Coursework: The development of cognitive abilities in younger students through participation in intellectual games. Development of cognitive abilities of children of primary school age

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

Introduction

Chapter I. Theoretical and methodological foundations for the formation of cognitive abilities of younger students. with. thirteen

1.1. The essence of the cognitive abilities of younger students. with. thirteen

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

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

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

2.1. Methods and results of the study of the cognitive abilities of younger schoolchildren and the professional and personal qualities of elementary school teachers. with. 107

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

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

Conclusion. with. 155

Literature. with. 157

Introduction to work

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

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

The current situation orients the education system not towards training a person with a certain stock of knowledge and skills, but towards an independent, creatively developed personality.

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

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

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

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

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

Many teachers and psychologists distinguish such an important component as cognitive activity in the process of cognition (Sh.A. Amonashvili, A.M. Matyushkin, D.B. Bogoyavlenskaya, V.P. Bespalko, V.A. Petrovsky, etc.). The basis for the development of cognitive activity are those principles that include ІІІ__

There is stimulation and encouragement of the very acts of cognitive activity on the part of another person (teacher, educator, peer).

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

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

The question of the professionally significant qualities of a teacher has been repeatedly raised in the history of Soviet and foreign pedagogy and pedagogical psychology:

highlighting personality traits that acquire professional significance for the teacher (P.P. Blonsky, A.V. Lunacharsky, A.M. Makarenko, V.M. Sukhomlinsky, ST. Shatsky), determining the main professional qualities and secondary ones related to the psychology of activity and communication

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

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

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

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

However, it should be noted that the lack of a systematic approach to the training of future teachers and the retraining of teachers working at school, in terms of the formation of the ability to self-diagnose professional and personal qualities, the full mastery of knowledge of the psychology of teaching children of primary school age, does not form a holistic view of the content of work on development of cognitive abilities of younger students, the possibility of acquiring the necessary skills and

skills. However, the process of teaching children involves not only a simple transfer of knowledge, but stimulating schoolchildren to positive self-perception, overcoming difficulties, the desire to develop themselves, and the formation of positive motivation for them to study at school.

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

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

The relevance of the study is determined by: the social order of society for the creative personality of a modern teacher who is able to master, transform and create new ways of organizing and implementing professional and pedagogical activities; the need to develop an integral pedagogical system for the development of cognitive abilities of younger students;

the need to update the existing practice of training and retraining a teacher who is able to freely navigate the knowledge of the age characteristics of children of primary school age, make the educational process more meaningful and effective, take into account not only the current level of development of pupils, but also see its prospects, actively and purposefully contribute to this .

The objectively existing need for the correctional and developmental activities of the teacher and the insufficient development of the theoretical, methodological, organizational and technological foundations of the development process

The study of the cognitive abilities of younger students determined the choice of the research topic: "Development of the cognitive abilities of younger students."

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

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

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

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

1. This process is carried out within the framework of the pedagogical system, which is a programmed interaction of the constituent components that guide and complement each other, are quite deterministic, methodologically and didactically justified.

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

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

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

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

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

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

The development of problems related to the development of cognitive abilities in younger schoolchildren in the general structure of the professional activities of teachers and psychologists has a specific theoretical and methodological justification, which was reflected in the first part of the study.

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

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

To solve the tasks and test the hypothesis, the following were used: theoretical methods - analysis of the philosophical, psychological and pedagogical

literature, monographic materials, educational

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

(questionnaire, testing); pedagogical experiment.

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

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

The experimental and experimental base of the study was the educational institutions of the Volzhsky district of Saratov - secondary schools No. 4, 8, 9,10,11,12, 28, 66; gymnasiums 4, 7, National Tatar gymnasium.

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

The dissertation research includes three stages: The first stage (1995-]996) - the choice of a conceptual apparatus, the definition of the object and subject of research, hypotheses, goals and objectives, the study of philosophical and psychological-pedagogical literature on the problem under study. The second stage (1996-1998) - the choice of a set of diagnostic procedures to determine the level of development of cognitive abilities of primary schools

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

Third stage (0998-2000) conducting a formative experiment; processing and comparative analysis of empirical material, its theoretical understanding; systematization and generalization of research results; formulation of conclusions and recommendations for the implementation of the pedagogical system for the formation of cognitive abilities in younger students.

