Introduction
The relevance of research. It consists in the fact that a primary school teacher, first of all, must teach children to learn, preserve and develop the cognitive needs of students, and provide the cognitive tools necessary to master the fundamentals of science. A purposeful solution to 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 to guarantee the formation of the intended cognitive activity. activities for all students. Cognitive activity is formed throughout a person’s life. A child is not born with a formed, developed thinking, ready for knowledge. Educational activity requires the student to have very specific cognitive skills and tools.
And the teacher must know whether the student has these means and whether they have developed them in the preschool period. Studying the principles of the formation of a student’s cognitive activity is necessary not so much for theoretical justification, but for practical application. It is necessary to clearly imagine the specific content of various types of cognitive activity. Those. what and in what sequence should students be taught, equip them with techniques of rational logical thinking, etc. Particular attention should be paid to the development of learning skills and the formation of general cognitive activity. The principle of student activity is widely known in pedagogy. Without motivating student activity, the teacher will not be able to achieve his goals.
But the ability to learn includes both general and specific types of cognitive activity. Before becoming a means of assimilation, these types of cognitive activities themselves must be mastered by students. When forming cognitive activity, the question of how to teach, what methods to use and in what sequence is resolved. Conditions are specifically identified, the implementation of which allows the teacher to guarantee the achievement of the set 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, 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, and make judgments. Therefore, without the participation of cognitive processes, human activity is impossible; they act as integral internal moments. They develop in activity and are themselves types of activity.
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 eager to learn, but in order for them to express their gifts, they need intelligent and skillful adult guidance. Cognitive abilities, like any other, can be developed by developing certain skills and abilities, and most importantly, the habit of thinking independently, finding unusual ways to the right decision. A child will definitely need these qualities to succeed in life. Cognitive interests significantly influence 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 feasibility of the problem of studying and developing the cognitive interests of younger schoolchildren.
The diversity and complexity of solving this problem require improving the educational process at school, intensifying traditional and searching for non-traditional forms and methods of teaching. The existing system for organizing educational activities of schoolchildren takes into account the possibilities of cognitive interests in mastering educational knowledge. However, the practiced element-by-element formation of cognitive interests, insufficient introduction of modern technologies and methodological tools 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 developing children's interest in learning and developing students' creative abilities, they experience certain difficulties. At the same time, the recommendations currently available in the psychological, pedagogical and methodological literature on the development of the cognitive interests of schoolchildren are often not used in the modern practice of teachers, or their use is situational and one-time in nature. Scientists note that it is impossible to develop the entire complex of properties included in the concept of “creative abilities” at once. This is long-term, focused work, and the epizootic use of creative cognitive tasks will not bring the desired result. Therefore, cognitive tasks should constitute a system that allows one to form the need for creative activity and develop the entire diversity of the child’s intellectual and creative capabilities. Eliminating this contradiction requires changing the technology for organizing the process of developing cognitive interests. With this formulation of the problem, the presence of creativity in the cognitive activity of younger schoolchildren is especially important.
Object of study: the process of forming the cognitive interest of younger schoolchildren.
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 to develop the cognitive interests of younger schoolchildren in the educational process of school.
Research objectives:
- Analyze psychological and pedagogical literature on this issue;
- Reveal the essence of the concept of “cognitive interest”;
- Conduct psychological and pedagogical observation of changes in students’ activities.
Thus, cognitive activity is an activity that is based on the implementation and development of the child’s individual cognitive interests, capabilities and abilities, a focus on discovering new and interesting knowledge, and reproducing known but new values for the child.
Analytical part
2.1. The essence of cognitive abilities of younger schoolchildren.
Focus on an individual with a high level of development of various qualities of intelligence encourages teachers to constantly search for ways to update the educational process, as well as to identify and create psychological, pedagogical and organizational-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.
Primary school age is characterized by intensive intellectual development. During this period, all mental processes develop and the child becomes aware of his own changes that occur during educational activities.
In different psychological and pedagogical sources, the concept of “intelligence” is revealed in different ways.
D. Wexler understands intelligence as the ability to successfully measure one’s strengths and life circumstances, using accumulated experience and knowledge. That is, he views intelligence as a person’s ability 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, intelligence is the totality of an individual’s qualities, which ensures a person’s mental activity.
In turn, it is characterized by:
- erudition: the sum of knowledge from the field of science and art;
- ability for mental operations: analysis, synthesis, their derivatives: creativity and abstraction;
- the ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;
- 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 one or another productive activity. (“Pedagogical Dictionary”. Kodzhaspirova G.M.).
