Ministry of Education and Science of the Russian Federation

Lesosibirsk Pedagogical Institute

branch of Krasnoyarsk State University

Department of Educational Psychology

Levchenko A.V.

3rd year student of the Faculty of Physics and Mathematics

groups f31

speciality:

"physics"

Formation cognitive activity junior schoolchildren

Course work

Scientific adviser:

Associate Professor Denisov Alexander

Ivanovich

Lesosibirsk 2004

Introduction……………………………………………………....3

Chapter 1. The concept and structure of human activity………..5

Chapter 2 general characteristics cognitive processes……...8-19

Feelings……………………………………………………...8

Perception……………………………………………………..8

Memory………………………………………………………….10

Imagination…………………………………………………..12

Attention………………………………………………………… 13

Thinking……………………………………………………..16

Chapter 3

age……………………………………………………………….19-27

Perception…………………………………………………….19

Memory………………………………………………………….20

Attention……………………………………………………....22

Imagination…………………………………………………..23

Thinking and speech……………………………………………..24

Conclusion…………………………………………………………...28

List of used literature……………………………….30

Introduction

Human activity as a conscious activity is formed and

develops in connection with the formation and development of his consciousness. She also serves

the basis for the formation and development of consciousness, the source of its content

Activity is always carried out in a certain system of relations

person with other people. It requires the help and participation of other people, i.e.

acquires the character of a joint activity. Its results provide

certain impact on the world on the life and fate of other people.

Therefore, activity always finds its expression not only in relation

man to things, but also his relation to other people.

The emergence and development of various activities in humans

is a complex and lengthy process. The activity of the child

gradually in the course of development, under the influence of upbringing and training, takes

forms of conscious purposeful activity.

In cognitive activity, a person studies not only the environment around him

the world, but also himself, a process that takes place in his psyche and physics.

The topic of mental activity, which is responsible for

human mental development. The flow of information going to the child constantly

grows with the development of scientific and technological progress, and in order to get the most

extensive and deep knowledge, it is necessary to use the most effective methods

teaching scientific knowledge. In order to create such a technique, it is necessary

study the thought process so as to know its strengths and weaknesses,

and identify areas in which it is better to develop mental activity

person. And this is best done when the child grows and forms in

personality, using his inclinations and interest in the world around him.

Purpose: analysis of the system of cognitive activity of a younger student.

Object: cognitive activity of schoolchildren.

Subject: the formation of cognitive activity of younger students.

1. Studying the literature on this topic.

2. To reveal the features of the structure and development of cognitive

child's activities.

The thinking of schoolchildren, undoubtedly, still has very large and

underutilized reserves and opportunities. One of the tasks

psychology and pedagogy - to fully reveal these reserves and to use them

basis to make learning more effective and creative.

The concept and structure of human activity.

To begin with, we give various definitions of the concept of "activity",

found in the psychological literature.

An activity can be defined as a specific kind of activity

human, aimed at the knowledge and creative transformation of the surrounding

world, including itself and the conditions of its existence.

Activity - dynamic system interactions of the subject with the world,

the process of which the emergence and embodiment in the object takes place

mental image and the realization of the relations of the subject mediated by it in

subject reality.

Activity is an active attitude to the surrounding reality,

expressed in the impact on it.

In activity, a person creates objects of material and spiritual

culture, transforms its abilities, preserves and improves nature,

builds a society, creates something that without its activity would not exist in

nature. The creative nature of human activity is manifested in the fact that

that thanks to her he goes beyond his natural limitations, i.e.

exceeds its own hypothetical possibilities. Due to

productive, creative nature of his activity, man created

sign systems, instruments of influence on oneself and nature. Using these

with tools he built modern society, cities, cars with their help

produced new consumer products, material and spiritual

culture, and ultimately transformed himself. Historical

progress that has taken place over the past few tens of thousands of years is due

its origin is precisely the activity, and not the improvement

the biological nature of people.

The main differences between human activity and animal activity are

next:

1. Human activity is productive, creative,

creative character.

2. Human activity is connected with material and spiritual objects.

cultures that they use as subjects

satisfaction of needs, or as a means of one's own

development.

3. human activity transforms himself, his abilities,

needs, living conditions.

4. Human activity in its various forms and means

realization is the product of history. Animal activity is

the result of their biological evolution.

5. The objective activity of people from birth is not given to them. It is set in

cultural purpose and way of using others

items. Such activities need to be formed and developed in

training and education.

Activity differs not only from activity, but also from behavior.

Behavior is not always purposeful, does not imply the creation of a certain

product, is often passive. Activity is always

purposeful, active, aimed at creating a specific product.

Behavior is spontaneous, activity is organized; chaotic behavior,

activity is systematic.

Human activity has the following main characteristics: motive,

purpose, subject, structure and means.

The motives of human activity can be very different:

organic, functional, social, spiritual.

The goal of an activity is its product. He can

be a real physical object created by a person,

certain knowledge, abilities, skills acquired in the course of activity,

creative result. The purpose of the activity is not equivalent to its motive, although

sometimes the motive and purpose of the activity may coincide with each other.

The object of activity is that with which it directly has

a business. So, for example, the subject of cognitive activity is any

kind of information, subject learning activities– knowledge, skills and abilities,

the subject of labor activity is the created material product.

Every activity has a certain structure. It usually contains

actions and operations as the main components of activity. Action also

called part of the activity. Having a completely independent, conscious

human target. For example, an action included in the structure of cognitive

activities, you can call getting books, reading it.

An operation is a way of performing an action. The nature of the operation

depends on the conditions for performing the action, on the skills available to the person and

skills, from the available tools and means of carrying out the action.

As means of carrying out activities for a person are those

tools that he uses to perform certain actions and

operations.

So learning activities include a variety of actions: recording

lectures, reading books, solving problems, etc. In action, you can also see

goal, means, result. For example, the purpose of weeding is to create conditions for

growth of cultivated plants.

Any activity is a chain of actions:

FUNDS

ACHIEVEMENTS

ACTIONS,

DIRECTIONAL

ON ACHIEVEMENT

RESULT

It (activity) is inextricably linked with consciousness and will, relies on

them, is impossible without cognitive and volitional processes.

So, activity is internal (mental) and external (physical)

human activity, regulated by a conscious goal.

Human activities are very diverse, we will consider

activity as knowledge.

How does a person know the world around him? For this, it is necessary first

of all, the normal functioning of the sense organs, thanks to which a person receives

information about the surrounding world, as well as about the state of one's own body.

The five basic senses - taste, touch, sight, hearing and smell - were

described by the ancient Greek philosopher Aristotle for more than two thousand years

back. But to this day, their study continues, the analysis of the mechanisms

actions. Sensations are the starting point of sensory experience.

resulting from the direct impact of reality on the organs

General characteristics of cognitive processes.

Feel

Sensations are the simplest of all psychic phenomena. They are

are conscious, subjectively represented in the head

a person or an unconscious, but acting on his behavior product

processing by the nervous system of significant stimuli arising during

internal or external environment.

The ability to sense is present in all living beings with a nervous system.

system. As for conscious sensations, they are available only to

living beings that have a brain and a cerebral cortex. This, in

in particular, is proved by the fact that when the activity of higher departments is inhibited

central nervous system, temporary shutdown of the cerebral cortex

brain naturally or with the help of biochemical preparations man

loses the ability to have sensations, i.e. feel, consciously

perceive the world. This happens, for example, during sleep, during anesthesia,

with painful disturbances of consciousness.

Types of sensations reflect the uniqueness of the stimuli that generate them.

These stimuli, being associated with various types of energy, cause

corresponding sensations of different quality: visual, auditory, skin

(sensations of touch, pressure, pain, heat, cold, etc.), taste,

olfactory. Information about the state of the muscular system is provided to us

proprioceptive sensations that indicate the degree of contraction or relaxation

muscles. On the position of a body relative to the direction of gravitational forces

indicate a sense of balance. Both are usually not recognized.

Perception

Unlike sensations, which are not perceived as properties

objects, specific phenomena or processes occurring outside and independently

from us, perception always appears as subjectively correlated with

designed in the form of objects, existing reality outside of us,

and even when we are dealing with illusions or when

perceived property is comparatively elementary, evokes a simple sensation

(in this case, this feeling necessarily refers to some phenomenon

or object associated with it).

Sensations are in ourselves, but the perceived properties of objects,

their images are localized in space. This process, which is typical for

Perception, as distinct from sensations, is called objectification.

Another difference between perception in its developed forms and sensations is

that the result of a sensation is a feeling

(e.g. sensations of brightness, loudness, saltiness, pitch, balance

etc.), while as a result of perception an image is formed,

including a complex of various interconnected sensations attributed to

human consciousness to an object, phenomenon, process. To

some object was perceived, it is necessary to perform some kind of

or counter activity aimed at its research, construction and

clarification of the image. For the appearance of sensation, this, as a rule, is not required.

Separate sensations are, as it were, “attached” to specific analyzers, and

it is enough to influence the stimulus on their peripheral organs -

receptors for sensation to arise. The resulting image

perception process, involves interaction, coordinated work

several analyzers at once. Depending on which one works

active, recycle more information, receives the most significant

signs that testify to the properties of the perceived object, distinguish

and types of perception. Accordingly, visual, auditory,

tactile perception. Four analyzers - visual, auditory, skin

and muscular - most often act as leaders in the process of perception.

Objectivity, integrity, constancy and categorization

(meaningfulness and significance) are the main properties of the image,

formed in the process and result of perception. subject matter is

the ability of a person to perceive the world not as a set of unrelated

other sensations, but in the form of objects separated from each other, possessing

properties that give rise to these sensations. The integrity of perception is expressed

in that the image of perceived objects is not given in a completely finished form

with all the necessary elements, but as if mentally completed to

some integral form based on a small set of elements. it

also occurs if some details of an object are

directly to this moment time is not accepted. constancy

defined as the ability to perceive objects as relatively constant

in shape, color and size, a number of other parameters, regardless of the changing

physical conditions of perception. Categoriality of human perception

manifests itself in the fact that it is of a generalized nature, and each

we denote the perceived object by a word-concept, refer to

a certain class. In accordance with this class, we perceive

object, signs are searched for and seen that are characteristic of all objects of a given

class and expressed in the scope and content of this concept.

The described properties of subjectivity, integrity, constancy and

are formed in life experience, partly being a natural consequence

the work of analyzers, the synthetic activity of the brain.

Perception thus acts as meaningful (including

decision-making) and signified (associated with speech) synthesis of various

sensations received from integral objects or complex, perceived as

whole of phenomena. This synthesis acts as an image of a given object or

phenomena, which develops in the course of their active reflection. Perception is

a kind of cognitive process, without which thought is impossible

activity. What we perceive and cognize does not then disappear without a trace, but

remains in our memory.

The impressions that a person receives about the world around them leave

a certain trace, are preserved, fixed, and, if necessary,

opportunities are reproduced. These processes are called memory. "Without

memory, - wrote S. L. Rubinshtein, - we would be creatures of the moment. Our

the past would be dead to the future. The present, as it flows,

irrevocably disappear into the past.

Memory underlies human abilities, is a condition

learning, acquiring knowledge, developing skills and abilities. Without memory

the normal functioning of either the individual or society is impossible. Thanks to

his memory, its improvement, man stood out from the animal kingdom and

reached the heights where he is now. Yes, more progress

humanity without continuous improvement of this function is unthinkable.

Memory can be defined as the ability to receive, store and

reproduction of life experience. Diverse instincts, innate and

acquired mechanisms of behavior are nothing but imprinted,

inherited or acquired in the process of individual

life experience. Without constant updating of such experience, its reproduction in

under suitable conditions, living organisms would not be able to adapt to the current

rapidly changing life events. Not remembering what happened to him, the body

acquires, there would be nothing to compare with, and it would be irrevocably

was lost.

All living beings have memory, but the highest level of their

it develops in humans. With such mnemonic possibilities,

which he possesses, no other living being in the world possesses. At

man, unlike animals, has speech as a powerful means of

memorization, a way of storing information in the form of texts and various kinds of

technical records. He does not need to rely only on his

organic possibilities, since the main means of improving memory

and storage of the necessary information are outside it and at the same time in it.

hands: he is able to improve these tools almost endlessly,

without changing its own nature. Man finally has three kinds

memory, much more powerful and productive than animals: arbitrary,

logical and mediated. The first is related to broad volitional control.

memorization, the second - using logic, the third - using

various means of memorization, mostly presented in the form

objects of material and spiritual culture.

More precisely and rigorously than it was done above, human memory can be

define as psychophysiological and cultural processes that perform in

life of the function of storing, storing and reproducing information. These

functions are basic for memory. They differ not only in their

structure, input data and results, but also by the fact that different people

developed differently. There are people who, for example, have difficulty remembering, but

but they reproduce well and keep in memory for quite a long time the memorized by them

material. These are individuals with developed long-term memory. There are such people,

which, on the contrary, quickly remember, but also quickly forget that

once remembered. They have stronger short-term and operational types

Images of those objects and phenomena that are currently not

perceived, but which were previously perceived, are called

memory representations.

Representation is the sum total of all past perceptions of a given object or

phenomena. The image of your mother is the result of all the vulgar perceptions of her. Performance

can be a generalized image not only of a single object, but of the whole

class of similar items.

You can imagine a pyramid, a triangle, some kind of animal. it

there will be a generalized image of a whole group of homogeneous objects. Generalized

representations play an extremely important role in the formation of concepts -

important elements of mental activity.

Representations can be visual, auditory, motor,

tactile, etc.

Based on various ideas accumulated by the experience of human

activity, a person's imagination is formed.

Imagination

Imagination is a special form of the human psyche, which stands apart from

the rest mental processes and at the same time occupying an intermediate

position between perception, thinking and memory. The specificity of this form

mental process lies in the fact that imagination is probably characteristic

only for humans and in a strange way connected with the activities of the body,

being at the same time the most "psychic" of all mental

processes and states. The latter means that in nothing else but

imagination, the ideal and mysterious nature of the psyche is not manifested. Can

to assume that it is imagination, the desire to understand and explain it

drew attention to psychic phenomena in antiquity, supported and

continues to stimulate him today.

As for the mystery of this phenomenon, it consists in the fact that

Until now, we know almost nothing about the mechanism of imagination, in

including its anatomical and physiological basis.

Thanks to the imagination, a person creates, intelligently plans his

activity and manage it. Almost all human material and spiritual

culture is a product of the imagination and creativity of people, and what

this culture is important for mental development and improvement

species "Homo sapiens", we already know quite well. Imagination deduces

man beyond his momentary existence, reminds him of

the past opens up the future. With a rich imagination, a person can

"live" in a different time that no other living thing can afford

creature in the world. The past is fixed in memory images, arbitrarily

resurrected by an effort of will, the future is presented in dreams and fantasies.

Imagination is the basis of visual-figurative thinking, which allows

a person to navigate the situation and solve problems without direct

practical action interventions. It helps him a lot

cases of life when practical actions are either impossible or difficult,

or simply inappropriate (undesirable).

Imagination differs from perception in that its images are not always

correspond to reality, they have elements of fantasy, fiction.

Attention

Attention is one of those human cognitive processes, in relation to

essence and the right to independent consideration of which among psychologists

there is still no agreement, despite the fact that his studies are already underway

many centuries. Some scientists argue that as a special, independent process

attention does not exist, that it appears only as a side or moment

any other psychological process or human activity. Other

believe that attention is a completely independent mental

human condition, a specific internal process that has its own

features that are not reducible to the characteristics of other cognitive processes.

As a justification for their point of view, supporters of the latter opinion

indicate that in the human brain it is possible to detect and isolate a special

kinds of structures associated specifically with attention, anatomically and physiologically

relatively autonomous from those that provide the functioning

other cognitive processes.

Indeed, in the system of psychological phenomena attention is

special position. It is included in all other mental processes,

acts as their necessary moment, and to separate it from them, to single out and

study in a "pure" form is not possible. With manifestations of attention

we are dealing only when we consider the dynamics of cognitive

processes and features of various mental states of a person. Any

time when we try to highlight the "matter" of attention, distracting from everything

the rest of the content of mental phenomena, it seems to disappear.

However, one cannot fail to see the peculiarities of attention, a red thread

passing through all other mental phenomena, where it manifests itself, not

reducible to the moments of various types of activity in which the

human. This is the presence in it of some dynamic, observable and

measurable characteristics such as volume, concentration, switchability and

a number of others, directly to cognitive processes such as sensations,

perception, memory and thinking are not related.

One of the most characteristic features of our spiritual life, wrote

famous American psychologist E. Titchener, is the fact that,

being under the constant influx of more and more new impressions, we celebrate

and notice only the smallest, insignificant part of them. Only this part of the external

impressions and inner sensations stands out by our attention, acts in

in the form of images, is fixed by memory, becomes the content of reflections.

Attention can be defined as a psychophysiological process, state,

characterizing the dynamic features of cognitive activity. They are

are expressed in its concentration on a relatively narrow section of the external or

internal reality, which at a given moment in time become

conscious and concentrate on themselves mental and physical forces

person for a certain period of time.

Attention - the concentration of the subject's activity at the moment

time on any real or ideal object - an object, an event,

image, discourse.

Attention is the process of conscious or unconscious

(semi-conscious) selection of one information coming through the organs

feelings, and ignoring the other.

Human attention has five main properties: stability,

concentration, switchability, distribution and volume. Consider

each of them.

Sustainability of attention is manifested in the ability for a long

time to maintain a state of attention on any object, subject

activity without distraction or distraction. Sustainability of attention

may be due to various reasons. Some of them are related to individual

physiological characteristics of a person, in particular with the properties of his

nervous system, the general state of the body at a given time; other

characterize mental states (excitation, lethargy and

etc.), others correlate with motivation (the presence or absence of interest in

subject of activity, its significance for the individual), the fourth - with

external circumstances of the activity.

People with a weak nervous system or overexcited can be quite

get tired quickly, become impulsive. A person who is not very

feels good physically, is also usually characterized by

unstable attention. Lack of interest in the subject contributes to frequent

diverting attention from it, and, on the contrary, the presence of interest preserves

attention in an elevated state for a long period of time. At

an environment characterized by the absence of outwardly distracting

moments, attention is quite stable. In the presence of many

strongly distracting stimuli, it fluctuates, becomes insufficient

sustainable. In life, the characteristic of the general stability of attention is most often

determined by a combination of all these factors combined.

Concentration of attention (the opposite quality is absent-mindedness)

manifested in the differences that exist in the degree of concentration

attention on some objects and its distraction from others. Man, for example,

can focus on reading some interesting book,

in the classroom with some exciting business and not notice anything that

going around. At the same time, his attention can be focused on

certain part readable text, even on a separate offer or

word, and also more or less distributed throughout the text.

Attention focus is sometimes called concentration, and these concepts

considered as synonyms.

Switching attention is understood as its transfer from one object to

another, from one activity to another. This characteristic

human attention is manifested in the speed with which it can

to transfer one's attention from one object to another, and such a transfer

can be either involuntary or voluntary. In the first case, the individual

involuntarily transfers his attention to something that accidentally

interested, and in the second - consciously, by an effort of will forces himself

focus on something, even not very interesting in itself

object. Switching attention, if it occurs on an involuntary

basis, may indicate its instability, but such

instability is not always a reason to consider it as a negative

quality. It often contributes to the temporary rest of the body,

analyzer, preservation and restoration of the working capacity of the nervous system

and the organism as a whole.

Attention switching is functionally related to two differently directed

process: inclusion and distraction. The first is characterized by

a person switches attention to something and completely focuses on it;

the second - by how the process of distraction is carried out.

All three characteristics of attention discussed are related, among other things, to

special properties of the human nervous system, such as lability,

excitability and inhibition. Relevant Properties of the Nervous System

directly determine the qualities of attention, especially involuntary, and

therefore, they should be considered mainly as naturally conditioned.

The distribution of attention is next feature. It consists of

the ability to focus attention on a large area,

carry out several activities in parallel or perform several

various actions. Note that when it comes to the distribution of attention

between different types activities, this does not always mean that they are in

literally the words are executed in parallel. This is rare and

a similar impression is created due to the ability of a person to quickly

switch from one type of activity to another, having time to return to

continuation of the interrupted before forgetting occurs.

It is known that memory for interrupted actions can be preserved in

for a certain time. During this period, a person can

labor to return to the continuation of the interrupted activity. That's exactly what

occurs most often in cases of distribution of attention between several

tasks being done at the same time.

The distribution of attention depends on the psychological and physiological

human condition. When tired, in the process of performing complex types

activities that require increased concentration of attention, the area of ​​​​its

distributions usually narrow.

The volume of attention is such a characteristic of it, which is determined by

the amount of information that can simultaneously be stored in the sphere

increased attention (consciousness) of a person. Numerical characteristic of the average

the volume of people's attention - 5-7 units of information. It is usually installed

through an experience in which a person, for a very short time,

a large amount of information is presented. What he for this time

manages to notice, and characterizes his scope of attention. Because the

experimental determination of attention span is associated with short-term

memorization, it is often identified with the volume of short-term

Thinking

"Common sense has a wonderful scent, but senile blunt teeth" - so

characterized the meaning of thinking one of his most interesting

researchers K. Dunker, obviously opposing it to common sense

meaning. It is difficult to disagree with this, bearing in mind that thinking in its

higher creative human forms does not come down to intuition or

life experience, which is the basis of the so-called "common sense".

What is thinking? How is it different from other ways of learning?

a man of reality?

First of all, thinking is the highest cognitive process. It

is a product of new knowledge, an active form of creative

reflection and transformation of human reality. Thinking generates

such a result, which neither in reality itself, nor in the subject on

does not exist at this point in time. Thinking (in elementary forms it

exists in animals) can also be understood as the acquisition of new knowledge,

creative transformation of existing ideas.

The difference between thinking and other psychological processes is also in

that it is almost always associated with the presence of a problem situation, task,

that needs to be solved, and by actively changing the conditions in which this task

set. Thinking, unlike perception, goes beyond sensory

given, expands the boundaries of knowledge. In sensory based thinking

information, certain theoretical and practical conclusions are drawn. It

reflects being not only in the form of separate things, phenomena and their properties, but also

defines the connections that exist between them, which are most often

directly, in the very perception of man are not given. properties of things and

phenomena, the connections between them are reflected in thinking in a generalized form, in the form

laws, entities.

In practice, thinking as a separate mental process does not exist,

it is invisibly present in all other cognitive processes: in

perception, attention, imagination, memory, speech. The higher forms of these

processes are necessarily associated with thinking, and the degree of its participation in these

cognitive processes determines their level of development.

Thinking is the movement of ideas, revealing the essence of things. Its result

is not an image, but some thought, an idea. specific result

thinking, a concept can come forward - a generalized reflection of a class of objects in

their most common and essential features.

Thinking is a special kind of theoretical and practical activity,

suggesting a system of actions and operations included in it, tentatively

research, transformational and cognitive character.