The scientific novelty and theoretical significance of the research results are as follows:

a comprehensive analysis of the problems of the development of cognitive abilities of younger schoolchildren was carried out, the main ideas for the development and correction of these abilities in children of primary school age were identified;

developed a pedagogical model of the system for the formation of theoretical and practical readiness for primary school teachers to work on the development of students' cognitive abilities;

compiled and implemented a diagnostic complex for determining the level of development of cognitive abilities in schoolchildren and methods for self-diagnosis of professional and personal qualities in teachers;

the priority areas of professional assistance for the correction and development of the cognitive abilities of schoolchildren, their personal development were determined.

The practical significance of the study is that:

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

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

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

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

The following are submitted for defense:

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

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

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

Testing and implementation of research results. The main provisions of the dissertation content and the results of the study were reported and discussed at the scientific and practical conference of graduates of the Department of Psychology of Saratov State University in 1998, at the scientific and practical conference of educational psychologists of educational institutions in Saratov (January 2001), at the meeting of heads of educational institutions of the Volzhsky district of Saratov, at meetings of the methodological association of pedagogues-psychologists of educational institutions of the Volzhsky district of Saratov (1997-2001). The conclusions and materials of the study are used in the system of theoretical and practical classes with younger students and teachers in educational institutions of the Volzhsky district of Saratov

secondary schools No. 8, 9, 10, 28, 66, gymnasium 4, Tatar national gymnasium.

Directions for further scientific research:

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

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

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

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

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

The essence of the cognitive abilities of younger students

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Recently, in the field of education, a humanistic approach has become increasingly important, which is characterized by attention to the emotional aspects of the interaction between the teacher and students and, accordingly, the transfer of the center of gravity from the learning process to the learning process.

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

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

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

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

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

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

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

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

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

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

Introduction

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

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

But the ability to learn includes both general and specific types of cognitive activity. Before becoming means of assimilation, these types of cognitive activity must themselves be assimilated by students. In the formation of cognitive activity, the question of how to teach, what methods to use and in what sequence is decided. Special conditions are highlighted, the implementation of which allows the teacher to guarantee the achievement of the goal. Particular attention is paid to functional control in the educational process. Monotony, patterned repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative. Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, to communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think, express judgments. Therefore, without the participation of cognitive processes, human activity is impossible, they act as integral internal moments. They develop in activities, and are activities themselves.

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

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

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

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

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

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

Research objectives:

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

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

Analytical part

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

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

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

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

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

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

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

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

In turn, it is characterized by:

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

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

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

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

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

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

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

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

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

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

The purposes of using didactic games are as follows:

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

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

Design part

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

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

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

Children in chorus read poems to confirm their innocence:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Exercise 4. Breathing exercises "Sound gymnastics"

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

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

Gymnastics for the eyes

1. "Blinking" (useful for all types of visual impairment): blinking with each inhalation and exhalation.
2. “I see a finger!”: hold the index finger of the right hand in front of the nose at a distance of 25-30 cm, look at the finger for 4-5 seconds, then close the left eye with the palm of the left hand for 4-6 seconds, look at the finger with the right eye, then open the left eye and look at the finger with both eyes. Do the same, but close the right eye. (4-6 times)
3. “Finger doubles” (facilitates visual work at close range): stretch your hand forward, look at the fingertip of an outstretched hand located along the midline of the face, slowly bring your finger closer, keeping your eyes on it, until the finger begins to double. (6-8 times)
4. Eyes: With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

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

Development of cognitive abilities of younger students

The current changes in public life imply the humanization of the educational process, an appeal to the personality of the child, and a focus on developing his best qualities. Concerningtraining should be developing, aimed at the formation of cognitive interests and abilities.The work of the student should become for him a source of mental satisfaction and spiritual joy. And the main motives for students should be the motives of their own growth and self-improvement. After all, V.A. Sukhomlinsky wrote: “The teaching should not be reduced to the endless accumulation of knowledge, to the training of memory, I want children to be travelers, discoverers and creators in this world.”