Abilities are closely related to the general orientation of the individual, and to how stable a person’s inclinations are for 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 mean memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks in 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 new things cannot be the basis of solid knowledge. Therefore, the task of the teacher is to develop the mental abilities of students and involve them in active activities.
But not every activity develops abilities, only emotionally pleasant ones.
Gaming technologies are one of the unique forms of education, which makes it possible to make interesting and exciting not only the work of students at the creative and search level, but also the everyday steps of learning the Russian language. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally charged, 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, i.e. The material acquired by students goes through a kind of practice, introducing variety and interest into the learning process.
Play is a source of development of the child’s consciousness, the arbitrariness of his behavior, and a special form of modeling the relationship between a child and an adult.
The play environment creates an environment where children want and can show their independence. The child's playful actions, accompanied by a high emotional uplift and stable cognitive interest, are the most powerful stimulus for his activity in cognition.
Games during the learning process - didactic games - are of great interest to younger schoolchildren. 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;
- creating suitable conditions for the formation of the development of each child as an individual, the development of his creative abilities;
- individual approach to each child and the use of individual learning tools;
- emotional and psychological development of younger schoolchildren, which is facilitated by participation in didactic games.
- deepening previously acquired knowledge;
- increasing the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.
Didactic games (educational, cognitive) contribute to the development of children's thinking, memory, attention, creative imagination, ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, habits of self-examination, teach children subordinate your actions to the task at hand, bring the work started to completion.
Didactic games are very important for the development of the intellectual abilities of primary schoolchildren.
Project part
The goal of my pedagogical activity is to create conditions for the implementation of a person-oriented 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 a blessing, a joy for him, the main form of expression of a child’s life. I create problematic, exploratory 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 combining educational and gaming activities, children learn to model educational material and independently obtain knowledge (they use educational literature, encyclopedias, and during lessons they make presentations on the topic being studied, using information resources on the Internet). This form of work helps me instill interest in the subjects I study and maintain it in the future.
Using signal cards, we clarify the spelling of unstressed vowels, conduct a vocabulary dictation using the cards, compose and write down sentences with difficult words and spellings, and explain their spelling.
Children read poems in chorus to prove that they are right:
If you have a letter
Will raise doubts
You immediately
Put emphasis on it.
With grammar games, jokes, and physical exercises, I support the children’s performance. Children solve puzzles and crosswords with great interest. I offer copying and dictations with the task “Skip the letter”, the spelling of which can be checked. When working with children who have a low level of learning ability and poor memory, we conduct a gradual 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 kinds of tasks. We conduct vocabulary dictation in different forms. Children are more active in lessons where we use exercises with game elements. She paid much attention to sound-letter, syllable-sound analysis, and in the process of consolidation and repetition, the children performed a variety of tasks. I offered these tasks on individual cards. Each card contains different material, united by one spelling.
Children work individually. Working with cards gives a complete picture of the mastery of the studied spelling. This work disciplines children and 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 try to spy on their neighbor, since the cards are different in content. For low-performing children, I made envelopes with individual works, and a notebook is kept to record errors. I pay a lot of attention to working on mistakes, and think deeply about the system of exercises for each subject. I always sum up the results, comment on the grades given, and praise the weak to make them believe in themselves. I believe that it is very important to organize the lesson correctly, to go from easy to complex, from unknown to known, not to let weak students out of sight, so that every minute is used wisely. Children perform many different types of exercises during lessons.
Throughout my 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, you need to arouse the admiration and surprise of the children, offer them 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 to pick mushrooms”, “Parachutists”, “Toy Store” and others.
I know how to pay attention to each student and come to help in a timely manner. All my years I have been trying to achieve success. During lessons I use feedback tools: cards with letters, special cards. This makes it possible to keep an eye on each child and the entire class as a whole. Each student has everything necessary for the lesson. At our school, the administration systematically checks reading techniques in accordance with the requirements of the program; the reading of the majority of my students meets the standard.
I teach children to answer questions clearly and express their own opinions. I teach them to listen, think, and complete the answer. I involve them in choral reading and speaking. I introduce children to works of different genres and talk about writers. I explain new material simply and clearly. I am making changes aimed at developing students’ oral and written speech and spelling vigilance. While teaching children, I realized that the key moment in a child’s development 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 primary school through the integration of subjects. When developing speech exercises, I focused on the development of students’ thinking, analysis, synthesis, the ability to identify the main features of objects through observations and generalizations; to solve logical problems, to identify cause-and-effect relationships, to compare and contrast. To enhance the cognitive activity of students, I use game lessons, correspondence travel, dialogues, dramatizations, and work with creative notebooks in my work.