Theoretical conceptual thinking is such thinking, using

which a person, in the process of solving a problem, refers to concepts, performs

actions in the mind, without directly dealing with the experience gained by

help of the sense organs. He discusses and looks for a solution to the problem from the beginning to

end in the mind, using ready-made knowledge obtained by other people,

expressed in conceptual form, judgments, conclusions. theoretical

conceptual thinking is characteristic of scientific theoretical research.

Theoretical figurative thinking differs from conceptual in that

the material that a person uses here to solve a problem is

not concepts, judgments or conclusions, but images. They either directly

retrieved from memory, or creatively recreated by the imagination. So

thinking is used by workers in literature, art, people in general

creative work dealing with images. In the course of solving mental

tasks, the corresponding images are mentally transformed so that a person in

as a result of manipulating them, I was able to directly see the solution

task of interest to him.

Both considered types of thinking - theoretical conceptual and

theoretical figurative - in reality, as a rule, coexist. They are

well complement each other, reveal to a person different, but

interrelated aspects of life. Theoretical conceptual thinking gives although

and abstract, but at the same time the most accurate, generalized reflection

reality. Theoretical imaginative thinking allows you to get

concrete subjective perception of it, which is no less real than

objectively conceptual. Without one kind of thinking or another, our perception

reality would not be so deep and versatile, accurate and

rich in various shades, as it really is.

A distinctive feature of the next type of thinking - visual-figurative

It is that the thought process is directly related to

perception by a thinking person of the surrounding reality and without it

cannot be performed. Thinking visually-figuratively, a person is attached to

reality, while the images necessary for thinking are presented in its

short-term and operative memory (in contrast, images for

theoretical figurative thinking are extracted from long-term memory and

then converted).

This form of thinking is most fully and extensively presented in children.

preschool and primary school age, and in adults - among people

engaged in practical work. This kind of thinking is quite developed in everyone.

people who often have to make decisions about the subjects of their

activities, only observing them, but not directly touching them.

The last of the types of thinking indicated on the diagram is a visual-

effective. Its peculiarity lies in the fact that the very process of thinking

is a practical transformational activity,

carried out by a person with real objects. The main condition of the decision

tasks in this case are correct actions with appropriate

items. This kind of thinking is widely represented in people engaged in real life.

production labor, the result of which is the creation of some

specific material product.

The development of cognitive processes in the younger school age

Perception

The rapid sensory development of the child in preschool age leads to

Besides that junior school student has a sufficient level of development

perception: he has a high level of visual acuity, hearing, orientation to

the shape and color of the object. The learning process places new demands on its

perception. In the process of perception educational information need arbitrariness and

the meaningfulness of the activities of students, they perceive various patterns

(standards) according to which they must act. Arbitrariness and

the meaningfulness of actions are closely interconnected and develop simultaneously.

At first, the child is attracted by the object itself, and first of all by its external

bright signs. Focus and carefully consider all the features

children are not yet able to single out the main, essential in it. This

The peculiarity is also manifested in the process of educational activity. learning

mathematics, students cannot analyze and correctly perceive numbers

6 and 9, in the Russian alphabet - the letters E and 3, etc. The job of a teacher should be

constantly aimed at teaching the student to analyze, compare properties

objects, highlighting the essential and expressing it in a word. Necessary

learn to focus on the subjects of educational activities

regardless of their external attractiveness. All this leads to the development

arbitrariness, meaningfulness, and at the same time to a different selectivity

perception: selectivity in content, not in external

attractiveness. By the end of grade 1, the student is able to perceive objects

in accordance with the needs and interests arising in the process

training and past experience. The teacher keeps teaching him the technique

perception, shows the methods of inspection or listening, the procedure for identifying

All this stimulates the further development of perception, appears

observation as a special activity, observation develops as

trait.

The memory of a younger student is a primary psychological component

educational and cognitive activity. In addition, memory can

considered as an independent mnemonic activity,

designed specifically for memorization. At school, students regularly

memorize a large amount of material, and then reproduce it. Jr

the student remembers more easily what is bright, unusual, what produces

emotional impression. But school life such that from the very first days

requires the child to memorize the material arbitrarily: this is both the daily routine and

homework, and the rule passed in the lesson. Not knowing the mnemonic

activity, the child strives for mechanical memorization, which is not at all

is a characteristic feature of his memory and causes enormous

difficulties. This disadvantage is eliminated if the teacher teaches

his rational methods of memorization. Researchers identify two

directions in this work: one - on the formation of methods of meaningful

memorization (dismemberment into semantic units, semantic grouping,

semantic comparison, etc.), another - on the formation of techniques

reproduction distributed in time, as well as self-control techniques

for memorization results.

The mnemonic activity of a younger student, as well as his teaching in

as a whole, becomes more and more arbitrary and meaningful. indicator

meaningfulness of memorization and is the student's mastery of techniques, methods

memorization.

The most important memorization technique is the division of the text into semantic parts,

planning. Numerous psychological studies

it is emphasized that when memorizing, students in grades 1 and 2 find it difficult

break the text into semantic parts, they cannot isolate the essential,

the main thing in each passage, and if they resort to division, then only

mechanically dissect the memorized material for the purpose of easier

memorization of smaller pieces of text. It's especially hard to share

text into semantic parts from memory, and they do it better only when

perceive the text directly. Therefore, from grade 1, work on

the dismemberment of the text should begin from the moment when the children in the oral

form convey the content of the picture, the story. Making a plan allows them

comprehend the sequence and interconnection of what is being studied (this may be a plan

solving an arithmetic problem that is complex in content or a literary

works), remember this logical sequence and, accordingly,

reproduce.

AT primary school There are other ways to make it easier

memorization, comparison and correlation. It usually correlates with

is remembered, with something already well known, and individual

parts, questions within the memorized. These methods are first used

students in the process of direct memorization, taking into account external

auxiliary means (objects, pictures), and then internal (finding

similarities between new and old material, drawing up a plan, etc.).

It should also be noted that without special education, a junior student does not

can use rational learning techniques, as they all require

application of complex mental operations (analysis, synthesis, comparison),

which he gradually masters in the process of learning. Mastery of juniors

schoolchildren with methods of reproduction are characterized by their own characteristics.

Reproduction is a difficult activity for a younger student,

requiring goal setting, the inclusion of thinking processes, self-control.

At the very beginning of learning, self-control in children is poorly developed and its

improvement goes through several stages. At first, the student can only

repeat the material many times while memorizing, then he tries

check yourself by looking at the textbook, i.e. using recognition,

then, in the learning process, the need for reproduction is formed.

Psychological research shows that such a need arises in

first of all when memorizing poems, and by grade III it develops

the need for self-control in any memorization and is being improved

mental activity of students: educational material is processed in

process of thinking (generalized, systematized), which then allows

younger students to reproduce its content more coherently. In a number

research highlights the special role of delayed reproduction in

comprehension educational material that students remember. In the process

memorization and especially reproduction, the voluntary

memory, and to class II-III its productivity in children, compared with

involuntary, increases sharply. However, a number psychological research

shows that in the future both types of memory develop together and

interconnected. This is due to the fact that the development of voluntary memorization

and, accordingly, the ability to apply its techniques helps then the analysis

of the above, memory processes are characterized by age-related characteristics,

knowledge and consideration of which is necessary for the teacher to organize successful learning

and mental development of students.

Attention

The process of mastering knowledge, skills and abilities requires constant and

effective self-control of children, which is possible only with the formation

a sufficiently high level of voluntary attention. As is known,

preschooler is dominated by involuntary attention, it is at first

education prevails among younger students. That is why development

voluntary attention becomes a condition for further successful learning

activities of the student, and consequently, the task of paramount importance

for the teacher.

At the beginning of education, as in preschool age, the student's attention

attracts only the external side of things. External impressions are captivating

students. However, this prevents them from penetrating into the essence of things (events, phenomena),

makes it difficult to control their activities. If the teacher constantly

takes care of guiding the development of the voluntary attention of the younger

schoolchildren, then during their education in the primary grades it is formed

very intense. This is facilitated by a clear organization of the child's actions with

use of the sample and also such actions that he can direct

independently and at the same time constantly control yourself. As such

actions can be a specially organized check made by him

or other children of errors or the use of special external means when

phonetic analysis. So gradually the younger student learns

be guided by an independently set goal, i.e. arbitrary

his attention becomes the leading one. Developing randomness of attention

also influences the development of other properties of attention, which are also still very

imperfect in the first year of study.

So, the amount of attention of a younger student is less than that of an adult.

of a person, his ability to distribute attention is less developed. Especially

clearly the inability to distribute attention is manifested during writing

dictations, when you need to simultaneously listen, remember the rules, apply

and write them. But already by the second grade, children show noticeable changes in

improvement of this property, if the teacher organizes the educational

the work of students at home, in the classroom and their social activities so that they learn

control their activities and at the same time monitor the implementation

multiple actions. At the beginning of training, there is also great instability

attention. Developing the stability of the attention of younger students, the teacher

It should be remembered that in grades 1 and 2, the stability of attention is higher with

when they perform external actions and lower when performing mental ones. Here

drawing up diagrams, drawings, drawings. Imperfect in younger students and

such an important property of attention as switching. At the beginning of their education

training skills have not yet been formed, which prevents them from quickly moving

from one species training sessions to another, but improvement

activities of teaching already by the 2nd grade leads to the formation of children's skills

switch from one stage of the lesson to another, from one academic work to

another. Along with the development of voluntary attention, the

involuntary, which is no longer connected with brightness and external

the attractiveness of the subject, but with the needs and interests of the child,

arising in the course of educational activities, i.e. with the development of their personality,

when feelings, interests, motives and needs constantly determine

direction of his attention. Thus, the development of student attention is associated with

their mastery of educational activities and the development of their personality.

Imagination

In the process of learning activities, the student receives many descriptive

information, and this requires him to constantly recreate images, without

which it is impossible to understand the educational material and assimilate it, i.e. recreating

the imagination of a younger student from the very beginning of education is included in

purposeful activity that contributes to his mental development.

To develop the imagination of younger students great importance have them

representation. Therefore, the great work of the teacher in the lessons on

the accumulation of a system of thematic representations of children. As a result

constant efforts of the teacher in this direction in the development of imagination

elementary schoolchild changes occur: first, images of the imagination in children

vague, unclear, but then they become more precise and definite;

at first, only a few signs are displayed in the image, and among them

non-essential ones predominate, and by the 2-3 class the number of displayed features

significantly increases, and among them essential ones prevail;

processing of images of accumulated representations is initially insignificant, and by 3

class, when the student acquires much more knowledge, the images become

more generalized and brighter; children can already change the storyline of the story, quite

meaningfully introduce convention: at the beginning of training, for the appearance of an image

a specific subject is required (when reading and telling, for example, reliance on

child to create a mentally new image (writing an essay based on a story

teacher or read in a book).

As the child develops the ability to control his mental

activity, the imagination becomes more and more controlled by the process, and its

images arise in line with the tasks that the content of the educational

activities. All of the above features create the basis for the development

process of creative imagination, in which special

students' knowledge. This knowledge forms the basis for the development of creative

imagination and the process of creativity and in their subsequent age periods

Thinking and speech

Features of the mental activity of a younger student in the first two

Years of study are in many ways similar to the peculiarities of thinking of a preschooler. At

the concrete-figurative nature of thinking is clearly expressed in the younger schoolchild. So,

when solving mental problems, children rely on real objects or their

image. Conclusions, generalizations are made on the basis of certain facts. All

this also manifests itself in the assimilation of educational material. Learning process

stimulates fast development abstract thinking, especially in the classroom

mathematics, where the student moves from action with specific objects to

mental operations with a number, the same takes place in Russian lessons

language during the assimilation of a word that is not first separated by it from the signified

subject, but gradually itself becomes the subject of special study.

In the development of thinking of younger schoolchildren, psychologists distinguish two main

At the first stage (grades 1-11), their thinking is in many ways similar to the thinking

preschoolers: the analysis of educational material is carried out mainly in

visually - effective and visually - figuratively. Children judge things

and phenomena according to their external individual features, one-sidedly, superficially.

Their conclusions are based on visual premises given in perception, and

conclusions are drawn not on the basis of logical arguments, but by direct

correlation of judgment with perceived information. Generalizations and concepts of this

stages strongly depend on the external characteristics of objects and fix those

properties that lie on the surface. For example, the same preposition

“on” is singled out by second-graders more successfully in cases where its meaning

specifically (expresses the relationship between visual objects - “apples on

table”) than when its meaning is more abstract (“one of these days”, “for memory”).

That is why the principle of visibility is so important in elementary school. Giving

the opportunity for children to expand the scope of concrete manifestations of concepts, the teacher

makes it easier to highlight the essential common and designate it as appropriate

word. The main criterion for a full generalization is the ability of the child

give your own example, corresponding to the knowledge gained.

By the 3rd grade, thinking passes into a qualitatively new, second stage,

requiring the teacher to demonstrate the links that exist between individual

elements of learned information. By the 3rd grade, children master the birth

specific relationships between individual features of concepts, i.e.

classification, an analytical-synthetic type of activity is formed,

mastering the action of modeling. This means that it begins to form

formally - logical thinking.

In elementary school, much attention is paid to the formation of scientific

concepts Allocate subject concepts (knowledge of general and essential features

and properties of objects - birds, animals, fruits, furniture, etc.) and concepts

relations (knowledge reflecting the connections and relations of objective things and phenomena

Size, evolution, etc.).

The development of thinking largely depends on the level of development of mental

processes. So, for example, the development of dialysis comes from a practically effective

to the sensual and further to the mental (from grade 1 to grade 3). Besides,

analysis begins as a partial and gradually becomes complex and

systemic. Synthesis develops from a simple, summarizing to a broader and

complex. Analysis for younger students is an easier process and

develops faster than synthesis, although both processes are closely related (than

the deeper the analysis, the more complete the synthesis). Comparison at primary school age

goes from non-systematic, oriented to external signs, to

planned, systematic. When comparing familiar objects, children are easier

notice similarities, and when comparing new ones, differences.

It should be noted that younger students begin to realize their own

thought processes and try to control them, although not always successfully.

AT last years more and more talk about the formation in primary school

the age of theoretical thinking on the basis of empirical. theoretical

thinking is defined through a set of its properties (reflection; content analysis

tasks with the allocation of a general way to solve it, which "from the spot"

is transferred to a whole class of problems; an internal action plan that ensures

planning and doing them in your mind). Empirical thinking is carried out

by comparing superficially similar common features objects and phenomena

environment through trial and error. Research in experimental

classes under the guidance of V.V. Davydov showed that in the lower grades

elements of theoretical thinking can be formed.

Speech performs two main functions: communicative and significative,

those. is a means of communication and a form of existence of thought. By using

language and speech, the child’s thinking is formed, the structure of his

consciousness. The very formulation of thought in verbal form provides the best

understanding of the object of knowledge.

Language teaching at school is a managed process and the teacher has

huge opportunities to significantly speed up speech development students at the expense

special organization of educational activities. Because speech is

activity, then you need to learn speech as an activity. One of the essential

differences between educational speech activity and speech activity in natural

conditions is that the goals, motives, content of educational speech are not

flow directly from the desires, motives and activities of the individual in

broad sense of the word, but are set artificially. Therefore, it is correct to set

topic, interest it, cause a desire to take part in its discussion,

activating the work of schoolchildren is one of the main problems

improvement of the speech development system.

We formulate the general tasks of the teacher in the development of students' speech:

a) provide them with a good speech (linguistic) environment (speech perception

adults, reading books, etc.)

b) create communication situations in the lesson, speech situations that determine

motivation of children's own speech, develop their interests, needs and

opportunities for independent speech

c) ensure the correct assimilation by students of sufficient lexical

stock, grammatical forms, syntactic constructions, logical connections,

to activate the use of words, the formation of forms, the construction of structures

d) conduct constant special work on the development of speech in various

levels: pronunciation, vocabulary, morphological, syntactic,

the level of coherent speech

e) create in the classroom an atmosphere of struggle for high culture speech, for

meeting the requirements for good, correct speech

e) develop not only speech-speaking, but also listening.

It is important to take into account the differences between oral and written speech. Written -

a fundamentally new type of speech that the child masters in the process

learning. Mastery of written speech with its properties (expansion and

connectedness, structural complexity) forms the skill of intentional

expressing your thoughts, i.e. promotes voluntary and conscious

implementation of oral speech. Written speech fundamentally complicates

structure of communication, as it opens up the possibility of contacting

absent interlocutor. The development of speech requires a long, painstaking

systematic work of younger students and teachers. The development of emotional

volitional sphere and cognitive activity are also determined by neoplasms

his personality: arbitrariness of actions and deeds, self-control, reflection

(self-assessment of their actions based on correlation with the intention).

Conclusion

Thinking activity, like any other activity, is

a chain of various ordered actions, in this case they will be

be cognitive processes and operations occurring within these

processes.

For example, as a cognitive process, memory, which contains

such operations as memorization, reproduction, forgetting and others.

Thinking is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved.

tasks and ways to solve them.

Thinking activity is a close connection between sensory

knowledge and rational knowledge.

A child who has come to school and already with a certain amount of knowledge, only

in the educational process actively develops and develops its cognitive

activity. But to make it even more effective and purposeful,

it already mainly depends on the teacher, how he can interest the student

and set it up for learning.

Children in the first grade, who have literally been unlearned for six months, have a good

cognitive processes are developed, they are especially well oriented in

world around, thinking and imagination are well developed, but such basic

cognitive processes that strongly influence studying proccess, assimilation

material such as attention and memory are just beginning to develop.

Being formed in the process of educational activity, as the necessary means of its

execution, analysis, reflection and planning become special

mental actions, a new and more indirect reflection of the environment

reality. As these mental actions develop in the younger

schoolchildren develop in a fundamentally different way and basic cognitive

processes: perception, memory, attention, thinking.

Compared with the preschool age, the content changes qualitatively.

these processes and their form. Thinking becomes abstract and generalized

character. Thinking mediates the development of other mental functions,

there is an intellectualization of all mental processes, their awareness,

arbitrariness, generalization.

Perception acquires the character of organized observation,

carried out according to a specific plan.

The memory acquires an intellectual character in younger schoolchildren.

The child not only remembers, but also begins to solve special mnemonic

tasks for arbitrary intentional memorization or reproduction

required material.

At primary school age, there is an intensive formation of techniques

memorization. From the most simple tricks memorization through repetition

reproduction the child proceeds to grouping and comprehending connections

the main parts of the learning material. Schemas are used to remember

and models. At this age, the ability to focus attention develops.

on the required learning content. Attention becomes focused and

arbitrary, its volume increases, the ability to distribute

attention between multiple objects.

List of used literature

1. Bogolyubov L.N., Lazebnikova A.Yu. Man and society -

Modern Humanities University, 2000.

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3. Venger L.A., Mukhina V.S. Psychology: Proc. A guide for students ped.

Schools for special No. 2002 “Doshk. education” and №2010 “Education in preschool.

institutions." - M.: Enlightenment, 1988.

4. Gamezo M.V., Petrova E.A., Orlova L.M. Age and pedagogical

psychology. Tutorial for students of all specialties

pedagogical universities. - M .: Pedagogical Society of Russia, 2003.

5. Dictionary of a practical psychologist /Comp. S.Yu. Golovin. – Minsk: Harvey,

6. Gonobolin F.N. Psychology. Ed. prof. N.F. Dobrynin. Educational

allowance for students of pedagogical schools. - M .: "Enlightenment", 1973.

7. Davydov V.V. Developmental and educational psychology,

Enlightenment. - 1973.

8. Zimnyaya I.A. Pedagogical psychology. Textbook for high schools. Edition

the second, supplemented and revised. - M .: Publishing Corporation

Logos, 1999.

9. Brief psychological dictionary. /Comp. A.A. Karpenko: Ed. A.V.

Petrovsky, M.P. Yaroshevsky. – M.: Politizdat, 1985.

10. Kulagina I.Yu. Age-related psychology(child development from birth to

17 years old): Textbook. 3rd ed. - M .: Publishing house URAO, 1997.

11. Levi V.L. Hunt for thought - M .: Young Guard, 1967.

12. Lyublinskaya A.A. Child psychology. Study guide for students

pedagogical institutes. - M .: "Enlightenment", 1971.

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development

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15. Nemov R.S. Psychology. T.2. Textbook for students

pedagogical educational institutions. - M.: Humanitarian publishing house

center VLADOS, 2001-kn.Z. Psychodiagnostics.

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pedagogical educational institutions. - M: Humanitarian publishing house

center VLADOS, 2001-kn.Z. Psychodiagnostics.

17. Petrovsky A.V. Psychology, M.: Publishing Center - Academy.

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19. Rubinshtein S. L. Fundamentals of General Psychology - St. Petersburg: Peter, 2000.

20. Sapogova E.E. Psychology of Human Development: Textbook. – M.:

Aspect Press, 2001.

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Psychology of Human Development: The Development of Subjective Reality in

Ontogeny: Textbook for universities. - M.: School Press, 2000.

22. Stolyarenko L. D. Fundamentals of psychology. Rostov n / a, publishing house "Phoenix",

Features of cognitive and educational activity of a younger student

sensory preschool psychological educational

Perception. The rapid sensory development of a child at preschool age leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of an object. The learning process makes new demands on its perception. In the process of perceiving educational information, the arbitrariness and meaningfulness of the activities of students are needed, they perceive various patterns (standards), in accordance with which they must act. The arbitrariness and meaningfulness of actions are closely interconnected and develop simultaneously. At first, the child is attracted by the object itself, and first of all by its external bright signs. Children still cannot concentrate and carefully consider all the features of the subject and single out the main, essential in it. This feature is also manifested in the process of educational activity. When studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and 3, etc. The teacher's work should be constantly aimed at teaching the student to analyze, compare the properties of objects, highlight the essential and express it in a word. It is necessary to teach to focus on the subjects of educational activity, regardless of their external attractiveness. All this leads to the development of arbitrariness, meaningfulness, and at the same time to a different selectivity of perception: selectivity in content, and not in external attractiveness. By the end of grade I, the student is able to perceive objects in accordance with the needs and interests that arise in the learning process, and his past experience. The teacher continues to teach him the technique of perception, shows the methods of inspection or listening, the procedure for revealing properties.

All this stimulates the further development of perception, observation appears as a special activity, observation develops as a character trait.

The memory of a younger student is a primary psychological component of educational cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization. Researchers distinguish two directions in this work: one - on the formation of meaningful memorization techniques (dismemberment into semantic units, semantic grouping, semantic comparison, etc.), the other - on the formation of playback techniques distributed over time, as well as methods of self-control over memorization results.

The mnemonic activity of the younger student, as well as his teaching in general, is becoming more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students in grades I and II find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, they only mechanically dissect the memorized material for the purpose of easier memorization. smaller pieces of text. It is especially difficult for them to divide the text into semantic parts from memory, and they do it better only when they directly perceive the text. Therefore, from grade I, work on dismembering the text should begin from the moment when the children orally convey the content of the picture, the story. Drawing up a plan allows them to comprehend the sequence and relationship of what is being studied (this can be a plan for solving an arithmetic problem that is complex in content or literary work), remember this logical sequence and reproduce accordingly.