Ideas about the possibility and expediency of developmental education were embodied in the technology of developmental education according to the system of L.B. Elkonina - V.V. Davydov, as well as in the system of developmental education L.V. Zankov. Working on the system of L.V. Zankova, I was convinced from my own experience that developmental education corresponds to the nature of the child, his sociability, the desire for self-affirmation through communication. I am impressed by the friendly style of communication between the teacher and the student in the classroom, the trusting atmosphere relieves internal tension. I like to act as an assistant in the classroom and teach children to help each other in the learning process. Thus,communication style between teacher and studentaccording to L.V. Zankovis an important factor in the development of cognitive activity of students.This is also effectively promoted bya variety of exercises aimed at organizing the productive activities of children.Exercises for classification, comparison, highlighting the superfluous are aimed at developing the mental abilities of children. Of great cognitive interest are these exercises in the lessons of the Russian language. When studying new material, I use exercises that make it possible to observe certain linguistic phenomena, and then identify patterns, generalize the results of observations, and draw conclusions.

The activation of cognitive activity, in my opinion, is also facilitated by exercises aimed atdevelopment of children's creative abilities.Especially effectively I manage to organize creative work in the lessons of literary reading, the surrounding world, civic education. This work is organized in the following sequence: creating a creative atmosphere in the classroom, a friendly attitude towards the imagination of children; education in children of a sense of love, compassion; learning to compare and observe, to express feelings in words, drawings, epithets; select words, phrases, images; teaching children to compose riddles, poems; in the lessons of literary reading and the world around, write essays, compose and solve crossword puzzles.

The fulfillment of creative tasks involves the formation of the ability to work with additional literature, which in turn instills a love of reading. Also, by organizing creativity in the classroom, I solve a number of educational tasks: the formation of civic identity, the development of the need for knowledge of cultural and historical values, the upbringing of love and compassion for the world around, involvement in the preservation and enhancement of spiritual and moral values.

Loved me and my kidsproject activity, which also contributes to the development of creative thinking, fantasy, imagination, forms an interest in the world around us, literature, and art. This activity attracts children, many of them discover extraordinary abilities for writing and drawing.

Very enlivens learning activities, and, therefore,contributes to the development of cognitive abilities using non-traditional forms of conducting lessons.I believe that it is advisable to carry them out during the generalization of the studied material. Whatever the non-traditional lesson: a travel lesson, a fairy tale lesson, a quiz lesson, a conference lesson, a research lesson - the leading technique here isgame and search situation. These lessons correspond to the age capabilities of children and inspire them.

Game activity in the classroom creates an environment where students want and can show their independence. Therefore, it is in non-traditional lessons that I tryto form educational independence, develop the ability of self-control and self-esteem. Already in the first grade, when organizing independent work, I set up children not to rush to complete the educational task, I try to teach them to first plan the course of its implementation, predict the result. An example of the organization of such work is independent work of a variable nature, work in points, when among several proposed tasks the student has the opportunity to independently choose feasible tasks, which in turn encourages students to choose a task of a high level of complexity.

In Russian language lessons, to create positive motivation, I successfully use the method developed by the talented teacher and scientist K.A. Moskalenko. He proposed unusual methodological techniques and solutions:merging learning processes with knowledge discovery, commented exercises,which organically combine repetition and consolidation of educational material with systematic work on mistakes.

I introduce commentary gradually with patience and tact in literacy classes. The positive emotions that children get from error-free writing contribute to personal development. As you move from the first grade to the fourth grade, commented writing turns into evidence-based commenting-reasoning when performing complex grammatical tasks.

It also contributes to the development of cognitive interestsorganization of a multi-level form of education - differentiated education. I use it in my lessons when organizing both frontal and independent work. When organizing frontal work in a mathematics lesson, for example, on a text task, I use individual task cards in three versions. The cards contain systems of tasks related to the analysis and solution of the same problem, but at different levels. Offering the student a variant of the optimal level of difficulty for him, I carry outdifferentiation of search activitieswhen solving problems. Sometimes I choose another option: I supervise the work of students at one of the levels, while others work independently. I use differentiated tasks in the organization of independent work.