Training based on thoughtful motivation in the activities of children, clearly presenting the immediate and ultimate goals in their development and education:
- fostering a love for the Russian language;
- developing interest in the academic subject;
- awakening in children the need to independently work on knowledge of their native words and on their speech;
- improving the general language development of schoolchildren;
- instilling in them ethical standards of speech behavior.
She developed a system of exercises to develop the speech of students in grades 1-4, which helps enrich students’ vocabulary, correct interpretation of words, and stimulates communication.
I have compiled question cards in an entertaining form on certain topics for theoretical self-control, graphic diagrams, and entertaining tables.
To develop 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 activities, the principle of communicative learning develops, since this is an activity that requires speech actions. Children really like games such as: “Theater of Facial Expressions and Gestures,” “Story in a Circle,” “Relay Race,” and role-playing games. Children especially love staged competitions (such competitions bring excitement to the educational process and allow children to reveal their acting abilities).
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 lesson. This allows you to actively participate in dialogues: “teacher-student”, “student-student”.
The pedagogy of cooperation, collective and group forms of education develop the skills of self-control and self-government in my students.
Creative writing lessons develop children's imagination, gift of words, and serve as a good way to develop a sense of humor. Children learn to compose poems, songs, riddles, letters, stories and aesthetically design their creativity.
Such forms of work as creative copying, creative dictations, free dictations, creative presentations contribute to the development of students’ speech.
My correctly selected texts and reproductions for lessons are a good means of instilling in students a love for nature, for their homeland and help broaden their horizons. In my lessons, I seek complete, meaningful, meaningful answers from students. I improve students’ speech, paying great attention to such factors as logic, accuracy, clarity, expressiveness and correctness of speech.
To develop cognitive abilities in classes, I use “brain gymnastics” exercises. Doing exercises to improve brain activity and prevent visual impairment is an important part of developing cognitive abilities. Since, under the influence of physical exercise, the indicators of various mental processes underlying creative activity improve: memory capacity increases, attention stability increases, and the solution of intellectual problems accelerates.
Exercise 1. “Shaking your head”(stimulates thought processes): breathe deeply, relax your shoulders and drop your head forward. Allow your head to slowly swing from side to side, releasing tension with your breath. (30 sec)
Exercise 2. “Lazy Eights”(activates the structure of the brain, ensures memorization, increases stability of attention): draw figure eights in the air in a horizontal plane three times with each hand, and then with both hands.
Exercise 3. “Thinking cap”(improves attention, clarity of perception and speech): put on a “hat”, that is, gently roll your ears from the top to the earlobes 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 we pronounce the sound loudly and energetically.
A, e, o, i, y, i, m, x, ha
A - for the whole body
E - for the thyroid gland
And - brain, eyes, nose, ears
O - heart, lungs
U - organs located in the abdominal area
I - for the whole body
M - for the whole body
X - cleansing the body
Ha - improves mood
Gymnastics for the eyes
- “Blinking” (useful for all types of visual impairment): blinking with each inhalation and exhalation.
- “I see a finger!”: hold the index finger of your right hand in front of your nose at a distance of 25 - 30 cm, look at the finger for 4-5 seconds, then close your left eye with the palm of your left hand for 4-6 seconds, look at the finger with your right eye, then open your left eye and look at the finger with both eyes. Do the same, but close your right eye. (4-6 times)
- “Finger doubles” (facilitates visual work at close range): stretch your arm forward, look at the tip of the finger of the outstretched hand, located along the midline of the face, slowly bring the finger closer, without taking your eyes off it, until the finger begins to double. (6-8 times)
- “Keen Eyes”: Use your eyes to draw 6 circles clockwise and 6 circles counterclockwise.
In extracurricular activities on problematic topics, I use O. Kholodova’s methodological manual “For young smart people and smart girls”, “Tasks for the development of cognitive abilities for grades 1-4”, a series of educational and methodological books “To help the teacher”.
Development of cognitive abilities of younger schoolchildren
The changes currently taking place in social life involve the humanization of the educational process, an appeal to the child’s personality, and a focus on developing his best qualities. Due to thistraining should be developmental, aimed at developing cognitive interests and abilities.The work of a 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: “Teaching should not be reduced to the endless accumulation of knowledge, to memory training; we want children to be travelers, discoverers and creators in this world.”
Ideas about the possibility and feasibility 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. Zankova. Working according to the L.V. system Zankova, I was convinced from my own experience that developmental education corresponds to the nature of the child, his sociability, and the desire for self-affirmation through communication. I am impressed by the friendly style of communication between teacher and 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 during the learning process. Thus,communication style between teacher and studentaccording to the L.V. system Zankovais an important factor in the development of students’ cognitive activity.This is also effectively facilitated bya variety of exercises aimed at organizing the productive activities of children.Exercises on classification, comparison, and highlighting the superfluous are aimed at developing the mental abilities of children. These exercises in Russian language lessons are of great educational interest. When studying new material, I use exercises that make it possible to observe certain linguistic phenomena, and then identify a pattern, generalize the results of observations, and draw conclusions.