In elementary grades, other methods are also used to facilitate memorization, comparison and correlation. What is usually remembered is correlated with something already well known, and separate parts, questions within the memorized are compared. First, these methods are used by students in the process of direct memorization, taking into account external aids (objects, pictures), and then internal ones (finding similarities between new and old material, drawing up a plan, etc.). It should also be noted that without special training, a junior student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

Reproduction is a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, and self-control.

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, he is a scientist and can only repeat the material many times while memorizing, then he tries to control himself by looking into the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed. Psychological studies show that such a need arises primarily when memorizing poems, and by grade III, a need for self-control develops during any memorization and the mental activity of students improves: the educational material is processed in the process of thinking (generalized, systematized), which then allows younger students to more coherently reproduce its content. A number of studies emphasize the special role of delayed reproduction in the comprehension of educational material that is remembered by students. In the process of memorization and especially reproduction, the arbitrary memory, and by the II-III class, its productivity in children, in comparison with involuntary, increases sharply. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, the knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Attention. The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only with a sufficiently high level of voluntary attention. As is known, involuntary attention predominates in a preschooler, and it also prevails in younger schoolchildren during the first period of education. That is why the development of voluntary attention becomes a condition for the further successful educational activity of the student, and, consequently, a task of paramount importance for the teacher.

At the beginning of education, as in preschool age, only the outer side of things attracts the student's attention. External impressions captivate students. However, this prevents them from penetrating the essence of things (events, phenomena), and makes it difficult to control their activities. If the teacher constantly takes care of guiding the development of the voluntary attention of younger students, then during their education in the primary grades it is formed very intensively. This is facilitated by a clear organization of the child's actions using a model and also by such actions that he can manage independently and at the same time constantly control himself. Such actions may be a specially organized check of the mistakes made by him or other children or the use of special external means in phonetic analysis. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing voluntariness of attention also affects the development of other properties of attention, which are also still very imperfect in the first year of study.

So, the amount of attention of a younger student is less than that of an adult, and his ability to distribute attention is less developed. The inability to distribute attention is especially pronounced when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the second grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the students' educational work at home, in the classroom and their social affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, a great instability of attention is also manifested. When developing attention stability in younger students, the teacher should remember that in grades I and II, attention stability is higher when they perform external actions and lower when performing mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, and drawings.

Imperfect in younger students and such an important property of attention as switching. At the beginning of education, they have not yet formed learning skills and abilities, which prevents them from quickly moving from one type of training session to another, however, improving the activity of learning already by grade II leads to the formation in children of the ability to switch from one stage of the lesson to another from one study to another. Along with the development of voluntary attention, involuntary attention also develops, which is now associated not with the brightness and external attractiveness of the object, but with the needs and interests of the child that arise in the course of educational activity, i.e. with the development of their personality, when feelings, interests, motives and needs constantly determine the direction of his attention. So, the development of students' attention is connected with their mastery of educational activities and the development of their personality.

Imagination. In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a younger student from the very beginning of education is included in a purposeful activity that contributes to his mental development.

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important. As a result of the constant efforts of the teacher in this direction, changes occur in the development of the imagination of the younger student: at first, the images of the imagination in children are vague, unclear, but then they become more accurate and definite; at first, only a few features are displayed in the image, and insignificant ones prevail among them, and by class II-III, the number of displayed features increases significantly, and essential ones prevail among them; the processing of the images of accumulated ideas is at first insignificant, and by grade III, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce convention; at the beginning of learning, a specific object is required for the appearance of an image (when reading and telling, for example, reliance on a picture), and then reliance on a word develops, since it is it that allows the child to mentally create a new image (writing an essay based on a teacher’s story or read in a book) .

With the development of the child's ability to control his mental activity, the imagination becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before him. All of the above features create the basis for the development of the process of creative imagination, in which the special knowledge of students plays an important role. This knowledge forms the basis for the development of creative imagination and the process of creativity in their subsequent age periods of life.

Thinking. The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same thing happens in the Russian language lessons when mastering a word, which at first is not separated by him from the designated object, but gradually becomes the subject of special study.

The current level of development of society and the information itself, gleaned by the child from various sources of information, already cause the need for younger students to reveal the causes and essence of connections, relationships between objects (phenomena), to explain them, i.e. think abstractly. Scientists studied the question of the mental abilities of a younger student. As a result of a number of studies, it was revealed that the mental capabilities of the child are wider than previously thought, and when the appropriate conditions are created, i.e. with a special methodological organization learning, the younger student can learn abstract theoretical material. Current programs and textbooks have already largely taken into account this possibility and, with the appropriate teaching methodology, provide students with in-depth theoretical information, i.e. stimulate the development of abstract thinking. Based on the research of V.V. Davydov introduced the assimilation of elements of algebra to establish relationships between quantities. These relationships are modeled, expressed, as it were, in an objective form cleared of layers, and become the orienting basis of the action. So, children first learn to express relations between objects that differ in different weights, volumes, lengths, in graphic segments, learn the concepts of more and less, then moving on to abstract symbols a> b, b<а и т.д. Младшие школьники начинают активно действовать с этими отношениями. Такие же сложные зависимости, требующие абстракции, устанавливают они и при усвоении грамматического материала, если учитель использует эффективные методы умственного развития.

The new programs pay great attention to the formation of scientific concepts. Subject concepts develop from the selection of functional features (revealing the purpose of the subject) to the enumeration of a number of essential and non-essential, but clearly distinguished properties, and, finally, to the allocation of essential properties in a group of objects. In the process of mastering concepts, all mental operations develop: analysis - from the practically effective, sensual to the mental, from the elementary to the profound; synthesis - from the practically effective to the sensual, from the elementary to the broad and complex.

Comparison also has its own characteristics. At first, in comparison and and students easily distinguish differences and more difficultly - similarities. Further, similarities are gradually distinguished and compared, and at first they are bright, catchy signs, including essential ones.

For first-graders, comparison is sometimes replaced by juxtaposition. First they list all the features of one item, then another. It is still difficult for them to draw up a plan for a consistent comparison of common and different properties. The process of comparison requires systematic and long-term training of students.

The abstraction of a junior schoolchild differs in that external, bright ones are taken as essential features. Children more easily abstract the properties of objects than connections and relationships.

Generalization in the primary grades is characterized by the awareness of only some of the signs, since the student cannot yet penetrate into the essence of the subject.

Based on the development of mental operations, forms of thinking also develop. At first, the student, analyzing individual cases or solving some problems, does not rise on the path of induction to generalizations, the system of abstract inferences is not yet given to him. Further, the younger student, when acting with an object, as a result of personally accumulated experience, can make correct inductive conclusions, but cannot yet transfer them to similar facts. And finally, the conclusion is made by him on the basis of knowledge of general theoretical concepts.

Deductive reasoning is more difficult for a younger student than inductive reasoning. There are several stages in the development of the ability to draw a deductive conclusion. Initially, the particular is associated with the general, which does not reflect significant connections. Further, having mastered the general conclusions, the children explain on their basis the particular cases that they directly observe. And finally, having learned the conclusion, they can explain a variety of facts, including those that have not previously been encountered in their experience. Both inductive and deductive conclusions are gradually curtailed, a number of judgments proceed in their mental plane.

At primary school age, children become aware of their own mental operations, which helps them to exercise self-control in the process of cognition. In the process of learning, the qualities of the mind also develop: independence, flexibility, criticality, etc.

Speech performs two main functions: communicative and significative, i.e. is a means of communication and a form of existence of thought. With the help of language and speech, the child's thinking is formed, the structure of his consciousness is determined. The very formulation of thought in verbal form provides a better understanding of the object of knowledge.

Language teaching at school is a controlled process, and the teacher has great opportunities to significantly accelerate the speech development of students through a special organization of educational activities. Since speech is an activity, it is necessary to teach speech as an activity. One of the essential differences between educational speech activity and speech activity in natural conditions is that the goals, motives, content of educational speech do not follow directly from the desires, motives and activities of the individual in the broad sense of the word, but are set artificially. Therefore, it is correct to set a topic, to interest it, to arouse a desire to take part in its discussion, to intensify the work of schoolchildren - one of the main problems in improving the system of speech development.

Let us formulate the general tasks of the teacher in the development of students' speech: a) to provide them with a good speech (language) environment (perception of adult speech, reading books, etc.); b) create communication situations in the lesson, speech situations that determine the motivation of children's own speech, develop their interests, needs and opportunities for independent speech; c) ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, the construction of structures; d) conduct constant special work on the development of speech at various levels: pronunciation, vocabulary, morphological, syntactic, at the level of coherent speech; e) create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good, correct speech; e) develop not only speech-speaking, but also listening.

It is important to take into account the differences between oral and written speech. Written is a fundamentally new type of speech that a child masters in the learning process. Mastering written speech with its properties (extension and coherence, structural complexity) forms the ability to deliberately express one's thoughts, i.e. contributes to the arbitrary and conscious implementation of oral speech. Written speech fundamentally complicates the structure of communication, as it opens up the possibility of addressing an absent interlocutor. The development of speech requires a long, painstaking, systematic work of younger students and teachers. The development of the emotional-volitional sphere and cognitive activity is also determined by the new formations of his personality: the arbitrariness of actions and deeds, self-control, reflection (self-assessment of one's actions based on correlation with the plan). Concluding the characterization of the psychology of the younger schoolchild, we consider it necessary to recall that the main neoplasm of this age is the mastery of educational activity. In modern conditions, we would also note the importance of forming the foundations for the widespread use of computer facilities, the development of its ecological and economic culture. The relevance of these problems is evidenced by the fact that they are discussed at the international level and implemented in practical work with children.

G.A. Zuckerman distinguishes four groups of junior schoolchildren who are included in educational activities in different ways: the breakthrough group, the reserve of the breakthrough group, the hardworking and those who have not shown themselves.

Breakthrough group - active subjects of educational activity, these are children who most clearly reveal themselves in those lessons (regardless of the subject of study and the personality of the teacher), where a new educational task is set, leading in the search for a solution. They exchange opinions recklessly, offer and test all sorts of conjectures, and are in a state of happy excitement until they find a solution. According to the initial indicators of intellectual development, the children of this group significantly outperform other classmates from the very beginning. Low intellectual development (significantly below the average in the class) can be a serious obstacle to a quick entry into the breakthrough group, high intellectual development (significantly above the average in the class) is a factor that not only ensures, but facilitates getting into the breakthrough group.

The data obtained show that the breakthrough group grows during the first year of study (from 40 to 70% of students) and remains relatively stable in the second grade.

The group called the breakthrough group reserve resembles the first category in many ways, but differs from it in one important way. These children show all the signs of involvement and enthusiasm for solving learning problems in only one of the subjects.

A group of hardworking students shows the highest activity and zeal not at the stage of setting a learning task and searching for a way of action, but at the stage of working out, exercising in an already found method.

The group of those who did not prove themselves is extremely heterogeneous, it is unstable and contradictory.

G.A. Zuckerman established the emotional and personal characteristics of the child, which determine him as the subject of educational activity. It:

• a) the appearance in the child, along with the cognitive orientation, of the first signs of a focus on self-change, the ability to set tasks for self-change;
• b) reflexive, slightly low self-esteem, which sets the following formula for children's behavior: I don't know if I can do it, but I'll risk trying!;
• c) reflection not only in the intellectual, but also in the emotional sphere (understanding the emotional consequences of an act), as well as in communication and cooperation (development of an inverted action, taking into account a different position of the partner).

That is, at the very initial stages of organizing educational activities, it is easiest for those children who, due to the peculiarities of their development, need minimal help from adults to teach themselves with the help of a teacher, to become subjects of a collectively distributed educational activity. However, when a collective subject of educational activity has already begun to take shape in the class, other children may also be included in it. The inclusion of the more successful, the more fully the teacher provides the conditions for the development of those features of self-consciousness that provide an independent formulation of the tasks of self-change.

Introduction

2.1 The study of the cognitive activity of younger students

Conclusion

Introduction

Modern socio-economic conditions lead to a tightening of requirements for education. The school plays a decisive role in the formation and development of the active personality of students. The development of cognitive activity in this sense remains one of the urgent problems in the pedagogy of elementary school.

Many scientists believe that the development of cognitive activity is the main condition for the formation of the creative personality of students (K.A. Abulkhanova-Slavskaya, G.S. Altshuller, I.Ya. Andreev, A.N. Luk, Sh.A. Amonashvili, Ya. A. Ponomarev, A.M. Matyushkin and others). The basis of the successful development of cognitive activity is the creativity of both the teacher and the student.

To date, in pedagogical science there are a number of studies aimed at studying the cognitive activity of younger students. However, the problem of creativity, creative activity as a means of developing the cognitive activity of younger students, in our opinion, has not been studied enough. The development of this problem is goalour research.

An objectresearch: a holistic pedagogical process in elementary school

Subjectresearch: the development of cognitive activity of younger students in the educational process

Research hypothesis: if the educational process in primary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger students.

Tasks research:

To analyze the special literature on the problem of creativity and the development of cognitive activity

To reveal the essence of creativity and its role in the development of cognitive activity of students

Conduct a pedagogical experiment and, based on the results, develop methodological recommendations for the development of cognitive activity

Noveltyresearch is to substantiate creativity as the highest degree of cognitive activity.

Theoretical significanceof this work is to generalize and systematize data on the influence of creativity on the development of cognitive activity of younger students.

Practical significance: development of guidelines for the development of cognitive activity

Methodological basisKeywords: theory of personality, theory of activity, theory of a holistic pedagogical process, works of scientists L.S. Vygotsky, N.F. Talyzina, G.I. Schukina, D.B. Elkonina and others.

Research methods: testing, questioning, experiment, conversations, analysis of products of activity, analysis of theoretical sources and school documentation.

Research Base: Uritskaya secondary school of Sarykol district

cognitive activity creativity student

1. Psychological and pedagogical foundations for the development of cognitive activity of a younger student

1.1 Analysis of psychological and pedagogical literature on the problem of the development of cognitive activity

In documents reflecting the content of education in the Republic of Kazakhstan, the development of cognitive creative activity is considered as one of the most important tasks in teaching the younger generation. .

An analysis of the psychological and pedagogical literature has shown that the general theory of cognitive activity has been developed extensively. The problem of the development of cognitive activity has been sufficiently developed by such scientists as Sh.A. Amonashvili, N.F. Talyzina, G.I. Shchukina and others.

Cognitive activity is a product and a prerequisite for the assimilation of social experience. A person does not bring into the world ready-made forms of behavior, does not have innate logical thinking, ready-made knowledge about the world, mathematical or musical abilities. Its development proceeds not through the deployment of ready-made abilities inherent in heredity from within, but through the assimilation ("appropriation") of the experience accumulated by previous generations (A.N. Leontiev, N.F. Talyzina). Moreover, the main role in this process is played by the teacher, whose social function is to transfer the experience of the previous generation to the new generation.

The cognitive activity of a schoolchild in the learning process is a teaching that reflects the objective material world and its active transforming role as the subject of this activity. The subject of the student's cognitive activity in the learning process is the actions performed by him to achieve the expected result of the activity, prompted by one or another motive. The most important qualities of this activity are independence, which can be expressed in self-criticism; cognitive activity, manifested in interests, aspirations and needs; readiness to overcome difficulties associated with the manifestation of perseverance and willpower; efficiency, which implies a correct understanding of educational tasks, a conscious choice of the necessary action and the pace of their solution.

Sh.A. Amonashvili developed the problem of cognitive activity and cognitive interest in teaching six-year-olds. Interest in learning is merged with the entire life of a younger student: a careless turn of the method, the monotony of the method can undermine interest, which is still very fragile. A group of researchers in Georgia led by Sh.A. Amonashvili developed the psychological and pedagogical foundations laid down in the experiment on teaching six-year-olds, accumulated methods for stimulating the cognitive activity of children (deliberate "mistakes" of the teacher, tasks for attention, writing fairy tales, tasks for comparison. Today, the problem of mastering new knowledge is increasingly being studied in the context of a diverse activities of students, which allows creatively working teachers, educators to successfully form and develop the creativity of students, enriching the personality, educating an active attitude to life.. The basis of cognitive activity is cognitive interest.

Cognitive interest - the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge. Systematically strengthening and developing cognitive interest becomes the basis of a positive attitude to learning. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. Cognitive interest is one of the most important motives for teaching schoolchildren. Under the influence of cognitive interest, according to researchers, educational work, even for weak students, is more productive. Cognitive interest, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development.

Cognitive interest acts as a powerful means of learning. When a child studies under duress, he gives the teacher a lot of trouble and grief, but when children study willingly, things go quite differently. Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically excite, develop and strengthen the cognitive interest of students as an important motive for learning, and as a persistent personality trait, and as a powerful means of educative education, improving its quality.

Like any activity, cognitive activity is aimed not only at the process of cognition, but also at the result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Thus, in the process of cognitive activity, all the most important manifestations of personality interact in a peculiar way.

Different children develop differently and reach different levels of development. From the very beginning, from the moment the child is born, neither the stages through which he must go, nor the end he must reach are given. Child development is a very special process - a process that is determined not from below, but from above, by the form of practical and theoretical activity that exists at a given level of development of society. As the poet said: "Just born, Shakespeare is already waiting for us." This is the nature of child development. Its final forms are not given, not given. Not a single process of development, except ontogenetic, is carried out according to a ready-made model. Human development follows the pattern that exists in society.

Creativity is the highest mental function and reflects reality. However, with the help of these abilities, a mental departure beyond the limits of the perceived is carried out. With the help of creative abilities, an image of an object that has never existed or does not exist at the moment is formed. At preschool age, the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and its implementation in the ability to combine their knowledge and ideas, in a sincere transfer of their feelings.

Currently, there are many approaches to the definition of creativity, as well as concepts related to this definition: creativity, innovative thinking, productive thinking, creative act, creative activity, creative abilities and others (V.M. Bekhterev, N.A. Vetlugina, V. N. Druzhinin, Y. A. Ponomarev, A. Rebera, etc.).

The psychological aspects of creativity, which involve thinking (Ya.A. Ponomarev, S.L. Rubinshtein, etc.) and creative imagination as a result of mental activity, providing a new education (image), are widely represented in many scientific works, in various types of activity (A.V. Brushlinsky, L.S. Vygotsky, O.M. Dyachenko). "Ability" is one of the most general psychological concepts. In domestic psychology, many authors gave him detailed definitions.

The more developed a person's ability, the more successfully he performs the activity, the faster he masters it, and the process of mastering the activity and the activity itself are subjectively easier for him than training or work in the area in which he does not have the ability. The problem arises: what is this mental essence - abilities? One indication of its behavioral and subjective manifestations (and the definition of B.M. Teplov, in fact, is behavioral) is not enough.

The definition of creativity is as follows. V.N. Druzhinin defines creativity as individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Creativity is an amalgamation of many qualities. And the question of the components of human creativity is still open, although at the moment there are several hypotheses concerning this problem. Many psychologists associate the ability to creative activity, primarily with the peculiarities of thinking. In particular, the famous American psychologist Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by the so-called divergent thinking. Abilities are formed in the process of interaction of a person with certain natural qualities with the world. The results of human activity, being generalized and consolidated, are included as "building material" in the construction of his abilities. These latter form an alloy of the initial natural qualities of a person and the results of his activity. The true achievements of a person are deposited not only outside him, in certain objects generated by him, but also in himself.

A person's abilities are equipment that is not forged without his participation. A person's abilities are determined by the range of those opportunities for mastering new knowledge, their application to creative development, which opens up the development of this knowledge. The development of any ability takes place in a spiral: the realization of the possibilities that the ability of a given level presents opens up new opportunities for the development of abilities of a higher level. The ability is most of all reflected in the ability to use knowledge as methods, the results of the previous work of thought - as a means of its active development.

All abilities in the process of development go through a series of stages, and in order for some ability to rise in its development to a higher level, it is necessary that they have already been sufficiently formed at the previous level. For the development of abilities, there must initially be a certain basis, which is made up of inclinations. The starting point for the development of a person's diverse abilities is the functional specificity of various modalities of sensitivity. So, on the basis of general auditory sensitivity in the process of communication between a person and other people, carried out through language, a person develops speech, phonetic hearing, determined by the phonemic structure of the native language.

Not only the generalization (and differentiation) of phonetic relations plays a significant role in the formation of abilities for language acquisition. Equally important is the generalization of grammatical relations; An essential component of the ability to master languages ​​is the ability to generalize the relationships underlying word formation and inflection.

Able to master the language is one who easily and quickly, on the basis of a small number of trials, generalizes the relations underlying word formation and inflection, and as a result, these relations are transferred to other cases. The generalization of certain relations, of course, requires an appropriate analysis.

giftedness- this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher (unusual, outstanding) results in one or more types of activity compared to other people.

giftedness- this is a qualitative peculiar combination of abilities that ensure the successful implementation of activities. The joint action of abilities representing a certain structure makes it possible to compensate for the insufficiency of individual abilities due to the predominant development of others.

general abilities or general moments of abilities, determining the breadth of human capabilities, the level and originality of his activity; - a set of inclinations, natural data, a characteristic of the degree of severity and originality of the natural prerequisites for abilities;

talent, the presence of internal conditions for outstanding achievements in activities.

Revealing the essence of cognitive activity, one cannot fail to mention the important role of motivation, since positive motivation always lies at the heart of successful activity. At first, the very position of the student, the desire to take a new position in society is an important motive that determines the readiness, the desire to learn. But this motive does not last long. Unfortunately, we have to observe that already in the second grade the joyful expectation of the school day goes out, the initial craving for learning passes. If we do not want the child not to become weary of school from the first years of education, we must take care to awaken such motives for learning that would lie not outside, but in the very process of learning. In other words, the goal is for the child to learn because he wants to learn, so that he experiences the pleasure of learning itself.

Interest, as a complex and very significant education for a person, has many interpretations in its psychological definitions, it is considered as: the selective focus of a person's attention (N.F. Dobrynin, T. Ribot); manifestation of his mental and emotional activity (S.L. Rubinshtein); activator of various feelings (D. Freyer); active emotional and cognitive attitude of a person to the world (N.G. Morozova); a specific attitude of a person to an object, caused by the consciousness of its vital significance and emotional attractiveness (A.G. Kovalev). The subject of cognitive activity is the most significant property of a person: to cognize the world around us not only for the purpose of biological and social orientation in reality, but in the most essential relation of a person to the world - in an effort to penetrate into its diversity, to reflect in the mind the essential aspects, cause-and-effect relationships, patterns, inconsistency. It is on the basis of - knowledge of the objective world and attitudes towards it, scientific truths - that the worldview, worldview, attitude is formed, the active, biased nature of which contributes to cognitive interest.

