At primary school age, the characteristics of a child's behavior are largely determined by his new social situation: he is a beginner schoolboy. With the onset of school, a lot of things change in a child's life compared to the preschool period.

In early school age, great changes occur in the cognitive sphere of the child. Memory acquires a pronounced cognitive character. Changes in the field of memory are connected with the fact that the child, firstly, begins to realize a special mnemonic task. He defines this task from any other. This task at preschool age is either not emphasized at all, or is allocated with great difficulty. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive methods (repetition, careful long-term consideration of the material) at an older age, the child moves on to grouping, comprehending the connections of different parts of the material.

In the field of perception, there is a transition from the involuntary perception of the child to purposeful voluntary observation of an object that is subject to a specific task. When examining the picture and reading the text, they jump from one part to another, from one line to another, skipping words and details.

Educational activity makes very great demands on other aspects of the child's psyche. It promotes the development of the will. In preschool age, arbitrariness appears only in certain cases. At school, all activities are by their nature arbitrary. Any attempt to turn learning into entertainment is false. Teaching always requires a certain inner discipline.

At this age, the ability to focus on uninteresting things is formed. Emotional experiences become more generalized. The most significant changes can be observed in the field of thinking, which acquires an abstract and generalized character. The more mentally active the child is, the more questions he asks and the more varied these questions are. The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?”, “How?”, “Why?”. He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question. When some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems, as they say in his mind. He imagines a real situation and, as it were, acts in it in his imagination. Such thinking, in which the solution of problems occurs as a result of internal actions with samples, is called visual-figurative. Figurative thinking is the main type of thinking in primary school age. A younger student, of course, can think logically, but it should be remembered that this age is sensitive to learning based on visualization.

Educational activities contribute to the development of the cognitive abilities of the child. In kindergarten, the child's activity is limited to familiarization with the environment, the child is not given a system of scientific concepts. At school, in a relatively short period of time, the child must master the system of scientific concepts - the basis of the sciences. The system of scientific concepts has been created over many centuries, a child should learn in a small number of years. This task is amazingly difficult! The process of assimilation of a system of concepts, a system of sciences, cannot be regarded as a matter of mere memory. The child is required to develop mental operations (analysis, synthesis, reasoning, comparison, etc.). In the process of schooling, not only the assimilation of individual knowledge and skills takes place, but also their generalization and, at the same time, the formation of intellectual operations. L.S. Vygotsky singled out the problem of the relationship between learning and mental development as the main problem of developmental psychology. He attached fundamental importance to it, the well-known words of Vygotsky: “Consciousness and arbitrariness enter consciousness through the gates of scientific concepts.”

Primary school age is the age of intensive intellectual development. The intellect mediates the development of all other functions, there is an intellectualization of all mental processes, their awareness and arbitrariness.

The main psychological neoplasms of a younger student are:

1. The arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of a system of scientific concepts. All but the intellect. The intellect does not yet know itself.

2. Awareness of one's own changes as a result of the development of educational activities. All these achievements indicate the transition of the child to the next age period.

All these achievements indicate the transition of the child to the next age period.

Having studied the features of the cognitive activity of a younger student, the question arises: "is there a means of activating the educational and cognitive process at this age." Of course there are, and one of them is the game. S.L. Rubinshtein spoke a lot about the role of play in teaching a schoolchild, in which the development of not only the child's abilities, but the very activity of the child takes place. This idea should be emphasized especially, since learning activity does not arise from scratch, it is a continuation and development of gaming activity. Poetizing the game, S.L. Rubinstein wrote: “The game is one of the most remarkable phenomena of life, activity, as if useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. What is a game - accessible to a child and incomprehensible to a scientist?

First of all, play is a meaningful activity, i.e. a set of meaningful actions united by the unity of a motive.

Bezrukikh M.M. and Efimova S.P. in your work “do you know your student?” wrote that “the mental development of the child is mainly determined and characterized by the main type of activity. Such activity to a large extent in primary school age is a game (or game activity). Cognitive activity, imagination, the desire for social appreciation - everything is directed to the game, it improves in the game. Truly, in no other activity is there such an emotionally filled entry into the life of adults, such an effective allocation of social functions and the meaning of human activity, as in the game, ”wrote the famous Soviet psychologist D.B. Elkonin in his book "Psychology of the game".