In my opinion, the activation of cognitive activity is also facilitated by exercises aimed atdevelopment of children's creative abilities.I manage to organize creative work especially effectively in the lessons of literary reading, the environment, and civic education. This work is organized in the following sequence: creating a creative atmosphere in the classroom, a friendly attitude towards children’s imagination; instilling in children a sense of love and compassion; learning to compare and observe, express feelings in words, drawings, epithets; select words, phrases, images; teaching children to write riddles and poems; in the lessons of literary reading and the surrounding world, write essays, compose and solve crossword puzzles.
Completing creative tasks involves developing 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 cultivation of love and compassion for the world around us, and involvement in the preservation and enhancement of spiritual and moral values.
Both me and my boys loved itproject activities, which also promotes the development of creative thinking, fantasy, imagination, and generates interest in the surrounding world, literature, and art. This activity attracts children, many of them discover extraordinary abilities in writing and drawing.
It greatly enlivens learning activities, and, therefore,The use of non-traditional forms of conducting lessons promotes the development of cognitive abilities.I believe that it is advisable to conduct them while summarizing the material studied. 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 have an inspiring effect on them.
Game activities in the classroom create an environment where students want and can demonstrate their independence. Therefore, it is in non-traditional lessons that I tryto form educational independence, develop the skills of self-control and self-esteem. Already in the first grade, when organizing independent work, I instruct children not to rush to complete an educational task, I try to teach them to first plan the course of its implementation and predict the result. An example of the organization of such work is independent work of a variable nature, work with 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 identifying knowledge, commented exercises,which organically combine repetition and consolidation of educational material with systematic work on mistakes.
I introduce commenting gradually with patience and tact in literacy lessons. The positive emotions that children receive from error-free writing contribute to personal development. As we move from first grade to fourth grade, commented writing turns into demonstrative commentary-reasoning when performing complex grammatical tasks.
The development of cognitive interests also contributes toorganization of multi-level forms of training - differentiated training. I use it in my lessons when organizing both front-line and independent work. When organizing front-line work in a math lesson, for example, on a word problem, 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. By offering the student the option of the optimal difficulty level for him, I implementdifferentiation 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 also use differentiated tasks when organizing independent work.
Using a variety of methods and techniques aimed at developing children's cognitive abilities, I try to plan my work taking into account the preservation and strengthening of their health. To do this I use techniqueshealth-saving technologies, which are based on ideas about the relationship between mental and physical activity and developmental learning. First of all, this is the organization of outdoor games with a didactic orientation. And in conclusion, I would like to note: when planning my work, I always remember the motto“Learning with passion, teaching with love and joy”. After all, it’s a lesson cooperation , in which everything works out, gives rise to a feeling of success in learning, a desire and readiness to solve increasingly difficult problems, 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, and able to learn.
Shishkina Irina Vladimirovna, primary school teacher, Municipal Budgetary Educational Institution Secondary School. Taremskoe
DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOL CHILDREN.
“The purpose of a child’s education is to
to make him capable
P. Hubbart - American writer
The formation of a creative personality is one of the main tasks proclaimed in the concept of modernization of Russian education. Its implementation dictates the need to develop the child’s cognitive interests, abilities and capabilities.
A wonderful time of childhood! A child who crosses the threshold of school for the first time finds himself in the world of knowledge, where he has to discover a lot of unknowns and look for original, non-standard solutions in various types of activities. The most effective means of involving a child in the creative process in the classroom are: play activities, creating positive emotional situations, working in pairs, and problem-based learning.
At the initial stage of the formation of cognitive interests, children are attracted to the actual play activities. The game serves as the emotional backdrop against which the lesson unfolds. In my lessons I use didactic and role-playing games, crosswords, riddles, puzzles, and I try to present the material in an unusual form: a fairy tale lesson, a travel lesson, a research lesson and others.
2. General idea of cognitive processes.
The federal component of the state standard, developed taking into account the main directions of modernization of education, is focused “not only on the knowledge, but primarily on the activity component of education, which allows increasing motivation for learning, to the greatest extent realize abilities, opportunities, needs and interests child. Therefore, it is no coincidence that one of the main goals at the level of general education is development of students’ cognitive activity. Cognitive activity provides cognitive activity, in the process of which mastery occurs content educational subject necessary ways of activity, abilities, skills. The presence of cognitive activity is a psychological factor that ensures the achievement of learning goals.