Moreover, cognitive activity, activating all the mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity (changes, complicating its goals, highlighting relevant and significant aspects in the subject environment for their implementation, finding other necessary ways, bringing creativity to them). A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since there is a cognitive principle in each of them.

In labor, a person, using objects, materials, tools, methods, needs to know their properties, to study the scientific foundations of modern production, to comprehend rationalization processes, to know the technology of a particular production. Any kind of human activity contains a cognitive principle, search creative processes that contribute to the transformation of reality. A person inspired by cognitive interest performs any activity with great passion, more effectively.

Cognitive interest is the most important formation of a personality, which develops in the process of human life, is formed in the social conditions of its existence and is in no way immanently inherent in a person from birth. Cognitive interest is an integral education of a personality. As a general phenomenon of interest, it has a very complex structure, which is made up of both individual mental processes (intellectual, emotional, regulatory), as well as objective and subjective connections of a person with the world. Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result).

Interest is an "alloy" of many mental processes that form a special tone of activity, special states of the individual (joy from the learning process, the desire to delve into the knowledge of the subject of interest, into cognitive activity, experiencing failures and strong-willed aspirations to overcome them). The value of cognitive interest in the life of specific individuals is difficult to overestimate. Interest acts as the most energetic activator, stimulator of activity, real subject, educational, creative actions and life in general.

The student's activity is connected with the exchange and enrichment of his own experience. Schukina G.I. notes in his works that the nature of students' activity changes from performing, actively performing, actively independent to creatively independent. Changing the nature of the activity has a significant impact on changing the position of the student. An active position is characterized by putting forward one's own judgments. The teacher plays an important role in the formation and development of the cognitive activity of the younger student.

Teachers, according to Shchukina G.I. should expose in the pedagogical process the objective possibilities for the development of cognitive interests, excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values.

The skills necessary for solving cognitive problems are called cognitive skills in theory. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular subject and manifested during the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

Talent- a high level of a person's ability to perform certain activities. This is a combination of abilities that enable a person to successfully, independently and in an original way perform a certain complex labor activity.

This is a combination of such abilities that make it possible to obtain a product of activity that is distinguished by novelty, a high level of perfection and social significance. Already in childhood, the first signs of talent in the field of music, mathematics, linguistics, technology, sports, etc. may appear. However, the talent may show up later. The formation and development of talent largely depends on the socio-historical conditions of life and human activity. Talentcan appear in all spheres of human labor: in pedagogical activity, in science, technology, in various types of production. To develop talent, hard work and perseverance are of great importance. Talented people are characterized by the need to engage in a certain type of activity, which sometimes manifests itself in a passion for the chosen business.

The combination of abilities, which are the basis of talent, in each case is special, peculiar only to a certain personality. The presence of talent should be concluded from the results of human activity, which should be distinguished by a fundamental novelty, originality of the approach. Human talent is directed by the need for creativity.

The general skills of independent cognitive work include: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of subject and procedural mental actions. Generalized cognitive skills often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize, the ability to classify and highlight cause-and-effect relationships.

P.Ya. Galperin, N.F. Talyzina call these cognitive skills mental actions. E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity. D.N. Epiphany. ON THE. Menchinskaya - intellectual skills. Despite these different formulations, they are essentially close.

These skills involve the possession and operation of generalized methods of action related to a wide range of factors and phenomena. The formation of learning skills is an indispensable condition for the development of creative activity.

Speaking about the features of the cognitive activity of a younger student, scientists (N.S. Gorchinskaya, N.F. Talyzina, G.I. Shchukina) distinguish the following:

the subject of cognitive activity is the student, and therefore at the center of the teaching is his personality: his consciousness, attitude to the world around him, to the very process of cognition

-since the purpose and content of the student's education are provided for by the program, the learning process can proceed in different ways, with varying degrees of activity and independence of the student.

cognitive activity of a younger student can be

performing, active-performing, creative-independent nature.

Didacts define the functional purpose of cognitive activity as arming with knowledge, skills, promoting education, identifying potential opportunities, engaging in search and creative activities.

The educational process has undoubted opportunities for the development of creative activity due to the fact that it is in it that the development of cognitive activity is actively taking place.

Researchers have identified such elements of creativity in cognitive activity as the search for the causes of malfunctions and their elimination (P.N. Adrianov), the promotion of activity tasks, planning, critical analysis (R.N. Nizamov), self-promotion of the problem, labor planning, finding ways and means works (I.Ya. Lerner, M.N. Skatkin).

Thus, a younger student gradually masters cognitive activity - from reproductive to partially search, and with a purposeful organization of education - creative.

For the successful development of cognitive and, accordingly, creative activity, it is necessary to know the features of the development of cognitive processes of primary school students, such as perception, memory, thinking, attention, and imagination. It is the development of these mental processes that ensures the successful mastery of educational cognitive activity (M.R. Lvov, S.L. Lysenkova, M.I. Makhmutov, etc.). The perception of a younger student is predominantly involuntary. Students still do not know how to control their perception, they cannot independently analyze an object or phenomenon.

The perception of a younger student is determined primarily by the characteristics of the subject itself. Therefore, children notice in objects not the main, essential, but what stands out clearly against the background of other objects.

The process of perception is often limited to recognition and subsequent naming of an object.

The full assimilation of knowledge involves the formation of such cognitive actions that constitute specific techniques characteristic of a particular field of knowledge. The peculiarity of these techniques lies in the fact that their formation and development is possible only on a certain subject material. So, it is impossible, for example, to form the methods of mathematical thinking, bypassing mathematical knowledge; it is impossible to form linguistic thinking without working on linguistic material. Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most of the methods of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, the discovery of these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of already specific methods of work: in mathematics they are one, in language they are different. These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who is excellent at specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the main system of specific methods of thinking in this area, however, specific types of cognitive activity can often be used in a number of subjects.

Gradually, in the process of learning, perception undergoes significant changes. Students master the technique of perception, learn to look and listen, highlight the main, essential, see many details in the subject. Thus, perception becomes dissected and turns into a purposeful, controlled, conscious process.

Changes occur in memory processes. Arbitrary memorization of a first grader is imperfect. So, for example, he often does not remember homework, but easily and quickly remembers bright, interesting things that influenced his feelings. The emotional factor in the memorization of a younger student plays a significant role.

As psychologists (Petrovsky, Zukerman, Elkonin, and others) note, by the third grade, voluntary memorization becomes more productive, and non-voluntary memorization becomes more meaningful.

Unlike preschoolers, younger students more often resort to visual-figurative and logical ways of thinking, which is associated with an expansion of the stock of knowledge and ways of processing it.

However, in the educational process, it is not so much the volume of this knowledge that is important, but its quality, the ability of the child to apply this knowledge internally, in the mind.

Primary school age is the most sensitive to the development of visual-figurative forms of thinking, which play a huge role in any creative activity of a person, in improving his creative abilities. A feature of the creative thinking of schoolchildren is that they are not critical of their product, their idea is not directed in any way and therefore is subjective.

The development of thinking is closely related to the peculiarities of attention. The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, bright, unusual is strong at this age. The child cannot yet control his attention and often finds himself at the mercy of external impressions. Even with the concentration of attention, students do not notice the main, essential. This is due to the peculiarities of their thinking. The visual-figurative nature of mental activity leads to the fact that students direct all their attention to individual, conspicuous objects or their signs.

The attention of a younger student is characterized by instability, easy distractibility. The instability of attention is explained by the fact that excitation prevails over inhibition in a younger student. Also, younger students do not know how to quickly switch their attention from one object to another.

Attention is greatly influenced by the interests and needs of students, and is closely related to the emotions and feelings of children. All that causes strong feelings in them, that which captivates children, as if by itself attracts attention.

Students are especially attentive in the process of creative activity, since here thinking, feelings and will merge together.

Imagination plays a huge role in the development of creative activity. L.S. spoke about this. Vygotsky "Imagination and Creativity at Your Age". The main direction in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality on the basis of relevant knowledge and the development of thinking. A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. without this, it is difficult for them to create a new one. In the same way, when reading and telling a child, he relies on a picture, on a specific image. Without this, the student cannot decide to recreate the described situation.

In this case, we are dealing with a creative process based on intuition, independent thinking of the student. The psychological mechanism of activity itself is important here, in which the ability to solve non-standard, non-standard tasks is formed.

1.2 The essential characteristic of creativity. Creativity as the highest degree of cognitive activity

The term "creativity" indicates both the activity of the individual and the values ​​created by her, which, from the facts of her personal destiny, become the facts of culture. As alienated from the life of the subject of his searches and thoughts, it is just as unjustified to explain these values ​​in the categories of psychology as a miraculous nature. A mountain peak can inspire the creation of a painting, a poem or a geological work. But in all cases, once created, these works do not become the subject of psychology to a greater extent than the summit itself. Scientific and psychological analysis revealed something completely different: the ways of its perception, actions, motives, interpersonal relationships and the structure of the personality of those who reproduce it by means of art or in terms of the Earth sciences. The effect of these acts and connections is imprinted in artistic and scientific creations, now involved in a sphere independent of the mental organization of the subject. Creativity means the creation of a new one, which can mean both transformations in the consciousness and behavior of the subject, and products generated by him, but also alienated from him. Terms such as consciousness and behavior do indicate psychology's rightful share in the interdisciplinary synthesis. But behind these terms themselves there are no eternal archetypes of knowledge. Their categorical meaning changes from epoch to epoch. The crisis of mechano-determinism has led, as already noted, to a new style of thinking in psychology. Mental processes began to be considered from the point of view of the subject's search for a way out of a situation that has become problematic for him due to the limitedness of his available experience and therefore requires the reconstruction of this experience and its increment through his own intellectual efforts. The study of the processes of productive thinking as a solution to problems ("puzzles") acted as the main direction associated with the development of the problems of creativity.

Since the time of E. Claparede, K. Dunker and O. Selz, an extensive and dense array of data has been collected on this path. A number of approaches have developed in Soviet psychology, a general summary of which is presented in the work, which highlights: the search for the unknown using the mechanism of analysis through synthesis, the search for the unknown using the mechanism of interaction between logical and intuitive principles, the search for the unknown using the associative mechanism, the search for the unknown using heuristic techniques and methods. The work done in these areas has enriched the knowledge about the mental operations of the subject in solving non-trivial, non-standard tasks.

However, as noted Yugoslav scientist Mirko Grmek, not without reason, “Experimental analysis of problem solving has proven useful in relation to some elementary reasoning processes, but we are still unable to draw from it certain, useful conclusions related to artistic or scientific discovery. In the laboratory the study of creativity is limited by time and is applicable to simple problems: it therefore does not imitate the real conditions of scientific research. The most adequate definition of creativity is given, in our opinion, by S.L. Rubinstein, according to which creativity is an activity that "creates something new, original, which, moreover, is included not only in the history of the development of the creator himself, but also in the history of the development of science, art, etc." . Criticism of this definition with reference to the creativity of nature, animals, etc. unproductive, because it breaks with the principle of cultural-historical determination of creativity.

The identification of creativity with development (which is always the generation of the new) does not advance us in explaining the factors of the mechanisms of creativity as the generation of new cultural values. It can be assumed that the elements of the creative activity of the younger student will be associated with the elements of cognitive, while having their own characteristics. For example, the goal will not be specific and mandatory, and the result will always be the individuality of the author. In addition, any of these types can and should be creative. The cognitive activity of a younger student also has its own characteristics: firstly, the school regime creates special features for children, secondly, the nature of the relationship with the teacher, with classmates changes significantly, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one's cognitive activity changes in the child the field of his intellectual activity and independence is still poorly developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention.

The cognitive activity of a junior schoolchild as a kind of creativity has a number of features, which is explained by the age-related psychological characteristics of development. P.B. Blonsky noticed the main distinguishing features of children's creativity: children's fiction is boring, and the child is not critical of it; the child is a slave to his poor imagination. The main factor determining the creative thinking of a child is his experience: the creative activity of the imagination is directly dependent on the richness and diversity of a person's past experience.

The more versatile and perfect skills and skills of students, the richer their imagination, the more real their ideas.

Thus, developed cognitive processes are a necessary condition for the development of creative activity.

In the issue of educating gifted children, a great responsibility lies with specialists: teachers, child psychologists. They should prompt in time, direct parental education.

Since gifted children have a higher level of mental intellectual development, as a result of which they have certain difficulties that are associated with their special needs of gifted children: they can learn material faster and deeper than most of their peers; they also need slightly different teaching methods.

One of the ways to solve these problems can be enrichment and acceleration.

In a regular school, acceleration takes the form of a child entering first grade earlier and then "jumping" through the classes.

Acceleration has both positive and negative features. On the one hand, a gifted child receives a load adequate to his abilities and gets rid of the tedious boredom of slow progress through the material, which is necessary for his less developed peers. On the other hand, however, heavy workloads and age-inappropriate social situations are sometimes too difficult for the precocious child.

Another method of supporting the education of gifted children - enrichment - most often in our country takes the form of additional classes in various circles (in mathematics, physics, modeling, etc.), sections, schools of special disciplines (music, drawing, etc.) . In these circles, there is usually the possibility of an individual approach to the child and work at a fairly complex level that does not allow boredom. Thus, sufficient motivation and good conditions are created for the progress of a gifted child. The problem here is that a child who attends a circle (or circles) continues to study general education subjects in a way that does not correspond to the characteristics of his intellect.

The second way - special schools for gifted children: lyceums, gymnasiums. Nowadays, these types of educational institutions are very popular.

Well, not a bad solution to the problem, especially since the activities of such institutions are based on a number of scientific principles.

Find a growth point. For successful work with a gifted child, the school must find his strong side and give him the opportunity to show it, feel the taste of success and believe in his abilities. Then and only then the student will have interest, develop motivation, which is a necessary condition for success.

Identification of individual characteristics. Her giftedness lies on the surface, it may be invisible to the "naked eye".

Lessons on an individual schedule. The goal of keeping the child in his points of growth implies the possibility of an individual speed of advancement in various disciplines. The child must have the opportunity to study mathematics, native or foreign language, etc. not with his peers, but with those children with whom he is on the same level of knowledge and skills.

Small study groups. It is desirable that study groups do not exceed 10 people. Only in this case can a truly individual approach be achieved and provide an individual schedule for students.

Special help. A condition for a successful pedagogy of giftedness is the provision of assistance for these disorders. Assistance involves both individual lessons with specialists, and special tools in the classroom.

Education of leadership qualities. Creative activity is characterized by the ability to independently, without regard to others, choose the scope of their activity and move forward. .

Curriculums that open up space for creativity. Programs for gifted children should provide opportunities for independent work and consideration of complex worldview problems.

Organization of classes according to the type of "free class". This type of activity, which is possible with small group sizes, allows students to move around the classroom during classes, form groups dealing with various issues, and relatively free choice of work by children.

The teacher's style is co-creation with students. When working with gifted children, a teacher should strive not so much to convey a certain body of knowledge as to help students make independent conclusions and discoveries. This approach is also connected with the fact that the teacher does not establish unambiguous assessments of correctness, the standard of the correct answer. Pupils argue with each other and evaluate different possibilities of answers.

Selection of teachers. The selection of teachers should be based not only on their competence and ability to find an approach to students. Consequently, the selection of teachers should also take into account the factor of personal creativity, the brightness of the candidate.

Working with parents. Parents should be provided with non-banal information about their children, their strengths and weaknesses and development prospects.

Formation of correct relations between students. The attitude towards leadership and competition should not turn into aggressive forms of student behavior. A firm taboo must be placed on any verbal or physical aggression.

Individual psychological assistance. Even with the most rational organization of the educational process, the emergence of personal problems in gifted students cannot be ruled out. In this case, they should be assisted by a professional psychologist.

It is easy to see that the stated principles form a kind of maximum program, which is not easy to implement in full. However, the experience of their application shows their great developmental effect. Positive results can be achieved even if these principles are partially implemented.

At one time, L.S. Vygotsky argued that human activity can be creative due to the plasticity of the nervous system. Vygotsky singled out two types of activity: reproducing or reproductive and productive or creative. Creative activity is maximally independent. An analysis of the literature on the problem of creativity among primary school students showed that creative activity includes reproductive and creative levels and is considered in two aspects: as an activity to create a new result and as a process of achieving this result

It should be noted the importance of reproductive activity in the development of a younger student. On this occasion, Sh. Amonashvili wrote: "The central point in teaching younger students is the opportunity to rise in cooperation to the highest intellectual level, the possibility of moving from what the child knows to what he does not know, with the help of imitation."

Knowledge is the foundation for the development of the creative activity of a younger student. Creative activity, as noted by teachers (Sh.A. Amonashvili, A.K. Dusavitsky, I.P. Volkov, E.N. Ilyin), cannot go beyond the knowledge available to students. The creativity of primary school students should be brought gradually, based on the existing knowledge, skills and abilities.

Thus, the development of the creative activity of a younger student is impossible if the child does not successfully master the reproductive activity.

Reproductive activity is at the heart of the primary schoolchildren's teaching. The student first imitates, reproduces actions under the guidance of the teacher. This imitation is manifested in copying the perceived material, for example, when retelling the text, the child seeks to literally reproduce what he read.

However, successful mastery of reproductive activity does not guarantee creative development. You can have a fairly large store of knowledge, but not show creative effort. Therefore, if we want reproductive activity to be creative, we need to equip students with ways of creative activity. Education is the leading factor here.

The assimilation of knowledge by a younger student most productively occurs in the process of collective cognitive activity, which has a stimulating effect on the development of independent, research, and creative activity.

Joint cognitive activity under the guidance of a teacher allows solving more complex cognitive tasks, showing creative personal qualities (Sh. Amonashvili, Bondarenko N.A.).

The younger student in the learning process is involved in various activities. There are such types of activity of a younger student: cognitive, design, communication, play, artistic activity, social activity. Each of these activities has the potential to nurture creativity as it seeks to transform and express itself. For example, in a game, a student acquires the ability to develop a plot using imagination and fantasy, the ability to connect several phenomena into a single situation. Thus, the game process is a kind of creativity.

One of the means of forming imagination and creativity are computer games. Computer technologies have great potential in the development of a child's creative activity. The main factors are: saving study time, expanding the scope of independent, creative activity, variability of types of educational activities (V.V. Monakhov)

In the course of visual activity, the child learns to observe, imagine, and construct. Younger students willingly draw and sculpt. In the drawings of a junior schoolchild, in comparison with the drawings of a preschooler, there is a desire to convey a portrait resemblance, movement. Significantly increased demands on the level of their own drawing. Great opportunities for activating collective creativity have a collective visual activity.

The value for the development of creative activity is acquired by the experience acquired by younger students in the course of design. It is better to use materials that can be changed: sand, clay, cloth, pebbles, etc. That is, for the development of creativity, it is important to involve children in the use of parts not only for their intended purpose, but also to solve other problems.

Communication is the main way to interact with other people.

In communication, the child masters the basics of communicative, perceptual skills, expands his life experience. Children learn to express their thoughts, ideas about the world around them.

Thus, the more diverse the cognitive activity (drawing, modeling, computer graphics, live communication, composition, clustering, etc.) is, the more experience the child acquires in creative activity.

The repeated manifestation of the child's creativity in various situations results in the accumulation of experience in creative activity. It is designed to ensure that the child is ready to search for solutions to new problems, to creatively transform reality. The specific content of the experience of creative activity and its main features are as follows: independent transfer of knowledge and skills to a new situation; seeing a problem in a familiar situation; vision of the structure of the object and its new functions, independent combination of known methods of activity into a new one; finding different ways to solve the problem and alternative proofs, constructing a fundamentally new solution to the problem (L.S. Vygotsky, I.P. Volkov, O.Yu. Elkina, etc.)

The experience of the creative activity of a younger student is an integral part of the student's personal experience, which is included in the reflexive activity to create a subjectively new socially valuable product based on the application of knowledge and skills in a non-standard situation Signs of the experience of a younger student: demand in life; the possibility of its use in the reflexive activity necessary for the formation of the image of the "I" of the younger student.

The student acquires the experience of creative activity primarily in educational activities.

In order to successfully master educational activities, a student needs to systematically solve educational tasks, which consist of educational actions, such as transformation, modeling, control, evaluation. The main function of the learning task is to find a common solution. We adhere to the opinion of scientists that if knowledge is given by the teacher in a ready-made form, if it is clearly formulated and does not require creative processing, then the student does not master the educational activity, but only assimilates empirical knowledge. That is, the activity remains at the reproductive level and does not develop into a creative one.

N.F. Talyzina believes that in order for a junior student to master any action, he must repeat it many times over a certain rather long period (for example, mastering the skill of writing). To get rid of monotony when mastering reproducing activity, it is necessary to use various types of tasks, including creative ones.

There are 4 levels of productive work of primary school students (Uvarina N.V., Polevina, Vinokurova).

The first level of copying actions of students according to a given model.

The second level of reproductive activity is to reproduce information about the various properties of the object under study, about ways to solve problems, mostly not beyond the level of memory. Here begins the generalization of techniques and methods of cognitive activity, their transfer to the solution of more complex, but typical problems.

The third level of productive activity is the independent application of acquired knowledge to solve problems that go beyond the known model. It requires the ability and skills for certain mental operations.

The fourth level of independent activity on the transfer of knowledge in solving problems of a completely new level.

In accordance with the levels of independent productive activity of students in solving problems, 4 types of independent work are distinguished:

reproducing, reconstructive-variative, heuristic, creative works.

Reproducing works are necessary for memorizing methods of action in specific situations when formulating signs of concepts, facts and definitions, and solving simple problems.

Reconstructive-variative work allows, on the basis of the acquired knowledge and general ideas, to independently find a way to solve problems in relation to given task conditions, they lead students to a meaningful transfer of knowledge to typical situations, teach them to analyze events, phenomena, facts, form techniques and methods of cognitive activity, contribute to the development of internal motives for cognition.

Heuristics form the skills and abilities of finding answers outside of a known pattern. They require a constant search for new solutions to tasks, systematization of knowledge, transferring them to completely non-standard situations.

Creative work allows students to acquire fundamentally new knowledge, strengthen the skills of independent search for knowledge. The result of the student's creativity will be manifested in his individual activity, in such products as a written essay, an originally solved problem, an invented writing language, crafts, and interesting questions.

Scientists considered various qualities that contribute to the implementation of creative activity. So, Talyzina N.F. believes that a person with a developed internal plan of action is capable of full-fledged creative activity, since only in this case he will be able to generalize the amount of knowledge. Creative activity, according to Talyzina, is the highest form of mental activity, independence, the ability to create something new.

Scientists in their own way define the creative activity of a younger student: as a process, the stages of which are: the accumulation of knowledge and skills to understand the idea and formulate the task; consideration of the problem from different angles, construction of options, implementation of versions, ideas, images, verification of the found options, their selection (Uvarina N.V.); as a productive form of activity aimed at mastering creative experience, creating and transforming objects of spiritual and material culture in a new quality in the process of cognitive activity organized in collaboration with a teacher; (Terekhova G. V.), as the creation of a new one through specific procedures; (Lerner) as the creation of an original product, products in the process of working on which acquired knowledge was independently applied and transferred, combining known methods of activity (I.P. Volkov).