Applying a variety of methods and techniques aimed at developing the cognitive abilities of children, I try to plan my work taking into account the preservation and strengthening of their health. For this I use the methodshealth-saving technologies, which are based on the ideas of the relationship between mental and physical activity and developmental learning. First of all, it is the organization of outdoor games with a didactic focus. And in conclusion, I would like to note: when planning my work, I always remember the motto"Teaching with passion, education with love and joy". After all, it is the lesson cooperation , on which everything turns out, gives rise to a sense of success in learning, a desire and readiness to solve more and more difficult tasks, to move forward along the roads of knowledge. Systematic work on the development of cognitive abilities gives the following results: children grow up inquisitive, active, able to learn.

Shishkina Irina Vladimirovna, primary school teacher MBOU secondary school with. Tarem

Today, the quality of modern education has become a topical subject of discussion for the pedagogical community. The civilization of the 20th century is being replaced by an intellectual-informational civilization, which is characterized by an increase in the functions of social intelligence. In this regard, the content of education is being updated in Russia. This gives the teacher the right to design the pedagogical process according to any model.

It is important to combine learning activities (within which basic knowledge, skills and abilities are formed) with the development of individual inclinations of students, their cognitive activity, and the ability to independently solve non-standard tasks. Active introduction to the traditional educational process of various developmental exercises, classes aimed at developing the personal-motivational and analytical-synthetic spheres of the child. The development of memory, attention, thinking is an important task of the teacher at the moment. Thus, one of the motives for using developmental exercises is to increase the cognitive and creative search activity of children. It is equally important both for students whose development corresponds to the age norm or is ahead of it, and for weak students, since their developmental delay is associated precisely with the insufficient development of basic mental functions.

The importance of introducing exercises into the lesson for the development of children's mental processes is relevant precisely in elementary school. This is due to the psychophysiological characteristics of younger schoolchildren, since at this age the physiological maturation of the main brain structures is completed. That is why it is possible to most effectively influence the intellectual and personal sphere of the child. The possibility of presenting tasks in a playful way contributes to a smoother flow and a reduction in the adaptation period of first-graders. These reasons prompted me to introduce a series of exercises to develop memory, thinking, and attention into the lesson. The use of these games and exercises in the educational process has a beneficial effect on the development of not only the cognitive, but also the personal and motivational sphere of the child. So, for example: more intensive development of students' logical thinking, attention, memory help to better analyze and better understand the text they read, rules in the Russian language lessons, navigate more freely in the laws of the surrounding reality, more effectively use the accumulated knowledge and skills in mathematics lessons. This creates the prerequisites for the successful flow of the learning process in subsequent classes.

A prerequisite for the successful solution of pedagogical problems is the need for mental effort and impressions inherent in younger students. This requires their rapidly developing brains. High mental activity in the learning process is stimulated by novelty and a certain degree of difficulty of mental work. How to preserve the desire of children to learn, preserve and develop cognitive needs? First of all, I try to create good-natured relationships in the classroom, in which children are not afraid to express their opinion, exercising their right to think independently - this is a prerequisite for new thinking. The child, crossing the threshold of the school, learns different types of activities through which he will get acquainted with the new. One of the leading activities is cognitive. The development of cognitive abilities can be carried out through a student-centered approach to learning. The task of the teacher in the implementation of a student-centered approach in teaching is to create such psychological and pedagogical conditions that would provide active stimulation of students, self-valuable educational activities based on self-education, self-development, self-expression in the course of mastering knowledge.

The restructuring that has taken place in teaching methods in the direction of strengthening the development of the student puts forward the task for the teacher - to study the progress of students in development. Without a focus on such a study, the work on the development of students ceases to be perceived by the teacher as a necessary part of the learning process. So what is development? What aspects of development are important to learn from students? What are the ways to detect them?

So, a situation may arise when, for some time, what is taught by the teacher, as it were, does not find any reflection in the child's psyche. He remains, as it were, deaf to certain pedagogical influences. But there comes a period when these influences suddenly manifest themselves in changes in knowledge, skills, attitudes, which testify to his mental development in the direction that the teacher sought. These changes may be hardly noticeable, but they appear and it is very important for the teacher to see them, they are evidence of the true development of the child, his advancement in comparison with the initial level. General development can be characterized by data on the development of such aspects of the psyche as memory, attention, thinking. The successful development of the child in these areas ensures the reliable mastery of various types of activities, both cognitive and practical.

