The development of cognitive abilities in younger students in the framework of the implementation of second generation standards. The development of intelligence and cognitive abilities in a preschooler

Human cognitive abilities are the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are four main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: memory, thinking, imagination, attention. In our work, we relied on the definitions of R.S. Nemov, who believes that memory is the process of remembering, preserving, reproducing and processing various information by a person; thinking - the psychological process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; Attention is a state of psychological concentration, concentration on an object.

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

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

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

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

In the process of learning at the primary level of the school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:

1. The role and share of verbal-logical, semantic memorization is increasing (compared to visual-figurative memorization);

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

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

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

Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.

The development of thinking in primary school age has a special role. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, are intellectualized and acquire an arbitrary character.

The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available.

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

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

At primary school age, attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures focus at a given time on some object (object, event, image, reasoning). The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.

The arbitrariness of cognitive processes in children of 6-8 and 9-11 years old occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still difficult for him to organize his mental activity in this way.

In addition to the predominance of involuntary attention, its relatively low stability also belongs to the age peculiarity. The processes of excitation and inhibition in the cerebral cortex are replaced by younger students rather quickly. Therefore, the attention of a child of primary school age is easily switchable and distracted, which prevents him from concentrating on one object. Studies of the distribution of attention have revealed its relationship with the age of the student. By the end of the 3rd year of schooling, schoolchildren, as a rule, increase and complete the ability to distribute and switch attention. Grade 3 students can simultaneously monitor the content of what they write in a notebook, the accuracy of writing, their posture, and also what the teacher says. They hear the instructions of the teacher without stopping work.

L.S. Vygotsky believes that children's interest acquires extraordinary pedagogical significance as the most frequent form of manifestation of involuntary attention. He emphasizes that children's attention is directed and guided almost entirely by interests, and therefore the natural cause of a child's absent-mindedness is always a mismatch between two lines in pedagogical work: the interest itself and those classes that the teacher offers as mandatory.

In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive during certain types of work and are absent-minded during other types of training sessions.

Attention and imagination are closely related. 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 images of the imagination.

When reading and telling, the child relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.

At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).

The main trend that occurs in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination.

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

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

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

V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.

Thus, having studied the features of extracurricular activities of younger schoolchildren and cognitive abilities and features of their formation at primary school age, we came to the conclusion that it is necessary to develop a program for the development of cognitive abilities of younger schoolchildren in extracurricular activities (clause 1.3).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Remember two-digit numbers.

2. Remember math terms.

3. Chain of words.

4. Draw patterns from memory.

5. Remember and reproduce drawings

6. Visual dictations

7. Auditory dictations

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

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

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

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

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

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

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

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

Nothing like mathematics contributes to the development of thinking, especially logical thinking, since the subject of its study is abstract concepts and patterns, which, in turn, are dealt with by mathematical logic. For the development of thinking, there are also many tasks and exercises (Appendix 1).

1. Tasks for ingenuity

2. Tasks of the joke

3. Number shapes

4. Problems with geometric content

5. Logic exercises with words

6. Math games and tricks

7. Crosswords and puzzles

8. Combinatorial problems

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

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

1. Match the patch to the boot

2. Collect broken jug, vase, cups, plates

3. Exercise Geometric Shapes

4. Exercise Triangles

5. 100-cell table with graphic images

6. Table with geometric shapes of various shapes

7. Table with geometric shapes of different sizes

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

9. 100 cell table filled with numbers

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

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

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

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

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

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

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

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

1. Finding moves in ordinary and numerical mazes

2. Recalculation of objects depicted by repeatedly intersecting contours

3. Finding numbers from Schulte tables

4. Draw faster

5. Find out who is hiding

6. Find similarities and differences

7. Read the scattered words

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

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

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

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

East Kazakhstan region Tarbagatai district, Akzhar village

Popova Marina Ilyinichna

primary school teacher

The development of cognitive abilities in younger students

The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual ones. At the heart of the development of intellectual abilities are the development of attention, thinking, memory. Development of intellectual abilities Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-witted and slow-witted. They came from a variety of families - more developed and less developed, educated and wild, caressed and those who do not get affection. All of them have the same age in common, some common features of their response to the environment.

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

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

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

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

Primary school age is sensitive for:

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

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

development of cognitive abilities.

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

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

mental role of verbal-logical memory;

develops the ability to manage their memory.

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

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

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

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

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

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

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

The development of independent thinking is especially important.

DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOLCHILDREN

In recent years, priorities in education have changed dramatically. Purposeful and intensive complex development of the child's abilities becomes one of the urgent tasks of the educational process.

The changes taking place in our society have led to a change in the social order in the education system. Now society needs a person capable of self-realization of creative possibilities.

The problem of developing the cognitive activity of younger students, as studies show, has been at the center since ancient times. Pedagogical reality proves every day that the learning process is more effective if the student is cognitively active.