Primary school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. The successful fulfillment of this important vital function is favored by the characteristic abilities of children of this age: trusting obedience to authority, increased susceptibility, impressionability, a naive-playful attitude to much of what they encounter. In younger schoolchildren, each of the noted abilities acts mainly as its positive side, and this is a unique originality of this age.

Some of the features of younger schoolchildren in subsequent years come to naught, others in many respects change their meaning. At the same time, different degrees of severity in individual children of one or another age line should be taken into account. But there is no doubt that the considered features significantly affect the cognitive abilities of children and determine the further course of general development.

High susceptibility to environmental influences, disposition to assimilation is a very important aspect of the intellect, which characterizes mental merits in the future.

Giftedness is multifaceted. Psychologists and educators dealing with children's giftedness generally adhere to the following definition of giftedness, which was proposed by the US Committee on Education. Its essence is that the giftedness of a child can be established by professionally trained people who consider the following parameters: outstanding abilities, potential for achieving high results and already demonstrated achievements in one or more areas (intellectual abilities, specific learning abilities, creative or productive thinking , abilities for visual and performing arts, psychomotor abilities).

Analyzing the above definitions, we can identify common features that most authors note - this is the productivity and process of creative activity.

We consider the creative activity of a younger student as the highest degree of cognitive activity that ensures the development of the student's personality. Taking into account the peculiarities of the creative activity of the younger student, the teacher needs to select the content of the educational material, since the younger student is not able to absorb an unlimited amount of information. All material offered by the teacher should be accessible and directly related to the solution of the task.

A feature of elementary school is that most of the subjects are taught by one teacher. This is especially true for small schools. Thus, the teacher has the opportunity to implement the principle of implementing interdisciplinary connections, taking into account the possibilities of various lessons for the development of students' creative activity. For example, in mathematics lessons, when studying counting in the concentration of ten, you can use the national component (as different peoples believed), invite students to come up with their own account.

I.P. Volkov described the experience of implementing interdisciplinary connections of creative lessons (carpentry, woodcarving, appliqués). The main task is the selection of key issues of educational material and their assimilation in the performance of a variety of activities. For example, the study of the key issue of the law of symmetry begins already in the first grade. Performing practical actions where it is required to maintain symmetry (drawing, modeling, marking), students meaningfully learn the key question

So, cognitive activityis not something amorphous, but always a system of certain actions and knowledge included in them.This means that cognitive activity should be formed in a strictly defined order, taking into account the content of the actions that compose it.

When planning the study of new subject material, the teacher first of all needs to determine the logical and specific types of cognitive activity in which this knowledge should function. In some cases, these are cognitive actions that have already been mastered by students, but now they will be used on new material, their boundaries of application will expand. In other cases, the teacher will teach students to use new actions.

1.3 Features of the development of cognitive activity of younger students

Features of educational and cognitive activity: firstly, the school regime creates features for children, secondly, the nature of relationships changes significantly, a new pattern of behavior appears - the teacher, thirdly, the dynamic stereotype of satisfaction or dissatisfaction with one's cognitive activity changes, the child still has little the field of his intellectual activity and independence is developed. Cognitive activity is accompanied by joy and fatigue, understanding and misunderstanding, attention and inattention, extraneous hobbies.

Features of the teacher's work: teachers, according to Shchukina G.I. should expose the objective possibilities of interests in the pedagogical process.

Excite and constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values.

The purpose of the system of education and upbringing: purposefully form the interests, valuable qualities of the individual, contributing to creative activity, its holistic development

Research results Yu.N. Kostenko, confirm the idea that the management of the formation of cognitive activity and interests allows for more intensive and optimal development of children.

Student-centered learning plays an important role in this sense.

Having chosen generalized cognitive skills as the main criteria for the level of development of cognitive interest and activity, we will characterize them. the skills necessary for solving cognitive problems have received in theory the name of cognitive skills, there is no sufficiently exhaustive taxonomy. They are mainly divided according to the degree of generalization into specific ones, reflecting the specifics of a particular subject and manifested during the assimilation of specific knowledge, generalized or intellectual, ensuring the flow of cognitive activity in the study of all academic disciplines due to the fact that their characteristic feature is the independence of the structure of these skills from the content on which the mental task is performed.

General skills of independent cognitive work: the ability to work with a book, observe, draw up a plan for the assimilation of which students come through the assimilation of subject and procedural mental actions. Let's focus on generalized cognitive skills. These often include: the ability to analyze and synthesize, the ability to compare, the ability to highlight the main thing, the ability to generalize. The ability to classify and identify cause-and-effect relationships. It should be noted P.Ya. Galperin, N.F. Talyzina call these cognitive skills mental actions, E.N. Kabanova, V.N. Reshetnikov call them methods of mental activity; D.B. Bogoyavlenskaya - intellectual skills. Despite these different formulations, they are essentially close. These skills involve the possession and operation of generalized methods of action related to a wide range of factors and phenomena. The interest of students who do not possess these cognitive skills is not deep and remains superficial.

Often the process of children's creativity is considered in the form of three interrelated stages:

The child sets a task and collects the necessary information.

The child considers the task from different angles 3. the child brings the work started to completion

A significant contribution to the study of this issue in relation to the learning process was made by I.Ya. Lerner, he singled out those procedures of creative activity, the formation of which seems to be the most essential for learning. In particular, I.Ya. Lerner introduces the following modification into the generalized definition of creativity: We call creativity the process of creation by a person of an objectively or subjectively qualitative new by means of specific procedures that cannot be transferred with the help of a described and regulated system of operations or actions. Such procedural features or the content of the experience of creative activity are:

Implementation of near and far intra-system and extra-system transfer of knowledge and skills to a new situation.

Seeing a new problem in a traditional situation.

Vision of the structure of the object.

Vision of a new function of the object as opposed to the traditional one.

taking into account alternatives when solving a problem 6. combining and transforming previously known methods of activity when solving a new problem.

Rejection of everything known and the creation of a fundamentally new approach, a method of explanation. The author notes that the above lists of procedural characteristics of creativity are interconnected. Lerner believes that the peculiarity of the procedural features of creative activity is that. That it is impossible to create preliminary rigid schemes for such activities, since it is impossible to foresee the types, nature, degree of complexity of possible new problems, to see ways to solve newly emerging problems. However, in recent years, attempts have been made to design creative tasks of various levels, in the solution of which it was possible to track the implementation of all stages of creative activity.

It is obvious that the procedural aspect is very important for creative activity in the conditions of training. A qualitatively new product, in principle, can be obtained in a non-creative way, but in procedural creativity it is not. Therefore, for the purposes of learning, it is necessary that the subjectively new be created by implementing specific procedures.

It is they that characterize the general in creativity in scientific, social and educational knowledge. Exploring the learning process M.I. Makhmutov notes that the lack of social novelty in the results of creativity does not lead to a fundamental change in the structure of their creative process. The author writes that the stages of the creative process, its inherent patterns are equally manifested in the creativity of both experienced researchers and children. This commonality of creativity is not clearly expressed at different stages of education due to the lack of the necessary mental culture among students.

The definition of creativity based on the factors of novelty and the social significance of its result is based primarily on the approaches of S.L. Rubinstein and L.S. Vygotsky. Highlighting the novelty and originality of the result of activity as the main features of creativity, Rubinstein introduced into this concept the very criterion of novelty, its significance in personal and social terms. L.S. Vygotsky clarified the concept of the novelty of a product of creativity, emphasizing that such a product should be considered not only new material and spiritual objects created by the individual, but also the ingenious construction of the mind. A similar point of view is developed and deepened by Ya.A. Ponomarev, stating that creativity has an external and internal plan of action, is characterized by both the generation of new products and the creation of internal products. That is, the implementation of the transformation in the consciousness and behavior of the subject. However, many researchers emphasize that the essential features of creativity are the novelty and social significance of not only the result, but also the very process of creative activity. A.T. Zhimelin gives a multifaceted list of signs of creativity, which focuses on the study of this phenomenon, its productive and procedural aspects: the production of a new one, the originality of the results or methods of activity, the combination of elements of various systems in the activity, the connection of activity with cognition, the formulation and solution of problematic non-standard tasks to meet new needs of society, the unity of the spiritual and material.

In a similar vein, from the standpoint of considering creativity as a product and as a process of activity, V.I. Andreev, highlighting the following: the presence in the activity of a contradiction, a problem situation or a creative task, the social and personal significance of productive activity, the presence of objective socially material prerequisites for the conditions for creativity, the presence of subjective prerequisites for creativity, personal qualities of knowledge of skills, especially positive motivation, novelty and originality of the process and performance results .

The absence of one of the listed signs, according to Andreev, indicates that the activity as a creative one will not take place. Based on the above ideas, in our study, a dual sign of novelty and originality of the process and result of activity was singled out as the main feature of creativity.

At the same time, following Andreev, we focus on the importance of the productivity of creative activity. The idea is that creativity should contribute to the development of the individual and society. By development, of course, we mean evolution. This is especially true for the teaching profession. As a teacher educates children. One more sign stands out - the presence of subjective prerequisites for the conditions for creativity, personal properties, qualities, orientation of knowledge, skills of creative abilities, which characterizes creative potential.

Considering the issue of personal qualities necessary for successful creative activity, we carried out an analysis of psychological and pedagogical literature, which allowed us to classify these qualities within the framework of five main areas of personality: the psychophysiological sphere, the cognitive sphere, the motivational-value, emotional-volitional sphere, the communicative sphere.

The presence of these qualities indicates the formation of intrapersonal conditions for creative creativity. K. Rogers singles out openness to experience, an internal locus of evaluation, an anticipatory emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, and the ability to spontaneous play of the imagination as such conditions. Maslow characterizes the nature of the creative process as a moment of absorption in some business, dissolution in the present, the state of here and now. General approaches to the characterization of the subjective prerequisites for intrapersonal conditions for creativity are concretized and deepened in the concept of a person's creative abilities.

The full assimilation of knowledge involves the formation of such cognitive actions that constitute specific techniques characteristic of a particular field of knowledge. The peculiarity of these techniques lies in the fact that their formation and development is possible only on a certain subject material. So, it is impossible, for example, to form the methods of mathematical thinking, bypassing mathematical knowledge; it is impossible to form linguistic thinking without working on linguistic material.

Without the formation of specific actions characteristic of a given field of knowledge, logical techniques cannot be formed and used. In particular, most of the methods of logical thinking are associated with establishing the presence of necessary and sufficient properties in the presented objects and phenomena. However, the discovery of these properties in different subject areas requires the use of different techniques, different methods, i.e. requires the use of already specific methods of work: in mathematics they are one, in language they are different.

These methods of cognitive activity, reflecting the specific features of a given scientific field, are less universal and cannot be transferred to any other subject. So, for example, a person who is excellent at specific methods of thinking in the field of mathematics may not be able to cope with historical problems, and vice versa. When talking about a person with a technical mindset, this means that he has mastered the main system of specific methods of thinking in this area, however, specific types of cognitive activity can often be used in a number of subjects.

An example is a generalized technique for obtaining graphic images. Analysis of particular types of projection images studied in school courses in geometry, drawing, geography, drawing and their corresponding private activities, allowed N.F. Talyzina and a number of scientists highlight the following invariant content of the ability to obtain projection images:

a) establishing a method of projection;

b) determination of the method of displaying the basic configuration according to the condition of the problem;

c) choice of basic configuration;

d) analysis of the form of the original;

e) the image of the elements selected as a result of the analysis of the form of the original and belonging to the same plane, based on the properties of the projections;

e) comparison of the original with its image.

Each specific way of depicting projections in these objects is only a variant of this one. Because of this, the formation of the above type of activity on the material of geometry provides students with an independent solution of problems for obtaining projection images in drawing, geography, and drawing. This means that interdisciplinary communications should be implemented along the lines of not only general, but also specific types of activities. As for the planning of work for each individual subject, the teacher needs to determine in advance the sequence of introducing into the educational process not only knowledge, but also specific methods of cognitive activity.

The school opens up great opportunities for the formation of various methods of thinking. In the elementary grades, one must take care not only of mathematical and linguistic methods of thinking, but also such as biological, historical. Indeed, in the elementary grades, students come across both natural history and social science material. Therefore, it is very important to teach schoolchildren the methods of analysis that are characteristic of these areas of knowledge. If a student simply memorizes a few dozen natural history names and facts, he still will not be able to understand the laws of nature. If a student masters the methods of observing objects of nature, methods of their analysis, establishing cause-and-effect relationships between them, this will be the beginning of the formation of a biological mentality proper. The situation is quite similar with social science knowledge: we must teach not to retell them, but to use them to analyze various social phenomena.

Thus, every time a teacher introduces children to a new subject area, he should think about those specific methods of thinking that are characteristic of this area, and try to form them in students.

Considering that mathematics causes the greatest difficulties for schoolchildren, let us dwell in more detail on the methods of mathematical thinking. The fact is that if students have not mastered these techniques, then after studying the entire course of mathematics, they never learn to think mathematically. And this means that mathematics has been studied formally, that students have not understood its specific features.

So, third-grade students confidently and quickly add up multi-digit numbers in a column, confidently indicating what to write under the line, what to "notice" at the top. But ask the question: "Why do you need to do this? Maybe it's better the other way around: write down what you see under the line, and notice what you wrote down?" Many students are lost, do not know what to answer. This means that students perform arithmetic operations successfully, but they do not understand their mathematical meaning. Correctly performing addition and subtraction, they do not understand the principles underlying the number system and the basis of the actions they perform. In order to perform arithmetic operations, one must first of all understand the principles of constructing a number system, in particular, the dependence of the value of a number on its place in the bit grid.

It is equally important to teach students to understand that a number is a ratio, that a numerical characteristic is the result of comparing the quantity of interest with some standard.This means that the same value will receive a different numerical characteristic when compared with different standards: the larger the standard with which we will measure, the smaller the number will be, and vice versa. Hence, not always indicated by three is less than indicated by five. This is true only when the quantities are measured by the same standard ( measure).

It is necessary to teach schoolchildren, first of all, to single out those aspects in the object that are subject to quantitative assessment. If you do not pay attention to this, then the children will form a wrong idea about the number. So, if you show the first grade students a pen and ask: "Children, tell me, how much is this?" - they usually answer that one. But after all, this answer is correct only in the case when individuality is taken as a standard. If we take the length of the handle as the measured value, then the numerical characteristic may be different, it will depend on the standard chosen for measurement: cm, mm, dm etc.

The following is what students should learn: to compare, add, subtract can only be measured by the same measure.If the students understand this, then they will be able to justify why, when adding in a column, one is written under the line, and the other is noticed above the next digit: the units remain in their place, and the ten formed from them must be added to the tens, which is why it is “noticed” above dozens, etc.

The assimilation of this material provides full-fledged actions with fractions. In this case, students will be able to understand why reduction to a common denominator is necessary: ​​it is actually a reduction to a common measure. Indeed, when we add, say, 1/3 and 1/2, this means that in one case the unit was divided into three parts and one of them was taken, in the other case it was divided into two parts and one of them was also taken. Obviously, these are different measures. You can't stack them. For addition, it is necessary to bring them to a single measure - to a common denominator.

Finally, if students learn that quantities can be measured by various measures and therefore their numerical characteristics can be different, then they will not experience difficulties when moving along the bit grid of the number system: from one to tens, from tens to hundreds, thousands and etc. For them, this will only act as a transition to measuring with larger and larger measures: they measured by units, and now the measure has been increased ten times, so what was designated as ten has now become designated as one dozen.

Actually, it is only by measure that one digit of the number system differs from another. Indeed, three plus five will always be eight, but it could be eight hundred, or eight thousand, and so on. The same is true for decimals. But in this case, we do not increase the measure by ten times, but reduce it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

Thus, if students reveal all these "secrets" of mathematics, they will easily understand and assimilate it. If this is not done, then the students will mechanically perform various arithmetic operations without understanding their essence and, consequently, without developing their mathematical thinking. In this way, the formation of even the most basic knowledge should be organized in such a way that it is simultaneously the formation of thinking, certain mental abilities of students.

The situation is similar with other items. Thus, successful mastery of the Russian language is also impossible without mastering specific linguistic methods of thinking. Often, when studying parts of speech, members of a sentence, students do not understand their linguistic essence, but focus on their place in the sentence or take into account only formal features. In particular, students do not always understand the essence of the main members of sentences, they are not able to recognize them in sentences that are somewhat unusual for them. Try to give middle and even high school students sentences like: "Dinner has just been served", "Everyone has read Krylov's Fables", "Leaflets are carried by the wind around the city." Many students will name the direct object as the subject.

Why do students find it difficult to determine the subject in sentences where there is no subject, where it is only implied? Yes, because they have so far dealt only with such sentences, where the subjects were.

And this led to the fact that they actually did not learn to focus on all the essential features of the subject at the same time, but were content with only one: either semantic or formal. Actually, grammatical methods of working with the subject of the students are not formed. Language, like mathematics, can be studied in essence, i.e. with an understanding of its specific features, with the ability to rely on them, to use them. But this will be only in the case when the teacher forms the necessary methods of linguistic thinking. If due care is not shown about this, then the language is studied formally, without understanding the essence, and therefore does not arouse interest among students.

It should be noted that sometimes it is necessary to form such specific methods of cognitive activity that go beyond the scope of the subject being studied and at the same time determine success in mastering it. This is especially evident when solving arithmetic problems. In order to understand the peculiarities of working with arithmetic problems, first of all, we will answer the question: what is the difference between solving a problem and solving examples? It is known that students cope much easier with examples than with tasks.

It is also known that the main difficulty usually lies in choosing an action rather than doing it. Why is this happening and what does it mean to choose an action? Here are the first questions to be answered. The difference between solving problems and solving examples is that in the examples all actions are indicated, and the student only has to perform them in a certain order. When solving a problem, the student must first of all determine what actions need to be performed. The condition of the problem always describes one situation or another: fodder harvesting, manufacturing of parts, sale of goods, train traffic, etc. Behind this particular situation, the student must see certain arithmetic relationships. In other words, he must actually describe the situation given in the problem in the language of mathematics.

Naturally, for a correct description, he needs not only to know arithmetic itself, but also to understand the essence of the basic elements of the situation, their relationship. So, when solving "buying and selling" problems, a student can act correctly only when he understands what price, cost, what are the relationships between price, cost and quantity of goods. The teacher often relies on the everyday experience of schoolchildren and does not always pay enough attention to the analysis of the situations described in the tasks.

If, when solving "buying and selling" problems, students have some everyday experience, then when solving problems, for example, on "movement", their experience turns out to be clearly insufficient. Usually this type of task causes difficulties for students.

An analysis of these types of tasks shows that the plot described in them is based on quantities associated with processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys. It may be the path taken by the train; it could be used feed, etc. The successful solution of these problems requires a correct understanding not only of these quantities, but also of the relationships existing between them. So, for example, students should understand that the magnitude of the path or the product produced is directly proportional to the speed and time.

The time required to obtain a product or to travel a path is directly proportional to the size of a given product (or path), but inversely proportional to speed: the greater the speed, the less time required to obtain a product or travel a path. If students learn the relationships that exist between these quantities, they will easily understand that two quantities related to the same participant in the process can always be found the third. Finally, not one, but several forces may be involved in the process. To solve these problems, it is necessary to understand the relationship between the participants: they help each other or oppose each other, they are involved in processes at the same time or at different times, etc.

These quantities and their relationships constitute the essence of all tasks for processes. If students understand this system of quantities and their relationships, then they can easily write them down using arithmetic operations. If they do not understand them, then they act by blind enumeration of actions. According to the school curriculum, students study these concepts in the course of physics in the sixth grade, and they study these quantities in their pure form - in relation to movement. In arithmetic, problems for various processes are already solved in elementary school. This explains the difficulty of the students.

Work with lagging third-grade students showed that none of these concepts were mastered by them. Schoolchildren do not understand the relationship that exists between these concepts.

To questions regarding speed, the students gave the following answers: "A car has speed when it goes." When asked how to find out the speed, the students answered: "We did not pass", "We were not taught." Some suggested multiplying the path by the time. Task: "A road 10 km long was built in 30 days. How to find out how many kilometers were built in 1 day?" None of the students were able to solve. The students did not master the concept of "process time": they did not differentiate such concepts as the moment of the beginning, say, of movement and the time of movement.

If the task said that the train left some point at 6 o'clock in the morning, then the students took this as the time of the train's movement and, when finding the path, the speed was multiplied by 6 hours. It turned out that the subjects do not understand the relationship between the speed of the process, time and product (traveled path, for example), to which this process leads. None of the students could say what he needed to know in order to answer the question of the problem. (Even those students who cope with solving problems are not always able to answer this question.) This means that for students the quantities contained in the condition and in the question of the problem do not act as system , where these quantities are related by certain relations. Namely, the understanding of these relations makes it possible to make the right choice of the arithmetic operation.

All of the above leads us to the conclusion that the main condition for the successful development of cognitive activity is the students' understanding of the situation described in the learning task. It follows that when teaching younger students, it is necessary to form methods for analyzing such situations.

2. Experience in the development of cognitive activity of younger students in the educational process of a general education school

.1 Studying the cognitive activity of younger students

In order to test the proposed hypothesis, experimental and pedagogical work was carried out. The pedagogical experiment was carried out on the basis of Uritskaya secondary school from September to May 2009 in the third grades. The experimental class was 3 "A" class, the control - 3 "B" class of this school. In quantitative terms, the classes are equal: the occupancy of the class is 25 people. The work was carried out in three stages. At the first stage (a stating experiment), methods were selected that made it possible to determine the initial level of development of cognitive activity of younger students in the control and experimental classes at the beginning of the experiment. At the second stage (formative experiment), the educational process was based on creativity, taking into account the characteristics of the creative, cognitive activity of students. At the third stage (control), the results obtained were analyzed, compared and generalized, conclusions and methodological recommendations for the development of cognitive activity of younger schoolchildren were formulated.

At the ascertaining stage of the experiment, using specially selected diagnostic methods, we measured the initial level of development of cognitive activity in the control and experimental classes. Since the success of the development of cognitive activity depends on the degree of development of cognitive processes (thinking, imagination, etc.), we measured the initial level of their development. To diagnose the development of memory, we used the technique proposed by Nemov R.S. The technique is used to study the level of development of long-term memory. The experimental material consists of the following task. The experimenter reports: "Now I will read you a series of words, and you try to remember them. Get ready, listen carefully:" Table, soap, man, fork, book, coat, ax, chair, notebook, milk.

A number of words are read out several times so that the children remember. The check takes place in a few days. The coefficient of long-term memory is calculated by the following formula:

where A is the total number of words;

B - the number of memorized words;

C - coefficient of long-term memory.

The results are interpreted as follows:

100% - high level;

75% - average level;

50% - low level.