Teaching younger students through the development of cognitive abilities

How do we want to see our primary school graduates? Of course, I think so: educated, decent and well-mannered, as well as honest and kind. But today we already understand well: in order to be successful, it must be “a self-developing, self-regulating personality with flexible and conscious knowledge, the subject of one’s life.” Modern society needs to educate an independent, responsible, thinking person. And not the sum of knowledge is the true property of the child, but the ability to know and the desire for self-development. The education of faith in oneself, in the achievability of reasonably set goals, is necessary for the successful life of each person.

To do this, it is necessary to ensure the full mental, physical and intellectual development of the child, respecting him as a person, taking into account the educational interests of everyone. These areas should become the main ones from the very beginning of schooling.

Primary education has its own characteristics, sharply distinguishing it from all other stages of the school education system, and is the foundation of all subsequent education. First of all, this concerns the formation of general educational skills, skills and methods of activity, on which the success of education in basic school largely depends. The level of their development determines the nature of the student's cognitive activity, his ability to organize it expediently and purposefully. During this school period, there is an intensive formation of cognitive interests and cognitive motivation, the development of cognitive abilities. The primary school teacher has a great responsibility, since under favorable learning conditions, the formation of self-awareness and self-esteem of the child takes place.

There are many positive trends in modern primary education:

• there is a variability of the competence-based pedagogical approach;
• teachers have freedom for creative search;
• the need for pedagogical support of the individuality of the child is increasingly recognized.

In my pedagogical work I carry out the focus of education on the development of the child, taking into account the indicators of the health and emotional well-being of children.

The problem of the relationship between development and education has always been one of the core problems of pedagogy. Starting with the works of Ya. A. Comenius, there was a search for the scientific foundations of education, which recognized the individual capabilities of each child and their changes in the process of age development. L. S. Vygotsky spoke about the importance of the side of the mental development of a child mastering educational activities. He emphasized that the school, teaching children, must inevitably take into account the degree of development of cognitive abilities. In the 80s - 90s. in Russia, active research continued on the characteristics of the mental development of children in the conditions of schooling. It was noted that the lack of formation of the required level of mental development in individual students is reflected not only in the child's academic performance, but also in his attitude to learning, emotional well-being, and the nature of relationships with peers, teachers, and parents. Thus, specially organized educational activities for the development of cognitive abilities affect all aspects of the child's mental development.

Teaching, as an activity, makes demands on cognitive processes, as a result of which the student himself develops. The activity of learning, which as a leader replaces the game, will lead the development of elementary school children further, will allow them to master all the main aspects of their mental activity. However, this will happen only if the learning process is built taking into account the conditions that determine its developmental orientation.

The importance of the development of cognitive abilities is relevant precisely in elementary school. This is due to the psychophysiological characteristics of younger students. At this age, the physiological maturation of the main brain structures is completed, which is why the most intensive development of the intellectual and personal sphere of the child is necessary.

An important reason that encourages the active introduction of developmental exercises into the educational process is the possibility of diagnosing the intellectual development of children with their help.

The next reason is the possibility of presenting tasks in a playful way, which is the leading one at this age and contributes to a smoother adaptation to school, a solid assimilation of educational material.

The development of cognitive abilities is equally important both for students whose development corresponds to the age norm or is ahead of it, and for weak students, since their developmental lag is associated precisely with the insufficient development of basic mental functions.

No one will argue with the fact that every teacher should develop cognitive abilities. This is stated in the explanatory notes to the curricula, this is written in the methodological literature. However, there is no system for the development of cognitive abilities, both in textbooks and in teaching methods.

Building the system of her work, she came to the conclusion that learning is impossible without progress in the development of the mental properties of the individual, without the development of the individual inclinations of each student.

The pedagogical process is a way of organizing educational relations, concluded in the purposeful selection and use of external factors for the development of participants. Wherever the educational process takes place, no matter what teacher creates it, it will have the same structure:

goal - principles - content - methods - means - forms.