The younger student in the process of playing not only reflects the world around him, but also performs educational tasks that the child must learn. The same educational work (count, calculate, remember), which the student just refused to perform, if it was given in the form of a learning task, the child happily and willingly performs in the game. And since the child is ready to play such a game many times, he easily and firmly learns the necessary material.

Thus, the game at primary school age not only does not lose its psychological significance as a desired activity, but continues to develop the child's mental functions, primarily imagination, communication skills in games with rules, in intellectual games. In addition, the game gives the child a relaxing feeling of free will. Children in primary school age revel in the game, enjoying the feeling of owning many game activities.

The student is not a vessel,
to be filled in,
a torch to be lit.

L.G. Peterson

One of the most important qualities of a modern person is active mental activity, critical thinking, the search for something new, the desire and ability to acquire knowledge on their own.

Activation of students' cognitive activity is one of the urgent problems at the present level of development of pedagogical theory and practice.
Pedagogical science and school practice have accumulated considerable experience in the application of methods and organizational forms that stimulate the cognitive powers of students. Interest in this aspect of education has intensified in recent years. In the activation of the learning process lies the possibility of overcoming the aggravated contradictions between society's requirements for primary education and mass teaching experience, between pedagogical theory and school practice.
The process of cognition in younger schoolchildren is not always purposeful, mostly unstable, episodic. Therefore, it is necessary to develop the cognitive interest, activity of the younger student in various types of his activities.
The problem of activation of cognitive activity has always been faced by teachers. Even Socrates taught his listeners the ability to think logically, to seek the truth, thinking. J.-J. Rousseau, in order for the student to want to learn and find new knowledge, created special situations for him, forcing him to a cognitive search. Pestalozzi, Diesterweg and other teachers taught in such a way that the student not only received, but also sought knowledge. However, this problem was fully developed in the pedagogy of D. Dewey and scientists of the 20th century. Dewey criticized the verbal, bookish school, which gives the child ready-made knowledge, neglecting his ability to act and learn. He offered training when the teacher organizes the activities of children, during which they solve their problems and gain the knowledge they need, learn to set tasks, find solutions, and apply the acquired knowledge.
A holistic system of education and upbringing, based on arousing the cognitive interest of schoolchildren, on organizing their joint interested activities with a teacher, was developed by Sh.A. Amonashvili.
Schools, wrote J. Piaget, “should prepare people who are able to create something new, and not just repeat what previous generations did, people who are inventive, creative, who have a critical and flexible mind and who do not take on faith everything that they are offered ".
Success is the most important stimulus for active human activity. This psychological phenomenon is especially pronounced in childhood, when other motives and incentives are still unstable or weakly expressed. A child who has poor progress, lagging behind his peers, quickly loses interest in learning and his cognitive activity in the lesson approaches zero. A.V. Slastenin notes that the success of education is ultimately determined by the attitude of the student to learning, their desire for knowledge, the conscious and independent acquisition of knowledge, skills, and their activity.
Cognitive interest is formed in the learning process through the subject content of the activity and the emerging relationships between the participants in the educational process. This is facilitated by the widespread use of the factor of novelty of knowledge, elements of problematicity in teaching, attracting data on modern achievements in science and technology, showing the importance of knowledge, skills, organizing independent work of a creative nature, organizing mutual learning, mutual control of students, etc.
In the active perception and comprehension of the material being studied, the ability of the teacher to give this material a fascinating character, to make it lively and interesting, is of great importance. The main task of the teacher in organizing an effective educational and cognitive process is to include entertaining moments, elements of novelty and suspense into the material being studied, which contributes to the development of cognitive interest and the formation of cognitive needs.
It should be noted that the formation of cognitive interest in learning is an important means of improving the quality of education. This is especially important in elementary school, when permanent interests in a particular subject are still being formed and determined. In order to form in students the ability to independently replenish their knowledge, it is necessary to cultivate their interest in learning, the need for knowledge.
One of the most important factors in the development of interest in learning is the understanding by children of the need for a particular material being studied. For the development of cognitive interest in the material being studied, the method of teaching this subject is of great importance. Therefore, before starting to study any topic, the teacher should spend a lot of time looking for active forms and methods of teaching. You can't force yourself to study, you have to inspire you to study. And this is absolutely fair. Real cooperation between teacher and student is possible only if the student wants to do what the teacher wants. In order to activate the cognitive activity of children, it is necessary to introduce an element of entertainment both in the content and in the form of work.
Cognitive activity develops logical thinking, attention, memory, speech, imagination, maintains interest in learning. All these processes are interconnected. Many teachers use various teaching methods in the educational process: didactic games, game moments, work with dictionaries and diagrams, integration input, etc.
Play is the child of labour. The child, observing the activities of adults, transfers it to the game. The game for younger students is a favorite form of activity. In the game, mastering the game roles, children enrich their social experience, learn to adapt in unfamiliar conditions. The interest of children in the didactic game moves from the game action to the mental task.
A didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction among students, creates a joyful working mood, and facilitates the process of mastering knowledge.
Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote: “There is no, and cannot be, full-fledged mental development without play. The game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity. In didactic games, the child compares, observes, compares, classifies objects according to certain characteristics, makes analysis and synthesis available to him, and makes generalizations.
However, not every game has a significant educational and educational value, but only one that acquires the character of cognitive activity. A didactic game of an educational nature brings the new, cognitive activity of the child closer to the one already familiar to him, facilitating the transition from play to serious mental work.