The results of diagnosing the level of memory development in general by class:

"A" class:

3 "B" class:

· low level - 10 people (40%)

To diagnose mental processes, we used a comprehensive methodology to identify the level of development of logical operations, where such characteristics were measured as: awareness, exclusion of concepts, generalization, analogy. Evaluation of results. For each block, the number of correct answers is counted. Since there are 10 tasks in each block, the maximum number of points is 10. Summing up the number of points for all four blocks, we get a general indicator of the development of the child's logical operations. The assessment is carried out according to the following table.

Table 1

Assessment of the levels of development of mental abilities

Number of pointsThe level of development of mental abilities32-40high26-31medium25 and lesslow

The results of diagnosing mental abilities in two classes:

"A" class:

· average level - 10 people (40%)

3 "B" class:

· average level - 11 people (44%)

· high level - 3 people (12%)

The diagnostic data allow us to conclude that the level of development of mental abilities in the studied classes (56-64%) is low. As in the case of memory diagnostics, a slight lag of the experimental class from the control one (by 8%) can be noted. The number of children with an average level of development of thinking in the experimental class is more by 4%, however, there are more children with a low level of thinking (by 8%) and, accordingly, fewer children with a high level of development of thought processes (by 12%). The most important point at the diagnostic stage is the diagnosis of the imagination of younger students. After all, it is imagination, like no other cognitive process, that is a clear indicator of the level of development of a child’s creative and cognitive activity. The child's imagination is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity. To study the formation of creative imagination we conducted the following study.

Study preparation. Pick up album sheets for each child with figures drawn on them: a contour image of parts of objects, for example, a trunk with one branch, a circle - a head with two ears, etc. and simple geometric shapes (circle, square, triangle, etc.). Prepare colored pencils, felt-tip pens. Conducting research. The child is asked to complete each of the figures so that some kind of picture is obtained. Data processing. The degree of originality, unusualness of the image is revealed. Set the level of problem solving to creative imagination. Low level. It is characterized by the fact that the child has not yet accepted the task of building an image of the imagination using this element.

He does not finish drawing it, but draws something of his own side by side (free fantasy). The child draws the figure on the card in such a way that an image of a separate object (a tree) is obtained, but the image is contour, schematic, devoid of details. Average level. A separate object is also depicted, but with various details. Depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises). The child depicts several objects according to the depicted plot (a girl walks with a dog).

High level. The given figure is used qualitatively in a new way. If in 1 - 4 types as the main part of the picture that the child was drawing (circle - head, etc.), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer the roof of the house, but the pencil lead, which the boy is painting a picture.

Evaluation of results:

100% - high level;

75% - average level;

50% - low level.

The results of diagnosing creative imagination in the control and experimental classes:

3 "A" class:

· low level - 11 people (44%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 9 people (36%)

· high level - 4 people (16%)

Diagnostics of the development of creative thinking was carried out using the test of E.P. Torrance. The indicators were assessed according to the following criteria: productivity, originality, flexibility of thinking, ability to develop an idea. Levels of development of creative thinking: high - a large number of ideas, easily finds new strategies for solving any problem, its originality; medium - well-known, banal ideas, students' independence manifests itself in familiar situations; low - does not seek to show any ideas, always follows the instructions of the teacher.

Evaluation of results:

100% - high level;

75% - average level;

30-50% - low level.

The results of diagnosing the level of development of creative thinking in general for two classes:

3 "A" class:

· low level - 10 people (40%)

· average level - 10 people (40%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 11 people (44%)

· high level - 4 people (16%)

Thus, we can note the relatively average level of creative thinking in both classes. The results of diagnosing cognitive processes, verbal imagination, creative imagination and non-standard thinking can be presented in summary table 2.

table 2

Levels of development of cognitive processes in the experimental and control classes at the beginning of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory20%40%40%16%44%40%Logical thinking24%40%36%12%44%44%Verbal imagination16%40%44%12%40%48%Creative imagination20% 36%44%16%36%40%Thinking outside the box20%40%40%16%44%40%

The same table can be represented as a histogram in Figure 1

Figure 1 Summary results of diagnosing cognitive processes in grades 3 "A" and 3 "B" (stating stage of the experiment)

According to the diagram, it can be seen that the control and experimental classes are almost at the same level. The level of formation of cognitive processes in both classes ranges from 52 to 64%.

In addition to cognitive processes, we studied the focus of younger students on acquiring new knowledge (see Appendix 3), also using Talyzina's methodology, we studied the methods of cognitive activity (the ability to classify, generalize, analyze).

Conclusion: At the beginning in both classes there are no noticeable differences in the levels of development of cognitive activity of younger students. Most of the students are in low and intermediate level. The diagnostics carried out confirmed the urgent need for the development of cognitive activity of students.

2.2 Description and analysis of experimental work on the development of cognitive activity of younger students

In order to test the proposed hypothesis, we conducted a formative experiment. The pedagogical experiment was carried out in the third grades on the basis of the Uritskaya secondary school from February to May 2009. To obtain objective data, the data were compared with the control group. The experimental class was 3 "A" class, the control - 3 "B" class of this school.

In quantitative terms, the classes are equal: the occupancy of the class is 25 people. In the control class, the educational process was carried out traditionally, and in the experimental class, training was based on a creative basis, that is, creative tasks were used, a creative atmosphere was created. At the first stage, more attention was paid to the development of cognitive processes and positive motivation for creative activity; on the second, attention was focused directly on the development of skills that ensure the success of independent creative activity. These skills include: the ability to see a problem, ask questions, put forward a hypothesis, define concepts, classify objects according to one of the signs, observe, draw conclusions, prove and defend your ideas.

At the third stage, work was underway to consolidate and develop the above skills. At the lessons, the work was carried out in accordance with the standard curriculum, the goals and objectives of the lesson, one of which was the development of cognitive activity. In addition to the main tasks placed in the textbooks, specially selected tasks aimed at developing creativity in students were used. The first block of tasks is represented by tasks that develop cognitive processes (thinking, imagination, memory).

The second block of tasks is tasks of a reproductive, heuristic and creative nature. It should be noted that an important condition for the work is the style of communication between the teacher and students and between students. In the process of work, we tried to organize an atmosphere of cooperation and goodwill in the lessons. Here are some examples of tasks offered to students in the classroom.

So, at the lesson of literary reading, after studying the section "There are many miracles and secrets in the world", the children were offered the task "Look at the world through the eyes of others" - this is a task for developing the ability to see the problem . " In the third grade, it's just an "epidemic" - everyone is playing space aliens "..." Task: Continue the story in several ways. For example, on behalf of a teacher, parent, student, alien. You can come up with many similar stories, the goal is to teach you to look at the same events from different points of view. "Make up a story on behalf of another character." Assignment for children: imagine that for some time you have become a wind, a table, a pebble on the road, an animal, a teacher. Describe one day in your imaginary life. When performing this task, it is necessary to encourage the most inventive, original ideas, a plot twist that indicates penetration into a new unusual image. A variant of the task may be as follows: "Compose a story using the given ending." We evaluate the logic and originality of the presentation. "How many meanings does an object have" (according to J. Gilford). Children are offered a well-known object with known properties (brick, pencil, etc.). Task: find as many options as possible for an unconventional, but real use of the item. When studying the section "What a charm these fairy tales are" at the lessons of literary reading, the methodology developed by I. Vachkov was used.

The method of constructing fairy tales (the method of I.V. Vachkov)

The teacher prepares cards, preferably a large number, on each of them a fairy-tale character is drawn and his name is written. Female characters: Goldfish, Little Red Riding Hood, etc.; male characters: Aldar Kose, Golden forelock, Pinocchio, Brave little tailor, etc. When choosing, two conditions must be observed: they must be well known to children. First option.

The group is divided into subgroups of five people. The cards must be shuffled; each group draws 5 cards at random, after 15-20 minutes they should play a fairy tale well known to children, in which the characters they got would act.

Second option. Each participant draws a card with the image of a fairy-tale hero.

Complicate the task by inviting the children to write a fairy tale that tells about the life of a hero from famous fairy tales. In a fairy tale, the student can imagine himself inas the main character, depicted in any form, age, appearance. After the children listen to the fairy tale, they express their feelings: did they like this fairy tale or not, if so, which ones; moments, if not, why not?

Educational programs for intellectually gifted children should:

) include the study of broad (global) topics and problems, which allows taking into account the interest of gifted children in the universal and general, their increased desire for generalization, theoretical orientation and interest in the future;

) use an interdisciplinary approach in teaching based on the integration of topics and problems related to various fields of knowledge. This will stimulate the desire of gifted children to expand and deepen their knowledge, as well as develop their ability to correlate heterogeneous phenomena and search for solutions at the "junction" of different types of knowledge;

) assume the study of problems of "open type , allowing to take into account the tendency of children to an exploratory type of behavior, problematic learning, etc., as well as to form the skills and methods of research work;

) take into account the interests of the gifted child to the maximum extent and encourage in-depth study of topics chosen by the child himself;

) maintain and develop independence in learning;

) provide flexibility and variability of the educational process in terms of content, forms and methods of teaching, up to the possibility of their adjustment by the children themselves, taking into account the nature of their changing needs and the specifics of their individual ways of activity;

) provide for the availability and free use of various sources and methods of obtaining information (including through computer networks);

) include a qualitative change in the educational situation itself and educational material up to the creation of special educational rooms with the necessary equipment, the preparation of special teaching aids, the organization of field research, the creation of "jobs at laboratories, museums, etc.;

) to teach children to evaluate the results of their work using meaningful criteria, to form their skills in public discussion and defending their ideas and the results of artistic creativity;

) promote the development of self-knowledge, as well as an understanding of the individual characteristics of other people;

) include elements of individualized psychological support and assistance, taking into account the individual identity of the personality of each gifted child.

One of the most important conditions for the effective education of children with different types of giftedness is the development of such curricula that would correspond to the maximum extent to the qualitative specifics of a particular type of giftedness and take into account the internal psychological patterns of its formation.

There are four learning strategies that can be used in different combinations. Each strategy allows to take into account the requirements for educational programs for gifted children to a different extent.

. Acceleration. This strategy makes it possible to take into account the needs and possibilities of a certain category of children with a high rate of development. It should be borne in mind that the acceleration of learning is justified only in relation to the enriched and to some extent in-depth educational content. An example of such a form of education can be summer and winter camps, creative workshops, master classes that involve intensive training courses in differentiated programs for gifted children with different types of giftedness.

. Deepening.This type of learning strategy is effective with children who show an extraordinary interest in a particular area of ​​knowledge or activity. This involves a deeper study of topics, disciplines or areas of knowledge.

However, the use of in-depth programs cannot solve all problems. First, not all children with intellectual gifts show interest in any one area of ​​knowledge or activity early enough, their interests are broad. Secondly, an in-depth study of individual disciplines, especially in the early stages of education, can contribute to "violent or too early specialization, detrimental to the overall development of the child. These shortcomings are largely removed by training in enriched programs.

. Enrichment.An appropriate learning strategy focuses on quality learning content, going beyond the study of traditional topics, by establishing links with other topics, problems or disciplines. In addition, the enrichment program involves teaching children a variety of ways and methods of work. Such training can be carried out within the framework of the traditional educational process, as well as through immersion of students in research projects, the use of special intellectual trainings to develop certain abilities, etc. Domestic options for innovative learning can be seen as examples of enriched programs.

. Problematization. This type of learning strategy involves stimulating the personal development of students. The focus of learning in this case is the use of original explanations, the revision of available information, the search for new meanings and alternative interpretations, which contributes to the formation of a personal approach in students to the study of various fields of knowledge, as well as a reflective plan of consciousness. As a rule, such programs do not exist as independent (training, general education). They are either components of enrichment programs or exist in the form of special training extracurricular programs.

It is important to keep in mind that the last two learning strategies are the most promising. They make it possible to take into account the characteristics of gifted children as much as possible, therefore they should be used to one degree or another both in accelerated and in-depth versions of the construction of curricula.

Summing up the above, it must be emphasized that, undoubtedly, every child should have the opportunity to receive at school such an education that will allow him to achieve the highest possible level of development for him. Therefore, the problem of differentiation of education is relevant for all children, and even more so for gifted children.

The first is differentiation based on separateeducation of gifted children (in the form of their selection for education in a non-standard school or selection when distributed in classes with different curricula).

The second is differentiation based on mixededucation of gifted children in a regular class of a general education school (in the form of multi-level education, individual educational programs, inclusion of a tutorship mode, etc.). The first form of differentiation can be conditionally designated as "external , the second - as "internal.

Taking into account the practical impossibility of involving all children with actual and latent giftedness in teaching according to special programs, it is necessary to train teachers to work with gifted children in ordinary classes. This presupposes the teacher's knowledge of the principles of developmental education, including the possession of special skills in applying the strategies of differentiated programs for gifted children, as well as the possession of non-traditional forms and methods of work in the classroom (group forms of work, research projects, etc.).

Each form of differentiation has its pros and cons. Thus, teaching gifted children in special classes or schools focused on working with gifted children can turn into serious problems due to the variability of manifestations of giftedness in childhood. The situation aggravates the violation of the natural course of the socialization process, the atmosphere of elitism and the stigma of "doomed to success". . In turn, the practice of teaching gifted children in ordinary schools shows that if the specifics of these children are not taken into account, they can suffer irreparable losses in their development and psychological well-being.

Nevertheless, it must be recognized that the most promising and effective is the work with gifted children on the basis of "internal differentiation. As the quality of the educational process in a mass school improves, the qualifications of teachers grow, and developmental and student-centered teaching methods are introduced, the current options for "external" differentiation in working with gifted children may be reduced to a minimum.

It should be noted that the development of research activities, in our opinion, is also a necessary condition for the development of creativity of younger students. At the lesson of knowledge, when studying the section "Nature and Man" of the topic: "Bodies, Substances, Phenomena", they played the game "Magic Transformations" Based on this game, you can conduct a thought experiment. For example, we study how fire affects the change in the physical properties of water. One student is chosen to play the role of Fire.

The rest of the children become Water Droplets that freeze in the cold. They move slowly and turn into ice balls when Fire is far away. When fire is nearby, they move faster, evaporate, become invisible (crouch). When developing research skills, it is important to give the ability to ask questions.It is difficult for an elementary school student, just to ask and accept someone Therefore, the development of this ability should be considered as one of the the most important goals of pedagogical work. As experts in the psychology of creativity emphasize, the ability to raise a question, to highlight a problem is often valued more than the ability to solve it.

Performing this work, it is necessary to realize that behind small studies there are deep, important problems of developing the intellectual and creative potential of the individual. The game is an effective means of developing this skill. For example, the game "find the hidden word" . The host thinks of a word and reports the first letter. For example "A". Children ask various questions, such as "Is this edible?", "Is it in the house?" t etc. The facilitator answers only "yes" or "no".

Guessing questions are not allowed. For example, "isn't that a mouse?" The ability to put forward hypotheses is one of the most important in research activities.

The first thing that makes a hypothesis appear is a problem. Hypotheses arise as possible solutions to a problem. When making assumptions, we use the words: maybe, let's say, it is possible that, if, if, then. Here are some exercises that allow you to train the ability to put forward hypotheses. For example, exercises on circumstances: Under what conditions would each of the items be very useful? Can you think of conditions under which two or more items would be useful? Under what conditions are these objects useless and even harmful?

a computer

-mobile phone

The next step in the work is to teach children to define concepts.

The concept is one of the forms of logical thinking. This is a thought that reflects the subject in its essential and general features. An important means of developing the ability to define concepts in younger students are ordinary riddles. Children are especially interested in humorous riddles. Below are such riddles from the book of E.I. Sinitsina "Logic games and riddles".

What is the most nutritious food? (Pie eaten with the eyes)

Why do kangaroo moms hate rainy days so much? (After all, then the kids frolic at home. In your pocket.)

Children, what is long, yellow, and all the time points to the north? (magnetized banana)

Guess what is yellow, with black stripes, publishing "uhzhzh"? (bee flying backwards)

What doesn't exist but has a name? (nothing)

What will you be at 20? (20 year old man)

Lessons of knowledge like no other allow you to teach children to experiment. The most interesting experiments are real experiments with real objects and their properties. Here are a few simple situations that describe experimentation available to younger students.

Experiment "Determine the buoyancy of objects." Let's start with an experiment to determine the buoyancy of objects. Invite the children to collect ten items. It can be a variety of items, for example: a wooden block, a teaspoon, a small metal plate from a set of toy dishes, an apple, a pebble, a plastic toy, a sea shell, a small rubber ball, a plasticine ball, a cardboard box, a metal bolt, etc.

Now that the items are collected, you can hypothesize which items will float and which will sink. These hypotheses then need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside; if water gets in, it will, of course, sink.

After the first experiment is over, we will continue the experiment, we will study the floating objects themselves. Are they all light? Do they all float in the same way?

Let us give an example of an experiment in the study of the topic "Substances". Let's try to study experimentally the properties of water. Let's take different objects, for example: a sponge, a newspaper, a piece of fabric, a towel), polyethylene, a metal plate, a piece of wood, a porcelain saucer. Now carefully, with a spoon, we will gradually water them with water. What items do not absorb water?

Let's list now from those that absorb, what absorbs better: sponge, newspaper, fabric or wood? If water is splashed on part of each of these items, will the entire item get wet, or just the area where the water hit? Let's continue the experiment on the "disappearance" of water. Pour water into a porcelain saucer. It does not absorb water, we already know this from previous experience. We will mark the border to which water is poured with something, for example, with a felt-tip pen. Let's leave the water for one day and see - what happened? Some of the water disappeared, evaporated. We will mark a new border and check the water level again in a day. The water is steadily evaporating. She couldn't drain, she couldn't soak in. She evaporated and flew into the air in the form of small particles.

Studying the topic "Phenomena" you can experiment with a beam of light. For this experiment, we need a table lamp or flashlight. Let's try to determine how different objects transmit light. We will stock up on sheets of paper (drawing paper, ordinary notebook sheet, tracing paper, colored paper from the labor kit), polyethylene of different densities, pieces of various fabrics.

Before conducting the experiment, let's try to hypothetically assume whether this or that object transmits light. Then we begin our experiment and empirically find those objects that transmit light, and those that do not.

Reflection experiments. Many shiny objects are well known to children and allow them to see their own reflection. Let's try to experiment with reflection. First, let's think and look for where you can see your own reflection. After a collective conversation on this topic and finding several options, you need to try to look in the room for items e you, in which you can see the reflection. These are not only mirrors, but polished furniture, foil, some parts of toys. You can also see your reflection in water, for example.

Looking at our own reflections, let's try to determine whether the reflection is always clear and sharp, on which its clarity and clarity depend. During the experiments, children will come to the conclusion that objects that have very smooth, shiny surfaces give a good reflection, rough objects - much worse.

And there are many objects that do not allow you to see your own reflection at all. Let us investigate the causes of reflection distortion. For example, you can see your own reflection in a not very flat mirror or window glass, in a shiny spoon, crumpled foil, or other object that is not flat. Why is it so funny in this case?

These experiences can get an interesting continuation at home. For example, children might be asked to experiment on how animals feel about their own reflection. Kittens, puppies, parrots and our other pets react especially vividly to their own reflection.

Experiment with reflection of light. Let's try to conduct an experiment similar to the one that was once conducted by Galileo Galilei, proving to his colleagues that the Moon is not a polished ball at all. He used the white wall of the building and a mirror. Instead of a white wall, we can use a sheet of white drawing paper. We already know from previous experiences that smooth, perfectly polished surfaces give excellent reflections, and the better the surface is polished, the clearer the reflection. The mirror surface is much smoother than the paper surface. But what will reflect the beam of light better - a mirror or paper? What will be lighter - paper or a mirror?

The formulation and solution of the problem is another important stage in the work on the formation of the desired quality. According to the algorithm of actions, it is clear that the study begins with identifying the problem, asking questions. For a primary school student, the concept of a problem sounds like a difficult question that is difficult to answer, so the teacher is required to reveal the essence of the term "problem" together with the children in one of the lessons. Before giving a detailed definition, we ask the children; "What is the problem?" "Tell me, please, how do you understand the problem?".

A problem is an uncertainty, in order to eliminate it, actions are required to study everything related to the problem situation. A problem situation is any theoretical or practical situation in which there is no solution corresponding to the circumstances. It is possible that a student understands a problem as a clearly formulated question, and more often a complex of questions that arise in the course of cognition.

The word "problema" in translation from ancient Greek means "difficulty", "barrier", "difficulty", and not just a question. In terms of developing research skills, it is very important that the student, starting his own research, clearly formulates the problem, that is, determines what will investigate, then act. The teacher doing problem identification work with the student should be flexible and not always require a clear statement of the research problem. Do not forget that it is quite enough for a primary school student to give a general, approximate description of the problem, which is considered fundamentally important in the formation of research behavior skills.

Before starting to work with the students to identify the problem, introduce the children to the types of problems and teach them to distinguish through a few exercises. Problem types: Mosaic-like problems , consist of several separate parts. In order to solve the problem as a whole, it is necessary to divide it into several separate parts and solve each component part. Addressing the students, they suggested the following situation: “Tomorrow is a day off, you want to do a lot. You agreed with a friend to watch a movie together, at least an hour to walk in the park; you need at least an hour, otherwise you shouldn't even start. You need to do homework, at the request of your parents, you need to clean the room, which also needs at least an hour. Those are your plans for the weekend."

Guys, how would you organize the day to do everything? All students on pre-prepared leaflets; perform the following types of work:

Draw a circle to represent the problem of organizing the day off. Highlight the individual parts of the "How can I do it all?" problem. Write how many parts you got. Divide this circle into parts according to the highlighted problems and sign each highlighted part.

Answer the questions:

How many hours do you have at your disposal?

How long does it take to work on each part of this problem?

How to distribute all your tasks by time?

Make a weekend schedule.

One of the types of work that allows you to reveal your creative abilities is the preparation of reports on the topic. The topic can be educational and given by the teacher, or the child can choose the topic of interest to him independently. Reports are discussed, questions are asked. Here it is important to create an atmosphere of creativity and cooperation, be sure to praise the children for their work, especially noting what turned out well.

A more difficult level is independent research. The task is to collect the necessary information using possible sources and prepare a report. The teacher plays the role of a consultant. Since it is impossible to hear everyone in one lesson, children should be taught to speak briefly. Some reports are heard immediately, some later. When defending the results of the research, the cognitive value of the topic, originality, the value of the collected material, the logic of the work, the language and style of presentation are evaluated. Protecting an idea is a necessary and significant part of the job.

Our work showed that in the experimental class the children acquired the skills of independent research work; most students have a taste for acquiring new knowledge; most students have mastered the methods of obtaining information; increased interest in the lessons of literary reading and knowledge of the world; most children have learned to work both independently and in a team.