Complementing this structure, in the pedagogical process I take into account:

1. Cognitive processes (attention, perception, imagination, thinking, memory).
2. Students' manifestations of interest, inclinations, motivation for learning, emotional mood.
3. Rise of mental and physical stress, performance and fatigue.

Thus, the pedagogical process represents how the relationship of pedagogical, methodological and psychological. In the latter, I focus on cognitive processes.

By means of primary education, I rely on the natural curiosity of children, the need for independent knowledge of the world around us, cognitive activity and initiative, we create in primary school a favorable educational environment for the development of cognitive abilities, the ability to evaluate one's thoughts and actions, correlate the results of activities with the goal. And also, the ability to reflect is an important quality that determines the social role of the child as a student, schoolchild.

PURPOSE: Formation of the creative potential of the student's personality in the conditions of the developmental orientation of education.

Throughout the entire period of primary education, I set the following tasks:

1. Preservation and support of the individuality of each child based on the development of cognitive abilities.
2. Protection and strengthening of the physical and mental health of children, ensuring their emotional well-being.
3. The development of the child's qualities as a subject of relations with people.

I highlight in my work following principles:

The principle of self-assessment of each age, suggesting:

• focus on the development of the child, first of all, cognitive abilities;
• reliance on the achievements of the previous stage of development, creating the prerequisites for a successful transition to the next stage of education;
• the completeness of the realization of the possibilities of the age lived by the child;
• building self-esteem and maintaining self-confidence;

Principle of Humanity:

• approval of norms of respect and benevolent attitude towards each child;
• exclusion of coercion and violence;
• training in communication and cooperation skills.

The principle of individualization of education, providing:

• maximum manifestation of the originality and creative abilities of each child;
• formation of educational independence (desire and ability to learn, constantly expanding the boundaries of their capabilities).

The principle of socio-cultural openness of education:

• respect for the norms and traditions of different cultures, openness to the changing world;
• support in all activities of initiatives of students and their parents.

The set tasks of education cannot be solved without a clear and distinct answer to the question “How to teach?”

The development of cognitive abilities can be characterized by such mental processes as attention, perception, imagination, memory, thinking. The successful development of the child in these areas ensures the reliable mastery of various types of activities, both cognitive and practical. With their help, a person carries out not only knowledge, but also the transformation of the surrounding world. In general, the whole life of a person is determined by these mental processes, which constitute the core of the personality. They are organically interconnected and interdependent. Each of these processes affects the course of others and is impossible without them.

As a result, adhering to my system of work, I observe that children have positive educational motivation, their speech is logically competent and verbose, children have learned to negotiate among themselves without offending each other, concentration of attention has increased, they have learned to be creative in any business, they know how to compose their own poems. I wanted to show how I develop the creative abilities of children using the example of the lesson of the world around us in the 2nd grade.

Topic: The structure of the human body. Personal hygiene rules. Daily regime.

Purpose: Formation of the creative potential of the personality of students in the conditions of the developmental orientation of education.

• introduce children to the structure of their body; main internal organs.
• learn to identify the location of the main organs.
• develop the cognitive activity of children.
• repeat the rules of personal hygiene; the daily routine of children studying in the 2nd shift.

Organizing time.

Repetition about the professions of people.

1. Tell me who cooks cabbage soup so tasty,
   Smelly cutlets, salads, vinaigrettes. (cook)
2. We get up very early, because our concern is
   Drive everyone to work in the morning. (driver)
3. We teach kids how to read and write
   Love nature, respect the elderly. (teacher)
4. Bring a glass eye, click once - and remember you. (photographer)
5. Who sits at the patient's bed
   I. tells everyone how to be treated;
   Who is sick, he will offer to take drops,
   Anyone who is healthy will be allowed to take a walk. (doctor)

New material.

Today, comrade "doctor" who treats and prevents diseases, will introduce us to the second issue of the "Health" magazine. The journal contains the following sections:

1. Body parts.
2. Internal organs of a person.
3. Rhythmic gymnastics.
4. Health rules.
5. Ads.
6. Orders. Personal hygiene rules.
7. Daily regime
8. Proverbs from “My-to-holes”.

Parts of the human body.

