level (the child correctly solved all tasks in less than 1.5 minutes).

7 - 8 points - above average (the child completed the task in 2 minutes).

5 - 6 points - average level (the child copes with the task in 3 minutes; perhaps he does not complete one of the tasks).

3 - 4 points - below average (the child does not complete 2 - 3 tasks in 3 minutes).

0 - 2 points - low level (the child does not cope with the task in 3 minutes or performs only one of the tasks).

Table 2. Initial diagnostic data (test "What is superfluous?")

Graph 2. The level of development of thinking in second-graders according to the results of the initial diagnosis

Based on the data obtained, it can be concluded that the level of development of thinking in students of this class is low and below average.

And only 44% of children have an average level of development of thinking.

Thus, according to the results of diagnostics, we can say that students need classes aimed at developing cognitive abilities.

Therefore, at the second stage of our study, we consider it expedient to conduct intellectual games outside school hours.

Within 5 weeks, a variety of games were held with younger students to develop cognitive abilities, namely, thinking and attention.

After that, repeated diagnostic procedures were carried out with the children - the test "What is superfluous?" and the Münstenberg method.

We got the following results:

Table 3. Data of repeated diagnostics (Method of Munstenberg)

Graph 3. The number of mistakes made by students when performing the Munstenberg technique (re-diagnosis)

Graph 4. Comparative control data of the results according to the Munstenberg method

Based on the data obtained, after conducting intellectual games with children, we see that the result is significantly different from the original; namely, the concentration of attention has increased, it has become more stable, this is evidenced by the increase in the number of correctly selected words.

And by identifying changes in the level of development of thinking of students, the following results were obtained:

Table 4. Data of repeated diagnostics (test "What is superfluous?")

Graph 5. Comparative control data of the results (test "What is superfluous?")

As a result of the output diagnostics, we can conclude that the results shown by the children have generally increased, the ability to find the essential features of objects, the ability to compare and generalize have been formed. After conducting intellectual games, we see that most children have an average level of development of thinking, even 27.7% of students have a level of development of thinking above the average, which was not observed during the initial diagnosis.

Conclusions and recommendations: Analyzing the study, we can judge the effectiveness of the use of intellectual games for the development of cognitive abilities, namely attention and thinking in younger students. The results of our diagnostics confirm the above - the concentration of attention has increased, it has become more stable, the ability to find the essential features of objects, the ability to compare and generalize have been formed. The formation and development of forms of consciousness and self-control occurs in students, the fear of erroneous steps disappears.

Conclusion

Today, more than ever, the responsibility of society for the upbringing of the younger generation is widely recognized. The transformation of the general education and professional schools aims at using all the possibilities and resources to improve the efficiency of the educational process.

Not all pedagogical resources are used in the field of education and development of the child. Play is one of these little-used means of education.

Meanwhile, pedagogy and psychology see in the game such important

features like:

polyfunctionality - the ability to provide the individual with the position of the subject of activity instead of a passive "consumer" of information, which is extremely important for the effectiveness of the educational process.

the game refers to an indirect method of influence: the child does not feel himself an object of influence of an adult, he is a full-fledged subject of activity.

the game is a means where education turns into self-education.

the game is closely connected with the development of the personality, namely, during the period of its especially intensive development in childhood, it acquires special significance.

game - the first activity, which plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

When organizing intellectual games, it is necessary to take into account the age characteristics of students, since primary school age is a period of positive changes and transformations. Therefore, the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not acquire the ability to learn, it will be much more difficult to do this in the future and will require immeasurably higher mental and physical costs.

In the game, the child develops an imagination that includes both departure from reality and penetration into it. The ability to transform reality in an image and to transform it in action, to change it, are laid down and prepared in play action, and in play a path is paved from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the personality are collected, manifested in it and through it are formed in the roles that the child, while playing, takes on, expands, enriches, deepens the very personality of the child.

In the game, to one degree or another, the properties necessary for learning at school are formed, which determine the readiness for learning.

At different stages of development, children are characterized by different games in regular accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

In order for the game to be an effective means of developing and educating a child, the following conditions must be met when organizing and conducting games:

emotional (to attract the child, give him pleasure, joy);

cognitive, educational (the child must learn something new, learn something, decide, think);

games should be socially oriented.

The main goal of the teacher is to consistently manage the process of forming an independent game for each child and the team as a whole, because. only play in the form of children's independence has the greatest influence on the mental development of the child. This is its pedagogical value. It is necessary that the game does not lose its value, freedom and ease.

It is necessary to take into account individual and age characteristics.

Under these conditions, the game will serve the development and upbringing of the child.

Analyzing the study, we can judge the effectiveness of the use of intellectual games for the development of cognitive abilities, namely attention and thinking in younger students. The results of our diagnostics confirm the above - the concentration of attention has increased, it has become more stable, the ability to find the essential features of objects, the ability to compare and generalize have been formed.