Cognitive games make it possible to solve a number of tasks of education and upbringing at once. First, they offer great opportunities for expanding the amount of information children receive in the course of learning, and stimulate an important process - the transition from curiosity to inquisitiveness. Secondly, they are an excellent means of developing intellectual creative abilities. Thirdly, they reduce mental and physical stress. There is no direct learning in cognitive games. They are always associated with positive emotions, which can sometimes not be said about direct learning. Cognitive play is not only the most accessible form of learning, but also, which is very important, the most desired by the child. In the game, children are ready to learn as much as they want, practically without getting tired and enriching themselves emotionally. Fourthly, cognitive games always effectively create a zone of proximal development, an opportunity to prepare the mind for the perception of something new.
O.S. Gazman identifies the following requirements for the use of educational games:
1. The game must correspond to the knowledge available to children. Tasks for which children do not have any knowledge will not arouse interest and desire to solve them. Too difficult tasks can scare the child. Here it is especially important to observe the age approach and the principle of transition from simple to complex. Only in this case the game will be developing.
2. Far from all children have an interest in games that require intense mental work, therefore, such games should be offered tactfully, gradually, without exerting pressure so that the game is not perceived as deliberate learning.
Game situations are used mainly to ensure that children understand the meaning of the task well. Separate game elements are included as reliable incentives for interest in learning, the implementation of a specific educational task.
The mysterious names of didactic games help to mobilize the attention of children, tire less, create positive emotions in the lesson and contribute to a solid assimilation of knowledge. But the value of a didactic game must be determined not by what kind of reaction it causes on the part of children, but it must be taken into account how effectively it helps to solve the educational problem in relation to each student.
The use of didactic games brings good results if the game is fully consistent with the goals and objectives of the lesson and all children take an active part in it. Playing with passion, they learn the material better, do not get tired and do not lose interest. In the process of playing, general educational skills and abilities are formed in children, in particular, the ability to control and self-control, such character traits as mutual understanding, responsibility, honesty are formed.
Cognitive interest is the highest stimulus of the entire educational process, a means of activating the cognitive activity of students. A variety of effective techniques arouses children's interest and positive attitude not only to the results, but also to the learning process itself, to the teacher, confidence in overcoming difficulties.
The formation of the cognitive interests of students, the upbringing of an active attitude to work occurs, first of all, in the classroom. It is necessary to intensify the cognitive activity of students and increase interest in learning at each stage of any lesson, using various methods, forms and types of work for this: a differentiated approach to children, individual work in the lesson, various didactic, illustrative, handouts, technical teaching aids and others. .
It is fundamentally important that children experience the joy of discovery in every lesson, so that they develop faith in their own strength and cognitive interest. The interest and success of learning are the main parameters that determine the full intellectual and physiological development, and hence the quality of the teacher's work.
The student works in the lesson with interest if he performs tasks that are feasible for him. One of the reasons for the reluctance to learn lies precisely in the fact that in the classroom the child is offered tasks for which he is not yet ready, with which he cannot cope. Therefore, it is necessary to know the individual characteristics of children well. The task of the teacher is to help each student to assert himself, to seek and find his own ways to get an answer to the question of the problem.
Creating non-standard situations in the lesson contributes to the development of cognitive interest and attention to educational material, the activity of students and the removal of fatigue. The lesson-fairy tale, lesson-competition, lesson-journey, lesson-game are most often used in the practice of teachers. Each of these lessons has a number of its own characteristics, but all of them allow you to create an atmosphere of goodwill, ignite the flame of inquisitiveness and curiosity, which, ultimately, facilitates the process of mastering knowledge.
Another method of enhancing cognitive activity is the implementation of integration. Integration is the process of convergence and connection of sciences, which takes place along with the processes of differentiation. It is a high form of embodiment of interdisciplinary connections at a qualitatively new level of education. Such a learning process, under the influence of purposefully carried out interdisciplinary connections, affects its effectiveness: knowledge acquires the qualities of a system, skills become generalized, complex, the worldview orientation of the cognitive interests of students is enhanced, their conviction is more effectively formed, and comprehensive development of the personality is achieved.
Thus, the activation of the cognitive activity of students in the classroom is one of the main directions for improving the educational process at school. Conscious and durable assimilation of students' knowledge takes place in the process of their active mental activity. Therefore, the work at each lesson should be organized in such a way that the educational material becomes the subject of active actions of the student.
Primary school age is the age when emotions play perhaps the most important role in personality development. Therefore, methods of enhancing cognitive activity, an individual approach, the dosage of the complexity of tasks, which allow creating a situation of success for each child, are of paramount importance. Each child must move forward at his own pace and with continued success. The success of education is achieved not so much by facilitating tasks, but by forming in children the desire and ability to overcome difficulties, creating an atmosphere of enthusiasm and goodwill.
Many practicing teachers do not consider it necessary to combine teaching methods and use a constant set of techniques. But leading educators and psychologists note that monotonous activity inhibits cognitive activity. Performing the same type of exercises, of course, contributes to the assimilation of knowledge, skills, but it also has a negative effect. Cognitive activity in this case is high only at the moment of acquaintance with the new, then it gradually decreases: interest disappears, attention is scattered, and the number of errors increases. Thus, the main task of the teacher is to build an educational process in which students could establish close relationships between all stages and be able to see the final result of their work.
So, the teacher should try to bring the study of program material as close as possible to life, to make the learning process more emotional and interesting. This will awaken in primary school students an interest in new things, a desire to explore the world and, taking into account the psychological characteristics of children, help them to better and easier learn educational material.