“The purpose of training is not only for students to acquire knowledge, skills and abilities, but also to develop leading personality traits. One of these personality qualities is cognitive activity” - T.I. Shamova.
Factors that shape students’ cognitive activity can be arranged in the following chain:
Motives determine the cognitive interests of students and their selectivity, independence of learning, and ensure its activity at all stages.
Considering that motives students are formed through their needs and interests(need interest motive), the teacher should direct all efforts to development cognitive interests students.
Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, 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, and make judgments. Therefore, without the participation of cognitive processes, human activity is impossible; they act as integral internal moments. They develop in activity and are themselves types of activity.
The development of human inclinations, their transformation into abilities (individual-psychological characteristics of a person that ensure high achievements in activity, determine a person’s suitability for one or another type of activity) is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive abilities.
3. Cognitive processes.
Perception is a reflection of objects and phenomena, integral situations of the objective world in the totality of their properties and parts with their direct impact on the senses.
With the help of his imagination, a child creatively transforms the world, and it, as a process, is organically included in creativity. Thanks to imagination, a person has the opportunity to see ahead, to imagine what remains to be done.
Pay attention to the image (Fig. 1) of a young woman half turned away. Can you immediately notice an old woman with a big nose and chin hidden in her collar?
Observation is a perception closely related to the activity of thinking: comparison, discrimination, analysis. Observation is always carried out with a certain cognitive purpose. It requires a clear understanding tasks observations and preliminary development plan its implementation.
It is impossible to observe if you do not know what and for what purpose to observe.
Today, problems associated with the development of attention in schoolchildren are of concern to teachers, parents, and psychologists working with children.
Many adults complain about children’s inattention, their inability to concentrate and maintain attention for any length of time when solving educational problems. The number of children of primary school age with the so-called attention deficit disorder, usually combined with hyperactivity, is increasing.
Attention is the direction and concentration of our consciousness on a specific object. The object of attention can be anything - objects and their properties, phenomena, relationships, actions, thoughts, feelings of other people and your own inner world.
Attention is always a characteristic of some mental process: perception, when we listen, examine, sniff, trying to distinguish some visual or sound image, smell; thinking when we solve some problem; memory, when we remember or try to remember something specific; imagination, when we try to clearly imagine something. Thus, attention is a person’s ability to choose what is important for himself and focus his perception, thinking, remembering, imagination, etc. on it.
Attention is a necessary condition for the quality performance of any activity. It performs the function control and is especially necessary during learning, when a person encounters new knowledge, objects, and phenomena.
Both the schoolchild and the student, no matter how talented or capable they are, will always have gaps in knowledge if their attention is not sufficiently developed and they are often inattentive or absent-minded in class. Attention largely determines the course and results of educational work.
Attention develops gradually and at a certain point becomes a property of the individual, its permanent feature, which is called attentiveness.
Human attentiveness is manifested not only in knowledge peace and implementation activities, but also in relationships with other people. Sensitivity, responsiveness, understanding of the moods and experiences of another, the ability to grasp the slightest nuances of his feelings and desires and the ability to take all this into account in his behavior and communication distinguishes a person who is attentive to people and indicates a fairly high level of personal development.
The educational material can include content-logical tasks aimed at developing various characteristics of attention: its volume, stability, the ability to switch attention from one subject to another, distribute it to various subjects and types of activities.
1. Finding moves in ordinary and number mazes
2. Recounting objects depicted by repeatedly intersecting contours
3. Finding numbers using Schulte tables
4. Draw faster
5. Find who's hiding
6. Find similarities and differences
7. Read the scattered words
One such technique is vocabulary dictation with commentary(Levitina S.S., 1980). This method, well known to teachers, becomes a way to measure attention if the following changes are made to it:
1) the teacher reads each word only once;
2) students can pick up pens only after listening to the comments;
3) the teacher must carefully ensure that students do not look into each other’s notebooks.
If a student cannot write down a word after the comments, he is allowed to write a dash. At the same time, children are warned that a dash is equivalent to a mistake. Before starting the dictation, despite the fact that commented writing is a type of work known to students from the first grade, it is advisable to show with several examples what needs to be done.
For example, for a commented letter the word is selected"transplanted". The teacher reads this word, and then calls several students, each of whom names in turn the prefix, root, suffix, ending, explaining their spelling along the way. After that The teacher invites the children to take their pens and write down the commented word. Students are then reminded to put down their pens and work begins on the next word.
Commentary writing is a rather complex activity.