Therefore, we consider it expedient to conduct intellectual games and actively involve students in this process.

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Veronica Vaulina
Effective techniques for the development of cognitive abilities in the classroom in elementary school

teacher's report primary classes MBOU secondary school No. 8, Vyazma, Smolensk region

Vaulina Veronika Yurievna

on the topic:

« Effective techniques for the development of cognitive abilities in the classroom in elementary school».

Pedagogical readings: « Development of cognitive abilities students as the basis for achieving meta-subject results of mastering educational programs"

December 2015

I. Criteria and goals.

II. Diagnostics .

III. Practical .

cognitive

3. Brain gymnastics is one of the types that improve the performance of various mental processes.

4. Construction of subject pictures, diagrams, shading.

5. Logical tasks on , non-standard tasks, partial search tasks.

“Knowledge is only knowledge when it

acquired by the efforts of your thought, and not by memory.”

L. N. Tolstoy.

I. Criteria and objectives development of cognitive abilities.

Passive perception and assimilation of the new cannot be the basis of solid knowledge. Therefore, the task of the teacher is development of cognitive abilities of students to involve them in activities.

As criteria act:

independence of thought,

The speed and strength of the assimilation of educational material,

Quick orientation when solving non-standard tasks,

Ability to distinguish the essential from the non-essential

Different level of analytical and synthetic activity,

Critical mind.

This addresses three aspects goals:

- cognitive goals(formation and development various types of memory, attention, imagination, general educational skills, capabilities seek and find new solutions, unusual ways achievement of the required result, new approaches to the consideration of the proposed situation).

- Development goals(speech development, thinking in the course of mastering such methods of mental activity as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and refute, development sensory and motor areas).

educational goals (education of the system of moral interpersonal relations).

II.Diagnostics cognitive sphere of elementary school students.

After diagnosing first-graders, I realized that it was necessary to work in this direction, develop children's cognitive abilities, to develop certain skills and abilities in them, and most importantly, the habit of thinking independently, looking for extraordinary ways to the right solution. For diagnostics, I use materials from the book of Martsinkovskaya Tatyana Davydovna.

III. Practical methods of developing cognitive abilities.

1. Tasks aimed at the formation of positive motivation, the formation cognitive interest in subjects and knowledge in general.

From the 1st grade, tasks should be aimed at the content of positive motivation, at the formation cognitive interest in subjects and knowledge in general. This task is achieved with the help of a specially constructed system of tasks that help to overcome the instability of the attention of six-year-olds, the involuntary process of visual and auditory memorization and lead to development mental activity (Slide 4).

2. Tasks, the implementation of which involves the use of practical actions.

Due to the age of students elementary school lessons it is advisable to use mainly those tasks, the implementation of which involves the use of practical actions (Slide 5). At first, working with assignments, you can allow guessing the answer, the solution, but immediately try to lead the students to justify the answer. When working on such tasks, it is very important to accurately and purposefully pose questions, highlight the main link in reasoning, and justify the chosen solution. As a rule, the teacher does this, relying on the answers of the children and giving an accurate and concise explanation. It is very important that the explanations given by the teacher are gradually reduced with a simultaneous increase in the share of children's participation in the search for a solution to the proposed problem.

At subsequent stages, a complete transition to the independent fulfillment of tasks by students is envisaged, which implies the possibility of consulting with a teacher, a classmate, and the search for a joint solution in pairs or groups. The main task of the teacher is to encourage and support the independence of children in finding a solution. At the same time, there should not be strict requirements for the task to be necessarily solved by each student. It is important to ensure that as you progress towards this activity, an increasing number of students in the class are involved in it.

Checking the independent activity of students provides for a mandatory discussion of all proposed by students ways to solve, clarification ways decisions and reasoning, showing errors in reasoning, focusing children's attention on the most rational, original and beautiful solutions. Screening is especially important for children with low development(due to their physiological characteristics, they learn everything new with great difficulty and for a long time cannot complete tasks on their own).

3. Brain gymnastics is one of the types that improve the performance of various mental processes (Slide 6).

Brain gymnastics for children promotes improving brain function in general.

Research by scientists convincingly proves that under the influence of physical exercises, the indicators of various mental processes that underlie creative activity improve. activities: the amount of memory increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate.

4. Construction of subject pictures, diagrams, shading (slide 7).

V. A. Sukhomlinsky wrote that the origins abilities and gifts of children at your fingertips. From them, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of a child's hand, the brighter the creative element of the child's mind. The more skill in a child's hand, the smarter he is. Therefore it is very important "put your hand" prepare her for work.