Plan : 1. The concept of educational activities.

2.Activization of educational and cognitive activity.

The concept of educational and cognitive activity.

The epistemological basis of education is the theory of scientific knowledge.

Cognition is a complex contradictory process of active creative reflection of reality, which is carried out in the course of changing this reality, i.e. during social practice. Cognition reflects the objective world in specifically human, subjective forms, conditioned by practice and previously accumulated knowledge.

Human cognition includes three stages: sensual reflection, rational reflection And practice. The patterns of this reflective activity are presented in the learning process. In some cases, educational cognition can begin with sensory perception of objects and phenomena of the surrounding world. In others, the learning process is associated with practical actions, performing which students are convinced of the need to acquire certain knowledge.

From the position of psychology, the learning process is carried out on the basis of the following stages: perception - understanding and generalization of knowledge - consolidation of knowledge - their application in practice.

Perception requires attention and the development of observation; comprehension - skills of analysis, synthesis, generalization, methods of substantiation, refutation, etc.; consolidation of knowledge involves a variety of repetition and connection of old knowledge with new, with life experience; the application of knowledge is a creative process, it involves an analytical attitude to science, learning and real activity. From here we get three leading directions for the development of the student's personality in the learning process:

a) the development of intellectual qualities (properties of the mind, memory, attention, speech, etc.);

b) the formation of educational skills, on this basis, the upbringing of a culture of learning and self-education;

c) training in the culture of mental work - logical operations, independent obtaining, processing of information used, creativity based on knowledge of the subject and oneself.

Educational and cognitive activity It is part of man's knowledge of the world. Educational and cognitive activity is a unity of: 1) sensory cognition, 2) mental activity, 3) practical activity.

1. Sensory knowledge. Sensual reflection is a necessary stage of scientific and educational knowledge. Sensory reflection is associated primarily with the activity of the first signal system and is based on signals coming directly from objects and phenomena of reality. An important role is also played by the second signaling system. This is especially important for perception and observation. The second signal system is connected with reality not directly, but through the generalizations contained in the word, speech.

Therefore, any perception of an object by a person is not just a mirror reflection of it in the brain, but also comprehension, designation by a word, correlation of the perceived object to some group of objects. In sensory cognition, the correct interaction of the first and second signal systems is important.