Each of you has looked in the mirror many times. What are the parts of your body? Name the parts of the body sequentially from top to bottom. (children's answers)

Let's check if everyone has those body parts that you named.

Practical part.

1. Nod your head at me. Smile and nod your head to your desk mate.
2. Show where your neck is.
3. Feel the chest.
4. Pat each other on the back.
5. Stroke your belly.
6. Raise your right hand.
7. Hide your left hand behind your back.
8. Place your right foot on your heel.
9. Stomp with your left foot.

How to name the chest, back, stomach in one word? (torso)

The arms are the upper limbs and the legs are the lower limbs. All that we have shown, these parts of the body are outside. And what we have inside? We move on to the second section of our journal:

Human internal organs. (Table “Internal human organs)

There are a lot of internal organs. You will get to know them and their work in the body when you get older, but everyone needs to know the main internal organs, their location and work. Getting acquainted with the internal organs, we will sign on our diagrams.

Consider two oval organs - the lungs. What do you know about them? (answers)

The lungs, right and left, are located inside the chest and are protected by the ribs. When we inhale, the lungs expand, and when we exhale, they decrease. The lungs absorb oxygen from the inhaled air and rid our body of the carbon dioxide that comes out when we exhale. Without lungs, we could not live.

Next to the left lung is the heart. (Read text from application number 1)

Make a fist - your heart is slightly larger than a fist.

(Let's break for rhythmic gymnastics to the music.)

The lungs and heart are separated from other internal organs by a strip of muscle-diaphragm. Consider where the liver is located. The liver “works” much more than any other organ. It stores proteins, fats and carbohydrates and releases them into the blood. The liver cleanses the blood of harmful products. The liver works like a chemical laboratory.

Below the diaphragm is the stomach. What do you know about him? (answers)

The stomach is connected to the intestines. The stomach is like a bag. A lot of food and liquid can be placed inside it. An adult has a stomach the size of a football, a child has a smaller one. Muscles grind food, grind it into tiny pieces, and when the food becomes soft, it passes into the intestines.

In order for the internal organs to be healthy, read the memo. (Appendix No. 2)

Next section:

Everyone needs to know this.

To keep your organs healthy and you look well-groomed, My-to-holes sent us recommendations. (Appendix No. 3).

1. There is no better pasta in the world, brush your teeth “BLENDAMED” (Bibikov N.)

2. We brush our teeth “Blendamed”, and there are no microbes in the mouth,

The teeth are white and shiny, like those of little beavers. (Yakovenko P,)

3. Safeguard” soap we have, this soap is of the highest class. (Turkin P.)

4. So that you are very clean, wash yourself with fragrant soap. (Shukurova K.)

5. Piglets Nif and Naf wash their noses with Dove soap. (Gorbunova I.)

6. Bought a brush from Colgate, our uncle Gena the Crocodile,

And what a year in a row, Gena's teeth do not hurt. (Shukurova Yu)

The purchase of any hygiene products is an individual matter, it largely depends on the family budget and no matter what it is, just wash your hands more often, do not forget to brush your teeth. Therefore, you need to know:

Personal hygiene rules. (poems written by children)

1. Do not brush your teeth if the brush is not yours, otherwise your friendly family will get sick.

You return home, immediately my hands with soap,
So that all sorts of microbes go their own way,
If you are clean and tidy, it is pleasant to look at such people.
And if you want to be dirty, you can not wash your hands.
Just know, such stupid people, the path lies straight to the hospital.

Work according to the textbook p.11

Name the items of personal hygiene!! (the game “Pig in a bag” (identify the object by touch from the bag with your eyes closed)).

What are the personal hygiene items that the whole family can use?

Task number 2 according to the textbook:

Finish the offer.

As a result, we can single out a set of rules for personal hygiene and protecting your health, and all of them are in the daily routine that you follow every day.

Since we study in the 2nd shift from 13.00. hours, I offer you a new daily routine (approximate application number 4), but you can make your own more convenient for you.

Task: Make a proverb where the beginning is given, and pick up the end.

Outcome.

What do you remember most about the contents of the Health magazine No. 2?

The lesson is over. “Thank you for the lesson!!!”