Analysis of the results of the control experiment

To determine the effectiveness of the work carried out, a control experiment was carried out. This experiment involved solving the following tasks: to identify the level of development of cognitive processes of younger students in the experimental and control class; compare the results of the control experiment with the data of the ascertaining experiment, and on the basis of these data draw conclusions and formulate methodological recommendations . The control experiment was carried out according to the same methods as the ascertaining one. In addition, methods were used: observation, analysis of activity products, statistical methods of data processing. We will not dwell on the descriptions of the methods, since all methods for diagnosing the level of development of research skills were used the same as at the ascertaining stage of the experiment, with some change in the actual content.

The results of diagnosing the level of development of mental abilities.

"A" class:

· low level - 9 people (36%)

· average level - 10 people (40%)

· high level - 6 people (24%)

3 "B" class:

· low level - human (28%)

· average level - 10 people (40%)

· high level - 8 people (32%)

Note that at the final stage of the experiment in both classes there is an increase in the level of development of mental abilities. In general, compared with the results of the control class at the end of the experiment in the experimental class, the level of development of mental abilities is 12% higher.

The final diagnosis of the level of development of verbal imagination showed that the level of development of imagination in the experimental class increased compared to the beginning of the experimental activity (by 24%). The results of diagnosing creative imagination in the control and experimental classes.

"A" class:

· low level - 11 people (44%)

· average level - 9 people (36%)

· high level - 5 people (20%)

3 "B" class:

· low level - 8 people (32%)

· high level - 5 people (20%)

The results of diagnosing the level of development of non-standard thinking in general for two classes.

3 "A" class:

· low level - 9 people (36%)

· average level - 11 people (44%)

· high level - 5 people (20%)

3"B" class:

· low level - 7 people (28%)

· average level - 12 people (48%)

· high level - 6 people (24%)

The indicators of the development of cognitive processes, non-standard thinking, verbal and creative imagination, which we received at the final stage of the experiment in the control and experimental classes, will be presented in summary table 3.

Table 3

Levels of development of cognitive processes at the end of the experiment

Levels of Methodology 3 "A" 3 "B" high medium low high medium low Memory20%44%36%18%40%42%Logical thinking24%40%36%32%40%28%Verbal imagination20%40%40%32%44%24%Creative imagination20 %36%44%20%48%32%Out of the box20%44%36%24%48%28%

The table data can be represented as a histogram in Figure 2

Figure 2 Summary results of diagnosing cognitive processes in grades 3 "A" and 3 "B" (final stage of the experiment)

As can be seen from the histogram, the experimental class surpasses the control class in terms of the level of development of all the studied cognitive processes. The levels of development of thinking, memory and imagination are high and close to the 80% threshold. The results of diagnosing the levels of development of cognitive processes in the experimental class at the ascertaining and final stages will be presented in histograms

Figure 3 The results of diagnostics of the levels of development of cognitive processes in the experimental class at the beginning and end of the experiment

Analyzing the results of measurements at the ascertaining stage of the experiment, we came to the conclusion that there were no noticeable differences in the levels of development of cognitive activity in the control and experimental class. Both classes were dominated by the low level. The results of the ascertaining section are presented clearly in the form of a graph (Figure 4)

Figure 4 Graph of differences in the levels of cognitive activity in the control and experimental groups

At the end of the formative stage of experimental and pedagogical work, we again measured the levels of development of cognitive activity. The measurement results are shown in table 4.

Table 4

Levels of development of cognitive activity of younger schoolchildren at the end of the experiment

Levels 3 A 3 High 6 (24%) 1 (4%) Medium 10 (40%) 4 (16%) Low 9 (36%) 20 (80%)

Thus, compared with the beginning of the experiment, there were positive changes in the levels of cognitive activity in the experimental group.

At the high level, enrollment increased by 20%; on average - by 20%.

In the control class, the picture remains unchanged, which once again confirms the effectiveness that the introduction of the pedagogical conditions we have identified into the educational process contributes to the development of cognitive activity of younger students. The results of the control cut are clearly presented in the graph (Figure 5).

Figure 5 Graph of differences in the levels of cognitive activity at the end of the experiment in the experimental and control groups

So, the analysis and generalization of the results obtained during the control experiment allow us to conclude that the experimental and pedagogical work carried out on the development of cognitive activity in the process of teaching younger students is effective. The hypothesis put forward at the beginning that if the educational process in elementary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of cognitive activity of younger students was confirmed.

In our time, scientists, teachers, psychologists repeatedly address the problem of the teacher, giving this concept other names, for example, "competencies", "professional qualities" of the teacher. This issue remains relevant, since, naturally, the state and society change over time, which means that the requirements imposed by the state and society on the teacher change. It remains an open question which teacher qualities (or "competences") should be constant, i.e. independent of time.

And what qualities should be "mobile", i.e. necessary for the teacher-teacher in connection with the requirement of the "new" time. So, for example, just 10-15 years ago, computer skills were not among the "competences" of a teacher, but now this quality is necessary for a modern teacher. These questions are also relevant for teacher education: "What kind of teacher should be trained by a pedagogical university?", And for school principals: "What kind of teacher should work in a modern school?"; "What kind of teacher does a modern student need?" and for parents who now have unlimited opportunities to choose an educational institution for their child, and most importantly, this question is important for students: "Which teacher will they be happy to learn from?" As you know, in different periods of historical time, an ordinary representative of society, whether it be a student or his parent, or a representative of the management structure, or the teacher himself - each of them, due to different social and economic positions, puts his own special content into the concept of "teacher's personality".

Therefore, it is interesting to find out what is the idea of ​​a modern student about a teacher; for this, a study was conducted "Teacher through the eyes of a modern student." The students were given a questionnaire containing 3 questions:

) What is a good teacher and why? 2) Which teacher is bad and why? 3) What profession do you intend to choose for yourself in life and why? Analyzing the obtained results, the following conclusions were made.

The biggest demand modern students place on such professional qualities of a teacher as universal education, erudition, awareness, progressiveness, the ability to conduct interesting lessons, give interesting assignments. It is interesting to note that in different age groups, students did not ignore such qualities as the appearance and style of the teacher, the guys noted that the teacher should be "young", "handsome", "modernly dressed", "smiling, charming", " cool", "stylishly dressed".

It can be concluded that the external, aesthetic side of the teacher's perception is also important for students. It is also curious that in the 10th grade parallel, 21% of students suggested a computer instead of a teacher, while 5th and 11th graders, on the contrary, do not want to see a computer instead of a teacher. The interests of children in the stage of their formation are labile and more susceptible to the influence of environmental conditions. It is important that it is the younger students and future graduates of the school who insist that the teacher should be a living person with a soul.

It can be concluded that it is in the process of communicating with the teacher as a person that the process of learning and learning takes place, and it is no less important for students to be perceived as individuals with their advantages and disadvantages. A special influence on the development of the child is exerted by the people around him, among which the teacher occupies not the last place.

Thus, summarizing the above, we can name a number of qualities that a teacher should possess and a number of qualities that are negative for a teacher.

Tactful.

Doesn't work creatively.

Pedantic, formalist.

In order to overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work What Learning Does to the Teacher (1932), described some of these harmful effects.

Many teachers and out of school are distinguished by an annoyingly didactic, instructive manner of carrying themselves. The habit of simplifying complex things to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black and white version, and the habit of constantly controlling oneself makes emotional self-expression difficult.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of the students, demanding that they say not what they think, but what is supposed to be said. Moreover, it is very easy for him to convince himself that he is acting in the interests of the guys themselves, insuring them from future troubles. To suppress independent thought, marks, and characteristics, and manipulation of the opinion of fellow students, and pressure on parents are used.

It must be said frankly that for many years our school has been and remains the most effective tool for educating conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and the teacher's thinking in the spirit of a personal approach to education.

Personal approach

Here are the qualities of a teacher who successfully solves his tasks:

1. The teacher understands the student, respects his opinion, knows how to listen and hear, "gets" to each student.

Interested in his subject, knows it well and teaches.

Loves children, kind, friendly, humane.

Sociable, good friend, open, sincere.

Inventive, creative, resourceful, quick-witted.

Applies psychological knowledge and techniques to solve difficult situations.

He controls himself, knows how to restrain emotions.

Tactful.

Comprehensively developed, intelligent, able to speak.

He has a sense of humor, kindly irony, a little coquetry (!).

And these are the qualities of a teacher with which it is better not to work at school:

Aggressive, rude, insults students, uses physical force, tactless, uses his power over the student.

Indifferent, irresponsible, hates students and work

Biased, unfair, has favorites, evaluates not knowledge, but behavior.

Immoral, selfish, greedy, takes bribes, extorts.

He does not know how to listen, understand the student, does not respect the student, does not recognize the student's right to his opinion, is intolerant.

Not able to interest the subject, solve methodological and pedagogical problems.

He does not know his subject, has a limited outlook.

Unsure of himself, passive, withdrawn, unable to stand up for himself.

Doesn't work creatively.

Pedantic, formalist.

In order to overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work What Learning Does to the Teacher (1932), described some of these harmful effects. Many teachers and out of school are distinguished by an annoyingly didactic, instructive manner of carrying themselves. The habit of simplifying complex things to make them accessible to children contributes to the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black and white version, and the habit of constantly controlling oneself makes emotional self-expression difficult.

The position of a teacher is a constant temptation, a test of power. It's not just about subjectivity and personal bias in assessments and attitudes towards students. In a bureaucratically organized system of education, a teacher is, first of all, a civil servant, an official. Its main task is to prevent any incidents and deviations from officially accepted opinions.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of the students, demanding that they say not what they think, but what is supposed to be said. Moreover, it is very easy for him to convince himself that he is acting in the interests of the guys themselves, insuring them from future troubles. To suppress independent thought, marks, and characteristics, and manipulation of the opinion of fellow students, and pressure on parents are used. It must be said frankly that for many years our school has been and remains the most effective tool for educating conformism, opportunism and doublethink. The restructuring of society is impossible without a radical restructuring of the school and the teacher's thinking in the spirit of a personal approach to education.

Personal approach- not just taking into account the individual characteristics of students that distinguish them from each other. This is a consistent, always and in everything, attitude towards the student as a person, as a responsible and self-conscious subject of activity.

K.D. Ushinsky wrote that “in the fire that revives youth, the character of a person is cast. That is why one should neither extinguish this fire, nor be afraid of it, nor look at it as something dangerous for society, do not constrain its free burning. And only take care of so that the material that at this time flows into the soul of youth is of good quality "(Ushinsky K.D. Man as a subject of education.

Domestic experience in the development of children's creative activity shows that methodological guidance is necessary for the development of independent activity. It is necessary to plan exemplary activities, outline management techniques. All this contributes to maintaining the sustainable interest of children in creativity.

The teacher can use a whole group of methods to develop independent actions with artistic content. This is the organization of purposeful observation, conversations, questions.

The personality of a gifted child bears clear evidence of his originality, since both the level and the individual originality of the child's activity are determined primarily by his personality. Understanding the personality characteristics of a gifted child is especially important in cases of the so-called latent giftedness, which does not manifest itself until a certain time in the success of the activity. It is the peculiar personality traits, as a rule, organically associated with giftedness, that make the teacher or school psychologist assume that such a child has increased opportunities.

1. Uneven age development of gifted children

2. Family of a gifted child

. The relationship of a gifted child with peers and adults.

. The personality of a gifted child

. Problems of gifted children

A number of psychological studies and special observations show that gifted children are generally much more prosperous than other children: they do not experience learning problems, communicate better with peers, and quickly adapt to a new environment. Their ingrained interests and inclinations, developed since childhood, serve as a good basis for successful personal and professional self-determination. True, these children may also have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potentials.

The most common problems are:

communication, social behaviour,

dyslexia - poor speech development

emotional development

desynchronization of development

physical development,

self-regulation,

lack of creativity

difficulty in vocational guidance,

maladaptation

The level of creative abilities has an impact on the level of development of cognitive processes. Children with a high level of creative abilities also have a higher level of cognitive processes in comparison with children with a low level of creative abilities.

Thus, indeed, children with a high level of creativity also have high results in other aspects of cognitive processes than children with a lower level of creativity, in particular in terms of attention and imagination. Thus, by developing the creative potential of the child, his creative abilities, we also develop the cognitive processes of the individual. (Table #2)

The study identified the necessary conditions for effective adjustment of the social circle of schoolchildren, its structure and content; this is the organic inclusion of adjustments in the life of the team; the adequacy of ways to correct the characteristics of age types of communication among schoolchildren; enrichment and complication of the ways of carrying out the life of the collective or group; saturation of life with creativity, both in content and in the forms of its organization; the emotionality of the style of life and, as a result, the emotional involvement in the life of the team of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; self-activity as a principle of organizing the life of the team. .

There are many ways to conduct research, but due to diagnostics, such traditional methods as conversations and questionnaires are ineffective. Since children of this age experience difficulties associated with insufficient ability to recognize, analyze, express their problems in words. Here it is necessary to establish a long-term trusting contact, during which it becomes possible to freely, frankly discuss the specific experiences of the child.

The study identified the necessary conditions for effective adjustment of the social circle of schoolchildren, its structure and content; this is the organic inclusion of adjustments in the life of the team; the adequacy of ways to correct the characteristics of age types of communication among schoolchildren; enrichment and complication of the ways of carrying out the life of the collective or group; saturation of life with creativity, both in content and in the forms of its organization; the emotionality of the style of life and, as a result, the emotional involvement in the life of the team of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; self-activity as a principle of organizing the life of the team.

According to Renzulli, the task of teachers working with gifted children is to provide them with skillful methodological assistance. A capable child, for example, may well need advice on how to use the library.

Bloom's cognitively oriented model has also proven to be useful as a basis for designing educational programs for gifted preschoolers.

Conclusion

At present, modern education dictates new tasks, calls for the development of the intellectual and creative qualities of the individual. One of the important ways to solve this problem is the development of cognitive activity of students already at the initial stage of education. In order for the processes of development and self-development of a younger student to go intensively, the teacher needs to stimulate the cognitive processes of schoolchildren, form and develop research skills, stimulate cognitive activity and a thirst for new experiences and knowledge.

Naturally, pedagogical support alone is not enough, therefore, we believe that a child needs to be purposefully taught knowledge, skills and abilities of cognitive activity. In this study, we tried to substantiate and practically test some of the pedagogical conditions that ensure the effectiveness of the development of younger students in a general education school. In the course of the work carried out, the following tasks were solved:

based on the analysis of special literature, the essential characteristics of creativity, its role in the development of students' cognitive activity are revealed;

-the features of the cognitive activity of a younger student are revealed;

experimental work was carried out to develop the cognitive activity of younger schoolchildren.

The experimental and pedagogical work carried out confirmed the effectiveness of the work carried out and made it possible to develop the following methodological recommendations for the development of cognitive younger students:

.Teach children to act independently, to avoid direct instructions and instructions.

2.Do not hold back the initiative of children, encourage original solutions.

.Do not do for students what they can do on their own

.To develop in students the ability to independently see problems, trace the connections between objects and phenomena, form the skills of independent problem solving, teach analysis, synthesis, classification, generalization of information.

.Learn to defend your ideas and refuse erroneous ones.

.To develop the cognitive processes of students, using the possibilities of creative tasks, project teaching methods, etc.

The completed thesis research does not exhaust the problem under consideration, but is one of the possible ways to solve it. In our opinion, the issues of enhancing cognitive activity, methods and means of its development, as well as the problem of the relationship between cognitive and creative activity of students are of interest.

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Sections: Primary School

At present, a new education system is being formed in Russia, focused on entering the world educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process. There is a change in the educational paradigm: a different content, different approaches are offered.

In psychological and pedagogical terms, one of the main trends in improving the educational process is the transition from focusing on the average student to differentiated and individualized training programs, the content of which is aimed at developing the student's personality and involves the maximum implementation of his activity, initiative in the learning process. The process of activation of cognitive activity is one of the most important problems of modern pedagogy and psychology.

In domestic psychology, B.G. Ananiev, L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, V.A. Krutetsky, A.N. Leontiev, S.L. Rubinstein, N.F. Talyzina, D. B. Elkonin. In didactics, certain issues related to the problem of activating the teachings of schoolchildren T.I. Shamova, G.I. Schukina and other authors.

Research on the activation of educational activities T.I. Shamova show that in the educational activities of schoolchildren, conditions are necessary to increase their activity, which will contribute not only to improving the quality of general education of students, but also to the formation of an active personality as a whole. In her opinion, a didactic concept is needed, built taking into account the requirements for school education on the basis of one of the fundamental principles of education - the principle of activity and related ways of its implementation through the content of modern textbooks, their methodological apparatus, methods and organizational forms of education, as well as through the didactic system of means of enhancing the educational activity of schoolchildren and the conditions for its implementation

It should be noted that: the concept of “activity” is revealed through the concept of “activity”, and “activity”, through the concept of “activity”. Vigorous activity is defined as increased “energetic” activity. The concept of "activity" includes a person's attitude to the environment, his state, , .

According to the pedagogical dictionary “personal activity” (from lat. activus - active) - the activity attitude of the individual to the world, the ability to produce socially significant transformations of the material and spiritual environment based on the development of the historical experience of mankind; manifests itself in creative activity, volitional acts, communication”. Cognitive activity is defined as "the activity state of a person, which is characterized by the desire for learning, mental stress and manifestation of volitional efforts in the process of mastering knowledge." Or as "a property of the student's personality, which manifests itself in his positive attitude to the content and process of learning, to the effective mastery of knowledge and methods of activity in the optimal time, in the mobilization of moral and volitional efforts to achieve the educational and cognitive goal" .

The problem of forming the cognitive interests of younger students is one of the most important tasks facing the school. Persistent cognitive interest is formed with a combination of emotional and rational in learning. Ya.A. Kamensky wrote: “The work of a schoolboy should become a source of mental satisfaction and spiritual joy. Teaching can and should be done with passion, with interest, and not just out of obligation. "Formating a steady interest in the lessons of the world around me, I use in my work compiling reference notes according to the method of Shatalov V.F. When compiling a reference note, the work goes like this: the teacher blackboard, children in a notebook.I draw the attention of students that the symbols should not turn into drawings and are done with a simple pencil.At each lesson, visibility: map, record, video, presentation, prepared messages are listened to.When the work is completed, I give a sample story, which is continued strong students.There are no passive ones during work!Checking homework also takes place in pairs.After listening to the answer, the students evaluate each other, and this assessment is taken into account by the teacher when completing the next task.If the student does not agree with the opinion of a friend, he has the right to defend his assessment, answering an additional question.This technique allows you to check the preparation of a larger number of students they want to include in active work those who, for some reason, did not finish their studies. Children do not feel fear when checking homework, as the weak ones can answer based on the notes. Everyone works actively and feels at ease during the lesson. There are students in the class - consultants, my assistants. During independent work on compiling the summary “Continue it yourself!”, They help, suggest, check the completed assignment. This work also takes place in groups.

Here's a snippet from a tutorial on the topic: The eyes are the organ of vision.

1. Guessing a riddle.

Each face has two beautiful lakes,
Between them there is a mountain, name them, kids. (eyes, nose)

2. Conversation.

What is the significance of the eyes for a person?

What rules do you need to know? And not just to know, but to observe them? - We will try to arrange these rules in the form of a reference summary using signs. This will help you when answering while checking your homework.

Z. Work on the textbook and in the course of compiling a summary (collectively).

1) Find the first rule.

Read and write only in good light. The light should fall on the left.

How do we depict this? Why?

2) What is the distance from the eyes to the book should be? How to put the book in this case?

5) Children love to watch TV and very often watch all TV shows indiscriminately. Can this be too? How far away from the TV should you sit?

4. Independent work in pairs.

What other rules do you need to know and follow? Designate.

5. Self-examination (compare with the teacher's sample). Appendix 1–6.

6. Learning physical exercises for the eyes.

What should be done for this?

The use of reference diagrams and notes in the work allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, and facilitates the assimilation of new material in the lesson.

Entertaining is an important means of activating cognitive interest. Riddles give a good reason for an interesting conversation, teach you to think about the patterns that occur in nature, develop artistic flair. I use riddles like:

1) An entertaining start before the message of the topic.

Here is a fragment of the lesson of the surrounding world in 2 cells.

Theme “Plant Life”

1. Reading the motto of the lesson:

Each blade of grass should be a friend! (Explain the meaning.)

2. Guessing riddles:

1) In the garden on the path
under my window
The sun has blossomed today
On a high leg. (Sunflower)

2) There is a curl in the garden -
White shirt,
golden heart
What it is? (Chamomile)

What is one word for these things? (Plants)

What nature are they?

How are they different from inanimate objects? Prove it.

But how they eat, what secret they keep, you will learn from the story of a botanist.

2) When posing a problem situation.

Topic "How do plants reproduce"

1) Housewife
Flying over the lawn
Pat over a flower -
He will share the honey. (Bee)

2) On a large colored carpet
Sela squadron -
It will open, it will close
Painted wings. (Butterfly)

Which group of animals would you classify them as? Prove it.

Does the bumblebee belong to this group? Prove it.

Is there any connection between birds and insects?

Insects: bees, bumblebees, butterflies are called pollinating insects.

Do you need to prove that this is true?

What role do they play in plant life?

Since children like to guess riddles, we hang out a poster in the classroom “Read - guess, guess for others!”. Children pick up riddles from magazines, books and compose them themselves. Here are some riddles:

1) He joyfully meets us,
He wags his tail,
Can lick right in the nose,
Who is this? (Cute dog)

2) Soft fur, sharp ears,
Drinks milk, sleeps on a pillow. (Cat)
3) Green, big-eyed, shouting: “Kva-kva”,
Likes midges, mosquitoes. (Frog)

A special role in the lesson of the world belongs to the work with quizzes, when answering the questions of which it is necessary to apply the acquired knowledge, both in the familiar “Troubles from the barrel”, and in a new situation that differed from the usual. Annex 2

I give more difficult questions that require search activity to the children in advance, giving them the opportunity to find the answer themselves in magazines, books, on the Internet.

Why is a spider called a cross?

Why is he spinning a web?

What benefit does it bring?

One of the techniques that activate the cognitive activity of students are crossword puzzles. I link crossword puzzles with the topic of a particular lesson. I inform the children in advance about working with a crossword puzzle in the next lesson, aiming them at repeating and restoring the forgotten material. The game form of repetition of the material is liked by children and does not leave indifferent even weak students. We solve the first crossword puzzles together with the children, later I organize such work in pairs or groups. At the lesson, students exchange crossword puzzles with their classmates, and later all the guys in the class guess them. We hold a “Crossword Contest”, we award those children whose crosswords were recognized as the most interesting. Annex 3

Today it is impossible to imagine the lessons of the surrounding world without the use of local history material, since it is in elementary school that the foundations of cognitive interest in the study of one’s region, the city as a surrounding microworld are laid, conditions are created for the formation of moral feelings, ethics of behavior, the ability to adapt to the surrounding life, and the upbringing of a sense of love to a small home. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every baby for life. Let the image of the great Motherland be associated with this corner.” I try to pick up such material for the lesson that helps the child look at the familiar environment with different eyes, is as close as possible to the student and is significant for him: our school, the street where I live, my favorite writer, a corner dear to the family in our city, the surrounding nature.