Sensual reflection is associated with sensations, perception and the formation of ideas. This is a complex psychological process that is carried out and proceeds according to the following scheme:

sensations -> perception -> representation -> concept.

Sensory reflection is carried out on the basis of sensory information. The surrounding world affects a person through various signals, which are first perceived at the level of sensations and perception, and then reflected in the mind in the form of representations.

2. Mental activity. The transition from the sensual to the rational takes place in the form of a dialectical leap as a complex qualitative change. In the process of mastering knowledge, there is a movement from ignorance to knowledge, from misunderstanding to understanding, from incomplete knowledge to more complete knowledge.

Characterizing the sensual and the rational as stages of cognition, it should be emphasized that they are closely interconnected, inseparable from each other. In the process of sensory cognition, in the form of sensations, perceptions and ideas, the individual, immediately given, is reflected. Therefore, mental activity is associated with comprehension, understanding and generalization of the information received. Here various mental operations are practiced: analysis, synthesis, comparison, generalization, abstraction, concretization. Mental activity is represented by types of thinking: visual-effective, visual-figurative, verbal-logical. The development of thinking goes from specific images to generalized concepts, denoted by the word.

Assimilation of a concept means awareness of its content, the ability to identify essential features, to know exactly the boundaries of the concept and its place among other concepts. Here we can distinguish the sequence of stages of assimilation of the concept:

Specific single use of the concept;

Singling out concepts from the circle of related concepts, but not distinguishing between essential and non-essential features;

Definition of generalized essential features without the ability to widely use the concept;

Identification of essential features, wide use of the concept.

At primary school age, thinking leads to the development of personality. All mental processes (attention, memory, perception, etc.) are subject to the logic of the formation of thought processes. What is the thinking of the child, such is his psyche. At the rational stage of cognitive activity, knowledge, which are presented in the main forms of logical thinking: concepts, judgments, conclusions.

3. Practical activity. In educational cognition, practice is a necessary condition and means of assimilation of the socio-historical experience accumulated by mankind. Practice in the educational and cognitive activity of students is not the final part of educational cognition, it accompanies all stages of the process of mastering knowledge and is associated not only with the processing of knowledge, but also with their acquisition. At this stage of knowledge, skills And skills

Consciously and firmly assimilated knowledge becomes a means of mental and practical activity significantly due to the fact that they "acquire" skills and habits, "grow" into them. Skills and skills are the ability of students to perform a variety of activities based on the knowledge they have acquired, otherwise it is knowledge in action.

Skills- this is the ability to perform a complex complex action based on acquired knowledge, skills and practical experience.

Skill- this is a component of a complex skill, associated with repeated repetition of the same actions in the same or similar conditions, up to automation of execution.

Skills and skills are closely related. They are classified according to the following criteria:

1) intellectual (cognitive) skills and abilities - mental actions and operations;

2) practical (special, general educational) skills and abilities - associated with external "materialized" methods of activity.

Skills and abilities are:

a) reproductive - simple, mirror-reproducing skills and abilities;

b) productive - meaningful, search and creative skills and abilities.

Educational activity is a system of cognitive actions of students aimed at solving educational and cognitive problems. On the one hand, educational activity is carried out according to the laws of human knowledge, i.e. obeys the general laws of mental reflection, thus characterizing the natural essence of human cognitive processes. On the other hand, the organization of educational activities into a specific educational and cognitive system, with the aim of influencing the child's purposeful knowledge of the world, becomes already a means of managing educational knowledge.

Therefore, learning activity as a process has the following stages:

1. Orientation in the learning process, that is, students getting a comprehensive understanding of the initial state of all elements of learning: initial information on the subject, a program of upcoming activities, motivation for learning, familiarization with working conditions and teaching aids (equipment, textbooks, etc.). The student chooses the content and nature of his activity to achieve the goal and program proposed by the teacher.

2. The performing part of the teaching is the activity of students in obtaining knowledge, skills and abilities. The teacher leads the students through their own efforts, actions to a certain, desired model for him. Students acquire primary skills and information related to them, then compare all this with their experience, knowledge, beliefs, etc. If the first part of learning - the perception and comprehension of information - is mainly passive, then the second part of learning - including it in one's own experience - requires the student to be active.

3. Correction of the educational process - carried out through independent work, self-exercises, self-training, consultations, etc. At the same time, the correction of educational activity can be carried out outside the lesson (self-education, research activities of the student outside the educational process).