Analyzing the structure of the commented letter, psychologist S. N. Kalinnikova identified seven main stages of this activity, compliance with which ensures error-free execution:
1) primary perception of the spoken word;
2) independent analysis of the spelling of the orthoepic image of the word;
3) listening to comments;
4) presentation of the spelling of the word in accordance with the commentary;
5) clarification of the primary analysis of spelling with commentary;
6) spelling a word in accordance with its spelling;
7) checking the written word in accordance with the commentary.
Analysis of quantitative data (the number of children who completed the work correctly, who made a certain number of errors) provides information about the quality of concentration and stability of students’ attention. The success of this work and the nature of the mistakes made make it possible to judge the organization of students’ collective attention.
The methodological technique proposed by psychologist S. L. Kabylnitskaya allows one to measure the individual attention of students. Its essence is to identify deficiencies in attention when detecting errors in the text. This work does not require students to have any special knowledge or skills. The activities they perform in this case are similar to those that they must carry out when checking their own essays and dictations. Detecting errors in a text requires primarily attention and is not related to knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, words in a sentence, elementary semantic errors.
Examples of texts offered to children in order to detect errors:
a) “Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots growing in the garden. They didn’t breed near Moscow, but now they do. Vanya was running across the field, but suddenly stopped. Gruchs build nests in trees. There were a lot of caviar hanging on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. Rai's notebook contains good notes. Children were playing in the school playground. A grasshopper chirps in the grass. In winter, the apple tree bloomed in the garden.” The work is carried out as follows.
Each student is given a text printed on a piece of paper and given the following instructions: “The text you received contains various errors, including semantic ones. Find and correct them." Each student works independently and is given a certain amount of time to complete the task.
Proofreading tasks. In proofreading tasks, the child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to experience what it means to be attentive and develop a state of inner concentration.
Completing proofreading tasks contributes to the development of concentration and self-control when students perform written work.
The instructions are as follows: “Within 5 minutes, you need to find and cross out all the letters “A” you encounter (you can indicate any letter): both small and capital letters, both in the title of the text and in the author’s surname, if someone has them "
As you master the game, the rules become more complicated: the letters you are looking for change; two letters are searched at the same time, one is crossed out, the second is underlined; on one line the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration is four or fewer absences. More than four absences - poor concentration.
"Find the Words"
Words are written on the board, in each of which you need to find another word hidden in it. For example:
Laughter, wolf, post, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, jacket.
Memory plays an even more significant role in people's lives. Without memory, a person could not learn anything, remember what he has learned, or retain for the future impressions of correct actions and mistakes made.
Memory is the remembering, storage and subsequent reproduction of what we previously perceived, experienced or did.
Memory is an amazing property of human consciousness, it is the renewal in our consciousness of the past, images of what once impressed us.
In my old age I live again,
The past passes before me -
How long has it been rushing, full of events,
Worried like the ocean?
Now it is silent and calm,
My memory has preserved a few faces,
Few words reach me
And everything else perished irrevocably...
A. S. Pushkin
Remember something- means to connect what is remembered with something, to weave what needs to be remembered into the network of existing connections, form associations. There are several types of associations:
- by contiguity: the perception or thought of one object or phenomenon entails the recall of other objects and phenomena adjacent to the first in space or time (this is how, for example, a sequence of actions is remembered);
- by similarity: images of objects, phenomena or thoughts about them evoke memories of something similar to them. These associations underlie poetic metaphors, for example, the sound of waves is likened to the talking of people;
- by contrast: sharply different phenomena are associated - noise and silence, high and low, good and evil, white and black, etc.
In the processes of memorization and reproduction, semantic connections play an extremely important role: cause - effect, the whole - its part, the general - the particular.
It is important to teach memorization techniques
Exercise to develop the ability to switch and distribute attention,
visual and operational memory, the ability to use semantic memorization techniques.
The children are shown a picture with bright objects for 1 second and then removed.
Then the question is asked: “How can you remember what you saw?”
Students give different answers. The teacher leads the children to this: “For this you need:
give instructions to remember what you see,
cover the entire number of objects, trying to count them,
divide these objects into semantic groups, coming up with a name for each group (a generalizing word),
imagine the location of each group of objects in the form of some figures,
estimate that the total number of items in all groups after counting coincides with the number of all items.”
Technique for completing the task:
a table (5x3) is prepared in advance in the notebook, where the names of objects will subsequently be entered in the order of their location in the picture
the second time a picture with bright objects is shown (20 seconds). These objects are named and indirectly remembered (distributed into semantic groups),
then the picture is removed, the command is given to enter into the table the names of objects according to invented groups in the same location as in the picture,
the work is done independently, then the students exchange notebooks and pencils to correct each other’s mistakes,
After this, the picture is shown, and the owner of the notebook corrects his mistakes with a pen. Next, the teacher sums up the results and makes recommendations.