Is it possible to achieve that the child has become "smarter", "more capable", "gifted"? of course, if you engage in the development of mental abilities as regularly as you train in the development of strength, endurance and other physical qualities. If you constantly train your mind, solve difficult problems, attracting your creative abilities to this, independently find ways to solve non-standard situations, then the result will not be long in coming.

As you know, there are no incompetent children, you just need to help the child develop his abilities, make the learning process exciting and interesting.

Abilities are a property of a person based on inclinations, developing and ensuring success in any kind of activity. The level of abilities depends on the presence of inclinations, but this does not mean that the inclinations are necessarily converted into abilities. For this, the following conditions are required:

Making full use of sensitive periods of development. For example, for the development of musical abilities, such a period is the age of 2-5 years (the child must listen to music during this period); for the formation of speech up to 3 years, for the development of speech up to 5 years (a child at this age must not only hear speech, but must also actively participate in it, communicate); for the development of intellectual abilities - age from 3-12 years. Therefore, it is with children of this age group that you need to work intensively.

High cognitive activity. For the successful development of abilities, the child must have the desire to learn to learn new things.

The democratic system of education and upbringing also contributes to the development of cognitive interests and personal qualities of children.

Activity needed. To develop artistic abilities, the child must draw. For the development of cognitive abilities, it is necessary to offer him various tasks and exercises. . But abilities cannot be developed under duress.

The example of parents is very important. If the family loves to read, takes care of intellectual growth, then the child's abilities develop faster.

A high self-evaluation. It is high self-esteem, making the child self-confident, that allows him to start new, more and more complex tasks, games and exercises, which in turn develops his abilities.

situation of success. It directly leads to the growth of self-esteem in the child.

Abilities are almost completely formed by the age of 13. It is at this age that the maturation of brain nerve cells ends. Therefore, maximum efforts for the development of children's abilities should be made while the child is in kindergarten and while studying in elementary school.

Psychologist Vygodsky noted the intensive development of intelligence in primary school age. A child of 7-8 years old thinks in specific categories. Then there is a transition to the stage of formal operations.

By the time of transition to the middle link, students should learn to reason independently, draw conclusions, compare, compare, find the general and the particular, and establish simple patterns.

A child, starting to study at school, must have a sufficiently developed thinking. In order to form a scientific concept in him, it is necessary to teach him to approach the attributes of objects in a differentiated way. It is necessary to show the child that there are essential features, without which an object cannot be brought under a specific concept. If students in grades 1-2 note, first of all, the most obvious external signs that characterize the action of an object (what does it do?) or its purpose (what is it for?), then by grades 3-4, schoolchildren already rely more on knowledge and ideas that have developed in learning process. Many elementary school teachers see their job in giving students the first ideas and concepts in the field of language, mathematics, and natural history. In fact, the work should be much more serious and deeper. In elementary school, it is necessary not only to lay the foundation for students' knowledge, but also to form an attitude towards the world around them, they should be taught to think independently and work creatively. These qualities need to be developed as early as possible.

In my lessons, I use a lot of various tasks and exercises to maintain and develop the cognitive activity of students.

Instead of an organizational moment, I use intellectual warm-ups. This helps students to focus their attention, mobilize for the lesson and start it on a good note. Intellectual warm-ups develop the speed of reactions, because. you need to answer quickly and clearly, allow you to recall previously studied material, in a relaxed, playful way.

During the lesson, at different stages, I give students all kinds of tasks that help train memory, develop thinking, imagination, etc.

To find out the results of my work and how much this work is justified, I carry out diagnostics. Based on the results I have seen, I draw conclusions and set goals for further work.

EXAMPLES OF TASKS:

Ability to prioritize:

A number of words are proposed: 1-behind brackets 5-in brackets.

Task: exclude 2 words from the brackets that are most significant for the 1st one outside the brackets.

RIVER (shore, fish, angler, water).

READING (eyes, book, picture, print, word).

Generalization:

2 words are suggested. It is necessary to determine what is common between them.

RAIN-HAIL, NOSE-EYE, SCHOOL-TEACHER, etc.

Classification - the ability to generalize, to build a generalization on abstract material.

TRIANGLE, LINE, LENGTH, SQUARE, CIRCLE.

OAK, HAZEL, ALDER, POPLAR, ASH.

VASILY, FYODOR, IVAN, PETROV, SEMYON.

Analysis of relations and concepts.

3 words are given. The first 2 words are in a certain connection. Between the third and one of the proposed five words there is the same relationship: find this fourth word.

SONG - COMPOSER = PLANE -?

AERODROME

CONSTRUCTOR
FIGHTER

CUCUMBER-VEGETABLE = DAHELING -?

Exception concepts:

Table, chair, bed, floor, closet.

Milk, cream, lard, sour cream, cheese.

Sweet, hot, bitter, sour, salty.

Birch, pine, oak, tree.