4. The control part of the teaching includes the receipt by the teacher of information about the quality of teaching and changes in the spiritual world of the student (that is, data on the assimilation of the leading ideas, main skills and abilities, as well as indicators of the student's learning and upbringing).

Thus, educational and cognitive activity is subject to the general laws of human cognition and is a reflective activity in obtaining information, processing and applying it in life.

2. Activation of educational and cognitive activity.

The determining conditions of educational activity as an activity of learning are its goals and objectives (educational, upbringing, developing), the content of educational material and the motives for the educational activity of schoolchildren.

Motivation is a specific type of mental regulation of behavior and activity. The motivation for cognitive activity is associated with motives that cause students to be active in mastering it. It manifests itself in the form of needs, motives, emotions, subjective experiences (aspirations, desires, interests, etc.) and attitudes in behavior.

Success in learning often depends on the correct interaction between teaching and learning activities, the level of cognitive activity and independence of children's interest in learning.

Cognitive activity is the activity state of the student (cognitive response, search, initiative), which is characterized by the desire for learning, mental stress and the manifestation of volitional efforts in the process of mastering knowledge.

Cognitive independence - active search, selection (orienting actions), operating methods for solving a problem, own paths to the goal, a critical approach to the material, the fusion of desire and the ability to act independently.

The activity and independence of the student will depend on how much the content, methods of completing the task encourage the search for the difficulties contained in it, arouse interest in the content or result of the work. This is achieved by means of activating his educational knowledge.

Activation of learning is a system of teacher actions that creates incentives and encourages students to consciously engage in work.

The activation of learning is the mobilization of the intellectual, moral and volitional forces of students to solve educational and cognitive problems.

Activation of the educational process in the primary grades can be carried out through a system of management tools (content, methods, means, organizational forms, types and types of education), motivation, communication, learning technologies, the personality of the teacher, etc.

The most common of these measures of influence on the educational and cognitive activity of younger students are:

1. Increase visibility - the more sense organs are involved in the perception, the deeper the perception.

Visibility is the surrounding world that acts on the senses in the form of various signals (for example, sound, heat, vibration). Types of visibility:

a) visual clarity (color, shape, size, position in space);

b) auditory visibility (types of sounds - noise and musical; basic properties of sound: pitch, duration, loudness, timbre; types of hearing - sound-high-pitched, melodic, harmonic, timbre, speech, etc.);

c) skin-tactile visibility (qualities and properties of objects of the surrounding world. For example, density, weight, temperature, roughness, etc.);

d) taste clarity (sweet, sour, bitter, salty);

e) clarity of smell (difference in smells);

f) mediated visualization (the inner emotional-figurative and spiritual world of the child. For example, fantasy, figurative representations, dream);

g) experimental, artificial visualization (laboratory experiments, exercises);

h) symbolic visibility (reference signals, sound systems, such as diagrams, models, maps, formulas and drawings, systems of symbolic images, the "language" of art).

2. The success of training depends on motivation , which is determined by the system of incentives (reward, punishment) with a targeted impact on the emotional-volitional sphere of the child (interests, feelings, desires, readiness, etc.).

3. Training should be based on life experience children, on their life representation . If the student has not comprehended the information and life associations have not arisen in his mind, then such material will only be "memorized".

The relationship of learning with the life cognitive experience of students is simultaneously:

a) a means of organizing their educational and cognitive activities;

b) a way to improve the cognitive efforts of schoolchildren aimed at mastering social experience in all the richness of its manifestations;

c) a condition for the development of the personality of each student.

4. The knowledge of the child must be based on indirect visibility (imagination, fantasy, memory), which is represented by internal concrete visual images. (So, for example, a child should not only know, but also imagine how a train or plane moves). Insufficient activity of visually imaginative thinking in the future may make it difficult to understand a complex subject situation (for example, a problem with a pool and two pipes). Therefore, from the first day of a child's stay at school, all verbal descriptions must be translated into indirect (internal) visibility (solving problems about pedestrians in a graphical form, through a drawing), since more complex subject situations and generalized concepts in various types and classes of educational tasks can become completely unbearable.

5. The activation of the teaching may depend on the introduction intra-subject And intersubject communications. Intra-subject communications contribute to the advanced familiarization of children with new material or the study of the content of one academic subject in large blocks. Interdisciplinary connections unite educational material of different subjects on the basis of the unity of the topic, the object of knowledge, and a common problem.