From grade 1 to different lessons the guys shade the objects that they drew or built using stencils. On lessons letters guys stroke pictures, silhouettes of letters. On lessons Mathematics this work can be used when working with a problem or geometric shapes. Hatching not only brings children to an understanding of symmetry, composition in decorative drawing, but also forms and improves fine motor skills of the hand and fingers. Compilation, modeling and shading of objects and the accompanying compilation by the children of short stories on the topic, continued started story, work on a word, a phrase - this is way of developing speech, and mastering the expressive properties of the language. While training fine motor skills of the hands, the guys at the same time develop spoken language. I use it admission in class literary reading, speech development lessons. On lessons of the surrounding world, the guys make diagrams, tables, picture plans.

5. Logic tasks on development of analytical skills, non-standard tasks, partial-search tasks (Slide 8).

A partial search task contains a type of task in the course of which students, as a rule, independently or with little help from a teacher, discover knowledge and ways to get them.

Specific partial-search tasks include, for example, such tasks as finding patterns, finding the principle of grouping and arranging the given words, numbers, phenomena; selection of as many examples as possible for any position; finding multiple answers to the same question; finding the most rational solution; improvement of any task and others.

Since the majority school problems are solved according to a certain algorithm, often given by the teacher in finished form, then in some cases a situation arises of a thoughtless, automatic approach of students to solving them, in others - confusion when meeting with a task that has an unusual, non-standard condition. That is why the assignments for each next school year should become more varied and difficult.

Solving non-standard tasks forms cognitive activity, thinking and research skills, the habit of thinking about the word. Most problems do not have a unique solution. This promotes flexibility, originality and breadth of thinking - that is, development of creative abilities in children. It is impossible to say how the solution of a difficult problem arises. But it is clear that the unconscious processes taking place in the brain play an important role in the decision. Here I will talk about working out only elementary ways of thinking, using the three precepts of the teacher, (according to D. Poya):

1. Try to teach your students to guess;

2. Try to teach your students to prove;

3. Use leading directions, but do not try to impose your opinion by force.

When teaching inexperienced students in mathematics, who are accustomed to solving problems only on certain rules, everything is difficult.

Students do not understand what “reasoning” is, why something needs to be proved at all (deductive aspect of thinking);

They do not see logical problems;

It’s not that they can’t find an approach to a solution, but they simply don’t realize what it is - an “idea of ​​a solution” (inductive aspect);

They (students) not accustomed to consider relationships between tasks (associative aspect of thinking).

To develop elementary thinking skills, it seems natural to single out the types of such tasks in the solution of which the above aspects are applied, so to speak, in their pure form.

I'll start with the tasks that serve to form the deductive aspect of thinking.

The first type - problems with "natural reasoning", their pedagogical role is to accustom schoolchildren follow a chain of reasoning (what the solution of any mathematical problem comes down to). At first, one should select problems in which there are no unusual mathematical ideas, such as the simplest logical and combinatorial problems, mathematical puzzles.

The second type is “tasks-traps”, in which the obvious answer is incorrect. Their role is to show the need for evidence (reasoning).

Third type. The next step in development deductive thinking is connected with the formal-logical aspect. It can be emphasized with the help of the so-called obvious problems, in which the answer is absolutely obvious (and true, but at first it is completely unclear how to get it.

From this point on, we move from formal-logical and deductive tasks to inductive ones, which are already directly related to the search for an idea. And our goal is to help children.

One of the ancient and effective teaching methods is the “Socratic method”, i.e. dialogue with the audience. The art of the mentor is to ask the students the questions they should be asking themselves. Of course, such a question can be posed to almost any problem, but it is desirable that it not be a direct hint.

So, the fourth type of problems is “problems with an internal question”.

Let us now turn to the question of the formation of the associative aspect of thinking.

As you know, human intelligence is largely determined by the number of involved connections between the cells of his brain. Naturally, for development mathematical thinking, it is necessary to establish connections between facts, concepts, problems, etc. Moreover, the stability of the connection that has arisen depends on how independently it was discovered. “What you were forced to discover yourself, you can use again when the need arises” (G. Lichtenberg). Problem solving often arises by association with something known, I emphasize that not by analogy, but “by association”.

In this regard, I present the fifth type of problems - riddle problems.

Exactly cognitive development provides the foundation for success schooling. However, the result is not only the development of the cognitive processes of students themselves. The assimilation of generalized cognitive knowledge, skills and abilities (OZUN, considered as one of the results developing work is a means of forming schoolchildren of cognitive-personal structures. And this is very important, as it shifts the emphasis in school learning from the currently widespread "intellectual coaching" students on their cognitive and personal development.

List of used literature.

1. Martsinkovskoy T. D. "Diagnosis of mental child development» .

2. Boreiko L. N. “Non-standard mathematical problems in primary school».

3. Lokalova N. P. "120 lessons of psychological development of younger schoolchildren».

4. Zakharova R. A. Chupakha I. V. “Methodology "Brain Gymnastics".

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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