Younger schoolchildren have a more developed visual and figurative memory than semantic memory. They better remember specific objects, faces, facts, colors, events.
But in primary school it is necessary to prepare children for secondary education, so it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, we contribute to the development of their thinking.
1. Remember two-digit numbers.
2. Remember the math terms.
3. Chain of words.
4. Draw patterns from memory.
5. Remember and reproduce the pictures
6. Visual dictations
7. Auditory dictations
or mnemonics. Let's list some of them.
See, hear and offend,
To persecute, endure and hate,
And turn, look, hold,
And depend and breathe,
Look, -it, -at, -yat write.
zero is king
K. D. Ushinsky said that a teacher who wants to firmly imprint something in a child’s memory must ensure that as many of the children’s senses as possible - the eye, ear, voice, sense of muscular movements and even, if possible, smell and taste - took part in the act of memorization.
A person not only perceives the world around him, but also wants to understand it. To understand means to penetrate into the essence of objects and phenomena, to know the most important, essential things in them. Understanding is provided by the most complex cognitive mental process called thinking.
Therefore, already in elementary school, it is necessary to teach children to analyze, compare and generalize information obtained as a result of interaction with objects not only of reality, but also of the abstract world.
Nothing like mathematics contributes to the development of thinking, especially logical thinking, since the subject of its study are abstract concepts and patterns, which in turn are dealt with by mathematical logic.
1. Ingenuity tasks
2. Joke tasks
3. Number figures
4. Problems with geometric content
5. Logic exercises with words
6. Math games and tricks
7. Crosswords and puzzles
8. Combinatorial problems
ANALYSIS, synthesis. comparison, classification.
Example from RUSSIAN
Developmental course for junior schoolchildren
"Development of cognitive abilities"
The main goal of the course: development of the intellectual and creative potential of the child’s personality.
1. In accordance with the goal, specific objectives of the course are defined:
2. Development of cognitive abilities of younger schoolchildren.
3. Development of his creative abilities.
4. Expanding the horizons of students.
5. Development of the emotional-volitional sphere.
6. Formation of the child’s desire for personal growth.
The peculiarities of RPS classes are fundamentally different from school lessons in that the child is offered tasks of a non-educational nature.
The main time in classes is devoted to children independently completing logical search tasks, thanks to this, children develop general educational skills: to act independently, make decisions.
And if at the beginning of work on this course, completing many of the proposed tasks causes difficulties for children, since they have not encountered tasks of this type in traditional lessons, then by the end of the course most students should cope with a large number of tasks.
At each lesson, after independent work, a collective check of the correctness of the assignment is carried out. The main goal of this test is to show students how to complete the task correctly and, most importantly, why other options are most likely wrong. This form of work creates conditions for normalizing self-esteem in different children, namely: in children whose mental processes are well developed, but educational material is poorly absorbed due to poorly developed mental processes (for example, memory, attention), self-esteem increases. Children whose educational success is dictated mainly by diligence and diligence experience a decrease in inflated self-esteem.
Children are offered tasks of varying complexity, so any child can feel confident in their abilities when solving logic search problems. You can first interest your child in tasks that he can easily cope with. If a task turns out to be too difficult, you can put it off for a while and then return to it. At the same time, it is very important not to abandon the task completely. At the adult's discretion, some tasks may not have a time limit. Let the child spend as much time as he needs. The next time he encounters a task of this type, he will complete it faster.
There are no grades given in these classes, but each child evaluates his or her own success. This creates a special positive emotional background: relaxedness, interest, desire to independently carry out the proposed tasks.
The RPS course includes the following tasks:
Tasks for developing attention
Tasks developing auditory and visual memory
Tasks for the development and improvement of imagination
Tasks aimed at developing thinking
Tasks for developing attention
The tasks of this group include a number of exercises aimed at developing voluntary attention, its volume and stability, switching and distribution. Completing tasks of this type helps develop the ability to focus purposefully, search for the right path, and find the shortest way to solve problems. For example, “Search for identical objects”, “What has changed”, “What object is missing”, “Find the differences”, and others.
Tasks that develop memory
Activities in this group include exercises aimed at developing and improving auditory and visual memory. When completing tasks, schoolchildren learn to use their memory and use special techniques to facilitate memorization. As a result of such exercises, students comprehend and firmly retain in their memory various terms and definitions. At the same time, the volume of visual and auditory memorization increases, and semantic memory develops. The foundation is laid for the rational use of energy and time. For example, the games “Memorizing pictures”, “Drawing graphic patterns from memory”, “Filling out tables from memory”, reproducing stories, learning songs, tongue twisters, nursery rhymes, poems, etc. contributes to the development of auditory memory.