6. One of the ways to enhance educational and cognitive activity is the use problem learning, where the following methods can be used: problem, problem situation, problem conversation, problem presentation, problem task.

7. Activation of the teaching is created from fusion of sensory cognition with the practical activities of children.

8. Activation may be related to creative processing in the minds of children received information.

9. Particular attention in training is given to various types independent work students.

10. Teachers successfully use alternation of different teaching aids(books, movies, computer) and activities(games, work, creativity).

Sensory cognition and practical activity are interconnected through the organization and management of objective activity and communication, which equally affect the mental, emotional-volitional and personal spheres. Such unity in educational cognition makes it possible to combine and combine various methods of activation at the discretion of the teacher. Here, the main meaning of managing the educational and cognitive activity of younger schoolchildren is to awaken the activity of the child's perception at the levels of sensory cognition and practical activity and to translate external information into the internal plan of activity.

Excursion is a fairly common form of work with children. With its help, various pedagogical goals are achieved. At school, excursions are used not only in the classroom, but also in extracurricular, extracurricular activities.

At the present stage of development of the school, it is necessary that excursions turn into a regular general developmental activity, that serious systematic work be carried out at the school. This work is especially necessary in schools with extended day groups, where excursions are intended for active recreation of schoolchildren after the lesson.

The practice of organizing excursion classes in an extended day group shows that there are some features in the methodology of their conduct that distinguish them from educational excursions, as well as walks

Excursion method:

• 1. On excursions in elementary school, motor activity is predominant, the basis of which is walking.
• 2. Need short breaks with elements of the game
• 3. If this is not a lesson-excursion with large cognitive tasks, but excursions after school hours, then cognitive activity is reduced so as not to cause additional fatigue for children with mental work, since there is more than enough of it in the lesson.
• 4. It is important to change the routes of excursions.
• 5. The content of the excursions is supplemented by small conversations on ideological and moral topics, encourage students to express their opinions and give assessments.
• 6. Students themselves are actively involved in organizing excursions.
• 7. The tour should carry high spirits, emotional coloring throughout the tour.

Tour methods:

• 1. Construction. This technique saves time and helps to quickly establish order.
• 2. Before the formation, the teacher reports the topic of the excursion, its purpose, route.
• 3. Distribution of duties.
• 4. Readiness check (examination of clothes, shoes according to the season).
• 5. Conducted safety briefing.
• 6. Recalculation of children.
• 7. During the excursion itself, the teacher may interrupt it for a short time for additional instruction.
• 8. Completion of the tour, cleaning clothes.
• 9. Checking the presence of all students.
• 10. Summing up: a small conversation about the behavior of children, about the mood of children

Excursion as a form of work involves going outside the school with children. Outside of school, the situation is different: there are no organizing moments that the guys are used to. Therefore, the excursion requires a lot of effort from the teacher to establish order. First of all, it is necessary to establish the boundaries of the space within which the excursion will take place.

Excursion in elementary school should take place in the fresh air. Experienced teachers always have a backup option for the excursion, taking into account rain, strong wind, frost. He must skillfully use various shelters, more convenient routes, places to stop. There is no need to rush to school, but you need to spend as much time as possible with the children in the fresh air.

When preparing for an excursion, it is necessary to think over the methods of showing the excursion object in advance. It is necessary to conduct an inspection at the most favorable time so as not to cause disappointment in children, because each object must appear before the tourists in a winning form. Acquaintance with him should cause in students a feeling of satisfaction and admiration.

During the excursion, one should try to activate not only the visual perception of the object, but also hearing, touch and smell. The picture of the world thanks to this becomes richer.

When preparing for an excursion, the teacher pays serious attention to the route. It must have something new in it: a beautiful place for games, a picturesque stretch of path, a bright subject of study. The length of the route in primary school is from 2 to 3 km. Ring routes are preferred over radial routes. Driving back the same way tires children. nature tour speech student

Do not allow the accumulation of a large number of children on one route. Preparing for the tour involves. that the guide will be the source of information. They can be parents or older children. This will bring novelty, unusualness. Of course, an experienced teacher prepares in advance and helps them determine the scope and content of the information.

Younger students cannot be in a state of increased attention for a long time, so the information should be short, concise, and interesting. The appearance of impatience or inattention is a signal to end the viewing of the object.