I believe that the main method of studying nature, the acquisition of natural history knowledge, is observation. Contemplation of the beauty of the surrounding nature awakens the highest aspirations in the soul of a child. Observation enriches with vivid images of the surrounding reality, beautiful light, unusual sinks into the heart and remains for life. So I teach children to observe the weather and talk about their observations in class. We begin the lesson with a message from the weathermen: Today is September 13, Wednesday. In the morning it was cool, the temperature is +12, the breath of autumn is felt. There was fog in the morning, but by 10 o'clock in the morning it dissipated. Plants change their color, yellow leaves appeared on the birch, red on the mountain ash. Birds gather in flocks, preparing to fly to warmer climes. People harvest in the fields and cottages.

It is important to learn to observe specific objects. Outside the window of our class rowan trees grow, slender, tall. They captivate with their beauty. Children watch her autumn withering, winter sleep and spring awakening. They talk about their observations in mini-compositions.

rowan in autumn

A slender mountain ash grows outside the window. Every year we admire this beautiful tree with the whole class. A light breeze will blow, the branches are running out, and it seems to us that she is sending us her greetings. With the advent of autumn, the rowan leaves turn red. But the cold is coming soon. Our favorite will become naked, and only red berries will decorate her. The people composed many songs and poems about mountain ash. I really like this tree. Arina Grade 3

rowan in spring

Spring has come, we have been waiting for it for a long time. The sun shines gently. Nature comes to life. Our mountain ash has become different. Swollen buds and on the branches. Green leaves coming soon. The wind is blowing, the branches of the tree are swaying. It seems to me that she greets spring. I'm really looking forward to rowan wearing her green outfit. Sasha 3rd grade

Learning is more successful if students receive a creative task that awakens the student's thought, helps to delve deeper into the essence of the issue under study. On the excursion, we observed with the children such a natural phenomenon as leaf fall. In preparation for writing an essay, I spent a five-minute poetic session. I read the quatrain:

The last leaf on a bare branch
Hanging with a bronze earring.
And waiting for the harsh winter
It will be torn off and thrown down.

Why are the leaves falling?

Do you like to observe this phenomenon in nature?

What mood did this wonderful picture evoke in you? Why?

What would flying leaves tell you if they could communicate with each other?

You write about this in your writings “What the last leaf told me about”.

You can try to write a poem. Appendix 4

Younger students are distinguished by their curiosity, emotionality, desire to search for secrets. I tell the children: “Look around, but don’t just look, but peer, don’t just listen, but listen, and you will discover many new, unknown, and even more love the land in which you live!” I use these qualities when performing such tasks how:

“Walk and look”

1. Which snow melts faster: clean or dirty? (1 class)

2. What shape are snowflakes? (2 cells)

3. Which tree is the first to turn yellow? Which birds fly south first? (3 cl., 4 cl.)

“Checking the folklore”.

1. The drier and warmer September is, the later winter will come (grade 1)

2. In autumn, birch leaves begin to turn yellow from the top - early spring, turn yellow from below - late (2cl.)

Z. Birds build their nests on the sunny side - by the cold summer (C cl.)

4. A lot of sap flows from birches - for a rainy summer (grade 4)

The heading “News from the edge” arouses great cognitive interest among children. This news is brought to the class by the “Old Man the Forester”. We place this information in a corner of nature, children get acquainted with it, supplement it with information from magazines and books. This is how my students learn to work with additional literature. Annex 5

• Ants are the orderlies of the forest! There are 20,000 species of ants. Ants of one anthill destroy 20,000,000 insects per year: turtle bug, May beetle eggs.
• The boletus grows faster than all tubular mushrooms - 4.5 cm per day.

Children love to learn new things and share this discovery with their comrades. Didactic games help the development of observation, memory, thinking, independence. They develop the ability to act in accordance with the rules, subordinate their actions to the actions of other participants in the game, clarify and systematize the knowledge of children. Remembering the words of A.S. Makarenko that “a good game is like a good job”, I use the game in the lesson,. Appendix 6

Grade 1 “We know, we know”

Children become in a circle, standing in the center describes an insect, animal or bird. The participants of the game stretch their hands forward and say: “We know, we know.” The participant standing in the center touches the hand of one of the players, he must name an insect, animal or bird. If the answerer is wrong, the host goes to another. The one who gives the correct answer takes the place of the leader.

Grade 2 Game "Artist"

The student says the words:

“I will draw a portrait, only whose, for now, is a secret. Guess, I ask you, whose portrait I will draw.

(The student describes an insect, a bird, an animal, the children guess, complete the description).

3-4 grade. The game "Talk to me, forest!"

Teacher: “Let's imagine that the trees seem to be talking. One of you asks a question, the other tells everything he knows about this tree. (I give questions to the children in advance)

Birch. Finds a tree, approaches it.

Student: Tell us, golden-domed, how do you meet autumn, what benefit do you bring to people? (tells, children complete the answer)

Rowan. So the mountain ash came to life and trembled.

What can you tell about, beauty - red mountain ash? (Similar for other trees)

In my practice, I use a role-playing game, which makes it possible to understand how living organisms feel and behave. They seem to force the child to live the life that they themselves live.

• A snowdrop peeked out from under the snow, looked back and thought...
• The fox met a hare and thinks: “Why ... ”
• Autumn has come. The leaves on the trees turned yellow. The autumn breeze is blowing. Leaves sway and talk to each other ...
• Met a hedgehog with a squirrel and talked...

I pay a lot of attention to the environmental education of schoolchildren in the lessons of the surrounding world. The result of such work should be a desire to actively protect and ennoble nature.

3. Statement and way out of a problem situation together with students (a fragment of the lesson).

Topic “Plant protection”

1. Guess the riddle.

It is always gloomy under the spruce, it smells of dampness and prelude.

Under the shaggy paw, matte lamps (lilies of the valley) shine.

When do lilies of the valley appear? What is the importance of flowers in people's lives?

What will you do if you see a lot of growing lilies of the valley in a forest clearing?

2. Draw a poster “Protect! We won't let you get hurt!"

3. Reading a poem:

Take care of the flowers! They need
They are like tenderness, like love, like children.
Stronger than evil, stronger than anything in the world.
Stronger than death, and stronger than war.

4. Tasks requiring an independent decision.

Children lead and colorfully draw up a classy Red Book. Plants and animals are brought into it, which they themselves can protect.

The purposeful activity of students in the educational process gives the cognitive process a productive character. The meaningfulness of activity activates the cognitive process and fills it with high meaning: scientific, practical, public, personal. Problem posing, joint search, play - these are the means that help open a child's heart, make the stay at the lesson joyful. Excursions, ecological holidays, quizzes, extracurricular activities - all this helps to maintain and form interest in learning. And the goal of the teacher is to educate a creative person who is ready to use his cognitive abilities in life.

Bibliography

1. Kodzhaspirova G.M. Dictionary of Pedagogy / G.M. Kodzhaspirova, A.Yu. Kodzhaspirov, M., ICC “MarT; Rostov n/a: Publishing Center “Mart”.

2. Shamova T.I. Activation of the teaching of schoolchildren / T.I. Shamov. - M., Pedagogy, 1982.

3. Shchukina G.I. Activation of cognitive activity of students in the educational process / G.I. Schukin. - M., Education, 1979.

3. Pedagogical encyclopedic dictionary / B.M. Bim-Bad, M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova and others - M., Great Russian Encyclopedia, 2003.

4. Joseph Cornell. Let's enjoy nature together with the children. - ISAR - Far East, 1999.

5. Talyzina N.F. Formation of cognitive activity of younger schoolchildren: A book for teachers / N.F. Talyzin. -M., Enlightenment, 1982.

6. Magazines “Elementary School”: No. 1, 8, 12/1987, No. 2/1998, Z 5/1999, No. 5/2000, No. 4/2001.

7. Bondarevsky. Raising interest in knowledge. - Tula, 1968.

8. Garin S., Novikov S.Kh. Leaf Man. Encyclopedic games, contests, quizzes. - Khabarovsk, 1998.

9. Minsky E.M. From play to knowledge: A guide for teachers. - M.: Enlightenment, 1982.

Perception. The rapid sensory development of a child at preschool age leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of an object. The learning process makes new demands on its perception. In the process of perceiving educational information, the arbitrariness and meaningfulness of the activities of students are needed, they perceive various patterns (standards), in accordance with which they must act. The arbitrariness and meaningfulness of actions are closely interconnected and develop simultaneously. At first, the child is attracted by the object itself and, first of all, by its external bright signs. Children still cannot concentrate and carefully consider all the features of the subject and single out the main, essential in it. This feature is also manifested in the process of educational activity. When studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and Z, etc. The teacher's work should be constantly aimed at teaching the student to analyze, compare the properties of objects, highlight the essential and express it in a word. It is necessary to teach to focus on the subjects of educational activity, regardless of their external attractiveness. All this leads to the development of arbitrariness, meaningfulness, and at the same time to a different selectivity of perception: selectivity in content, and not in external attractiveness. By the end of grade I, the student is able to perceive objects in accordance with the needs and interests that arise in the learning process, and his past experience. The teacher continues to teach him the technique of perception, shows the methods of inspection or listening, the procedure for revealing properties.

All this stimulates the further development of perception, appears observation as a special activity, observation develops as a character trait.

Memory primary schoolchildren - the primary psychological component of educational cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization. Researchers distinguish two directions in this work: one is on the formation of meaningful memorization techniques (dismemberment into semantic units, semantic grouping, semantic comparison, etc.), the other is on the formation of playback techniques distributed over time, as well as methods of self-control over the results memorization.

The mnemonic activity of the younger schoolchild, as well as his teaching in general, is becoming more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students in grades I and II find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, they only mechanically dissect the memorized material for the purpose of easier memorization. smaller pieces of text. It is especially difficult for them to divide the text into semantic parts from memory, and they do it better only when they directly perceive the text. Therefore, from grade I, work on dismembering the text should begin from the moment when the children orally convey the content of the picture, the story. Drawing up a plan allows them to comprehend the sequence and interconnection of what is being studied (this may be a plan for solving an arithmetic problem that is complex in content or a literary work), remember this logical sequence and reproduce accordingly.

In elementary grades, other methods are also used to facilitate memorization, comparison and correlation. What is usually remembered is correlated with something already well known, and separate parts, questions within the memorized are compared. First, these methods are used by students in the process of direct memorization, taking into account external aids (objects, pictures), and then internal ones (finding similarities between new and old material, drawing up a plan, etc.). It should also be noted that without special training, a junior student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.

Playback- a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, self-control.

At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed. Psychological studies show that such a need arises primarily when memorizing poems, and by grade III, a need for self-control develops during any memorization and the mental activity of students improves: the educational material is processed in the process of thinking (generalized, systematized), which then allows younger students to more coherently reproduce its content. A number of studies emphasize the special role of delayed reproduction in the comprehension of educational material that is remembered by students. In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II–III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.

Attention. The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only if a sufficiently high level of voluntary attention is formed. As is known, involuntary attention predominates in a preschooler, and it also prevails in younger schoolchildren during the first period of education. That is why the development of voluntary attention becomes a condition for the further successful educational activity of the student, and, consequently, a task of paramount importance for the teacher.

At the beginning of education, as in preschool age, only the outer side of things attracts the student's attention. External impressions captivate students. However, this prevents them from penetrating the essence of things (events, phenomena), and makes it difficult to control their activities. If the teacher constantly takes care of guiding the development of the voluntary attention of younger students, then during their education in the primary grades it is formed very intensively. This is facilitated by a clear organization of the child's actions using a model and also by such actions that he can manage independently and at the same time constantly control himself. Such actions may be a specially organized check of the mistakes made by him or other children or the use of special external means in phonetic analysis. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing voluntariness of attention also affects the development of other properties of attention, which are also still very imperfect in the first year of study.

So, the amount of attention of a younger student is less than that of an adult, and his ability to distribute attention is less developed. The inability to distribute attention is especially pronounced when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the second grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the students' educational work at home, in the classroom and their social affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, a great instability of attention is also manifested. When developing attention stability in younger students, the teacher should remember that in grades I and II, attention stability is higher when they perform external actions and lower when performing mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, and drawings.

Imperfect in younger schoolchildren and such an important property of attention as switching. At the beginning of their education, they have not yet formed learning skills and abilities, which prevents them from quickly moving from one type of training session to another, however, improving the activity of learning by grade II leads to the formation in children of the ability to switch from one stage of the lesson to another, from one academic work to another. Along with the development of voluntary attention, involuntary attention also develops, which is now associated not with the brightness and external attractiveness of the object, but with the needs and interests of the child that arise in the course of educational activity, i.e. with the development of their personality, when feelings, interests, motives and needs constantly determine the direction of his attention. So, the development of students' attention is connected with their mastery of educational activities and the development of their personality.

Imagination. In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a younger student from the very beginning of education is included in a purposeful activity that contributes to his mental development.

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important. As a result of the constant efforts of the teacher in this direction, changes occur in the development of the imagination of the younger student: at first, the images of the imagination in children are vague, unclear, but then they become more accurate and definite; at first, only a few features are displayed in the image, and insignificant ones prevail among them, and by class II–III the number of displayed features increases significantly, and essential features prevail among them; the processing of the images of accumulated ideas is at first insignificant, and by grade III, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce convention; at the beginning of learning, a specific object is required for the appearance of an image (when reading and telling, for example, reliance on a picture), and then reliance on the word develops, since it is it that allows the child to mentally create a new image (writing an essay based on a teacher’s story or what is read in a book). ).

With the development of the child's ability to control his mental activity, the imagination becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before him. All of the above features create the basis for the development of the process of creative imagination, in which the special knowledge of students plays an important role. This knowledge forms the basis for the development of creative imagination and the process of creativity in their subsequent age periods of life.

Thinking. The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same thing happens in the Russian language lessons when mastering a word, which at first is not separated by him from the designated object, but gradually becomes the subject of special study.

The current level of development of society and the information itself, gleaned by the child from various sources of information, already cause the need for younger students to reveal the causes and essence of connections, relationships between objects (phenomena), to explain them, i.e. think abstractly. Scientists studied the question of the mental abilities of a younger student. As a result of a number of studies, it was revealed that the mental capabilities of the child are wider than previously thought, and when the appropriate conditions are created, i.e. with a special methodological organization of education, a younger student can learn abstract theoretical material. Current programs and textbooks have already largely taken into account this possibility and, with the appropriate teaching methodology, provide students with in-depth theoretical information, i.e. stimulate the development of abstract thinking. Based on the research of V.V. Davydov introduced the assimilation of elements of algebra to establish relationships between quantities. These relationships are modeled, expressed, as it were, in an objective form cleared of layers, and become the orienting basis of the action. So, children first learn to express the relationship between objects that differ in different weights, volumes, lengths, in graphic segments, learn the concepts of "more" and "less", then moving on to abstract symbols a > b, b< а etc. Younger students begin to actively act with these relationships. The same complex dependencies that require abstraction are also established during the assimilation of grammatical material, if the teacher uses effective methods of mental development.

The new programs pay great attention to the formation of scientific concepts. Subject concepts develop from the selection of functional features (revealing the purpose of the subject) to the enumeration of a number of essential and non-essential, but clearly distinguished properties, and, finally, to the allocation of essential properties in a group of objects. In the process of mastering concepts, all mental operations develop: analysis - from the practically effective, sensual to the mental, from elementary to in-depth; synthesis - from the practical to the sensual, from the elementary to the broad and complex.

Comparison also has its own characteristics. At first, in comparison, students easily distinguish differences and more difficultly similarities. Further, similarities are gradually distinguished and compared, and at first they are bright, catchy signs, including essential ones.

For first-graders, comparison is sometimes replaced by juxtaposition. First they list all the features of one item, then another. It is still difficult for them to draw up a plan for a consistent comparison of common and different properties. The process of comparison requires systematic and long-term training of students.

Abstraction of a younger schoolchild is different in that external, bright ones are taken as essential signs. Children more easily abstract the properties of objects than connections and relationships.

Generalization in the primary grades, it is characterized by the awareness of only some signs, since the student cannot yet penetrate into the essence of the subject.

Based on the development of mental operations, forms of thinking also develop. At first, the student, analyzing individual cases or solving some problems, does not rise on the path of induction to generalizations, the system of abstract inferences is not yet given to him. Further, the younger student, when acting with an object, as a result of personally accumulated experience, can make correct inductive conclusions, but cannot yet transfer them to similar facts. And finally, the conclusion is made by him on the basis of knowledge of general theoretical concepts.

Deductive reasoning is more difficult for a younger student than inductive reasoning. There are several stages in the development of the ability to draw a deductive conclusion. Initially, the particular is associated with the general, which does not reflect significant connections. Further, having mastered the general conclusions, the children explain on their basis the particular cases that they directly observe. And finally, having learned the conclusion, they can explain a variety of facts, including those that have not previously been encountered in their experience. Both inductive and deductive conclusions are gradually curtailed, a number of judgments proceed in their mental plane.

At primary school age, children become aware of their own mental operations, which helps them to exercise self-control in the process of cognition. In the process of learning, the qualities of the mind also develop: independence, flexibility, criticality, etc.

Speech performs two main functions: communicative and significative, i.e. is a means of communication and a form of existence of thought. With the help of language and speech, the child's thinking is formed, the structure of his consciousness is determined. The very formulation of thought in verbal form provides a better understanding of the object of knowledge.

Language learning at school is a controlled process, and the teacher has great opportunities to significantly accelerate the speech development of students through a special organization of educational activities. Since speech is an activity, it is necessary to teach speech as an activity. One of the essential differences between educational speech activity and speech activity in natural conditions is that the goals, motives, content of educational speech do not follow directly from the desires, motives and activities of the individual in the broad sense of the word, but are set artificially. Therefore, it is correct to set a topic, to interest it, to arouse a desire to take part in its discussion, to intensify the work of schoolchildren - one of the main problems in improving the speech development system.

Let us formulate the general tasks of the teacher in the development of students' speech: a) to provide them with a good speech (language) environment (perception of adult speech, reading books, etc.); b) create communication situations in the lesson, speech situations that determine the motivation of children's own speech, develop their interests, needs and opportunities for independent speech; c) ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, the construction of structures; d) conduct constant special work on the development of speech at various levels: pronunciation, vocabulary, morphological, syntactic, at the level of coherent speech; e) create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good, correct speech; e) develop not only speech-speaking, but also listening.

It is important to take into account the differences between oral and written speech. Written is a fundamentally new type of speech that a child masters in the learning process. Mastering written speech with its properties (extension and coherence, structural complexity) forms the ability to deliberately express one's thoughts, i.e. contributes to the arbitrary and conscious implementation of oral speech. Written speech fundamentally complicates the structure of communication, as it opens up the possibility of addressing an absent interlocutor. The development of speech requires a long, painstaking, systematic work of younger students and teachers (see:). The development of the emotional-volitional sphere and cognitive activity is also determined by the new formations of his personality: the arbitrariness of actions and deeds, self-control, reflection (self-assessment of one's actions based on correlation with the plan). Concluding the characterization of the psychology of the younger schoolchild, we consider it necessary to recall that the main neoplasm of this age is the mastery of educational activity. In modern conditions, we would also note the importance of forming the foundations for the widespread use of computer facilities, the development of its ecological and economic culture. The relevance of these problems is evidenced by the fact that they are discussed at the international level and implemented in practical work with children.

LITERATURE

1. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. M., 1990.

2. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary school age. M., 1991.

3. Developmental and educational psychology: Textbook. for stud. pedagogical universities on special No. 2121. Pedagogy and methods of primary education /M.V. Matyukhina, T.S. Mikhalchik, N.F. Prokina and others; Ed. M.V. Gamezo et al. M., 1984 (basic).

4. Gazman O.S., Kharitonova N.E. To school - with the game: Prince. for the teacher. M., 1991.

5. Gilmeev I.Z. I plus you. M., 1994. (Psychotraining course for children of primary school age from grades 1 to 5: For teachers of primary school).

6. Diagnosis of school maladaptation: For school psychologists and teachers beginning. class compensatory learning systems / S.N. Luskanova et al. M., 1995.

7. Correction of the personality of a child with developmental problems in reading lessons / Ed. A.A. Pakhomova et al. St. Petersburg, 1995.

8. Lokalova N.P. How to help a low performing student. Psychodiagnostic tables: causes and correction of difficulties in teaching Russian language, reading and mathematics to younger schoolchildren. M., 1993.

9. Lyaudis V.Ya., Negure I.P. Psychological foundations of the formation of written speech in younger schoolchildren. M., 1994.

10. Matyukhina M.V. Motivation for the teaching of younger students. M., 1984.

11. Mukhina B.C. Six-year-old child at school: Book. for the teacher at the beginning class M., 1986.

12. Nepomnyashchaya N.I. The formation of the personality of a child 6–7 years old. M., 1992.

13. Features of the mental development of children 6–7 years of age / Ed. D.B. Elkonina, A.L. Wenger. M., 1988.

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TASK PLAN FOR INDEPENDENT WORK

1 . To consolidate the material on the topic, conduct a self-test and evaluate the quality of assimilation of the following concepts:

adaptation, internal action plan, interest, childhood crisis, worldview, modeling, motive, intention, personality orientation, personality position, act, psychological readiness for school, reflection, self-esteem, theoretical thinking, persuasion, learning activities, value orientations, empirical thinking.

2 . Solve the following psychological problems and give written answers to the questions:

a) At the lessons of the Russian language in the first grades, the words are written on the board: “water”, “driver”, “voditsa”, “drive”, “flood”. In one class, the task is given: “The words written on the board fall into two groups. Think about how you can break these words into groups. Write each group in a notebook in a separate column. In another class, the task was worded differently: “Read carefully all the words written on the board, divide them into two groups according to their meaning, write each group of words in a separate column (one column on the left side of the notebook, the other on the right).”

Questions: What is the purpose of these assignments?

What mental operations do these tasks imply?

Which task is more effective for solving developmental learning problems?

b) At lessons in the 1st grade, you can often hear how students report to the teacher: “But Ira decided the wrong columns, Valya showed her the wrong way,” or “Vera didn’t decide at all,” etc. Others, seeing a friend’s wrong decision, loudly exclaim: “But he made a mistake!” - or in the middle of the silence of the class they get up and excitedly point out: "But Volodya missed three examples."

Questions: How can one explain such actions of first-graders?

How should the teacher act in such cases so that his actions effectively influence the development of the child's personality and his relationship with classmates?

c) Observations have shown that some younger schoolchildren do not attribute larch to coniferous trees, because its name allegedly contradicts this; Tomatoes are not classified as vegetables, because in appearance they do not look like carrots and beets.

Questions: Explain why such errors occur?

What mental operation is underdeveloped in these students?

d) Pupils of elementary grades write dictations, presentations, write off exercises from the book. Often they make mistakes. But when checking their work, they often do not see them and skip them, although they know the rules well.

Questions: How to explain such phenomena?

Are they legitimate?