Tasks for the development and improvement of imagination
The course for the development of imagination is built mainly on material that includes tasks of a geometric nature;
Complete drawing of simple compositions from geometric bodies and figures that do not depict anything specific
Selecting a figure of the desired shape to restore the whole
Drawing figures without lifting the pencil from the paper or drawing the same line twice
Selecting a pair of identical figures
Isolating specified figures from the general pattern in order to identify a camouflaged object
Dividing a figure into several specified parts and restoring a given figure from its parts
And others
Improving imagination is also facilitated by working with isographs (these are words written in letters, the arrangement of which resembles the image of the object in question) and numerographs (the object is depicted using a number).
Tasks that develop thinking
The priority direction of education in primary school is the development of thinking. For this purpose, it is proposed to use exercises that allow students to form correct judgments and carry out proofs at a level accessible to them, without prior theoretical mastery of the laws and rules of logic themselves. In the process of performing such exercises, children learn to compare different objects, perform the simplest types of synthesis and analysis, establish connections between concepts, learn to combine and plan. Children are offered tasks aimed at developing the ability to work with algorithmic instructions (step-by-step execution of actions). The system of tasks and exercises presented in RPS classes allows you to solve all three aspects of the didactic goal: cognitive, developmental and educational.
Cognitive aspect
Formation and development of various types of memory, attention and imagination.
Formation and development of general educational skills.
Forming the ability to search and find new solutions, new approaches to considering the proposed situation, and find unusual ways to achieve the required result.
Developmental aspect
Speech development.
Development of thinking, in the course of mastering techniques of mental activity such as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and disprove.
Development of spatial perception and sensorimotor coordination.
Educational aspect
Education of a system of moral interpersonal relations.
Basic principles of material distribution
Systematic principle: tasks are arranged in a certain order
The principle of “from simple to complex” tasks gradually become more complex
Gradual increase in material volume
Increasing the pace of task completion
Change of different types of activities
Thus, the main goal of education is achieved - expanding the “zone of proximal development of the child” and consistently transferring it to the “zone of actual development.”
The systematic use of tasks to develop the cognitive abilities of younger schoolchildren increases the level of development of students' intelligence, develops memory, attention, thinking, perception, and broadens their horizons.
In order for a child to learn to the fullest extent of his abilities, it is necessary to arouse in him a desire to learn, to knowledge, to help the child believe in himself, in his abilities.
Human cognitive abilities are the ability of the brain to study and analyze the surrounding reality, finding ways to apply the received information in practice. Cognition is a complex and multi-level 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 is a psychological process of cognition associated with the discovery of subjectively new knowledge, with problem solving, with the creative transformation of reality; imagination is a cognitive process consisting in the creation of new images by processing material obtained in previous experience; attention is a state of psychological concentration, concentration on some 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 and the laws of their formation is necessary for the correct choice of teaching and upbringing methods. Scientists such as JI.C. also made a great contribution to the study and development of cognitive abilities. Vygotsky, A.N. Leontyev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein et al.
The scientists presented above have developed various methods and theories for the development of cognitive abilities (zone of proximal development - L.S. Vygotsky, developmental learning - 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 characteristics of the main components of the cognitive abilities of younger schoolchildren.
One of the components of cognitive abilities is memory. Memory is the most important psychological component of educational cognitive activity. Mnemonic activity throughout school age becomes more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student’s mastery of techniques and methods of memorization. The specificity of the content and new requirements for memory processes introduce significant changes into these processes. Memory capacity increases. Memory development is uneven. Memorization of visual material is maintained throughout initial training, but the predominance of verbal material in educational activities 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 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 strengthened (compared to visual-figurative);
2. The child acquires the ability to consciously manage his memory, regulate its manifestations (memorization, reproduction, recollection).
And yet, in elementary school, children have better developed mechanical memory. This is explained by the fact that primary schoolchildren do not know how to differentiate memorization tasks (what needs to be remembered verbatim and what in general terms).
The memory of younger schoolchildren, compared to the memory of preschoolers, is more conscious and organized. It is typical for younger schoolchildren to have an uncritical memory, which is combined with uncertainty in learning the material. Younger schoolchildren 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.
Younger schoolchildren have more developed visual-figurative memory than semantic memory. They remember specific objects, faces, facts, colors, events better. This is due to the predominance of the first signaling system. During training in primary school, a lot of concrete, factual material is given, which develops visual, figurative memory. But in primary school it is necessary to prepare children for education at the secondary level, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, the teacher contributes to the development of their thinking.
The development of thinking in primary school age plays 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, become intellectualized and acquire a voluntary character.
The thinking of a child of primary school age is at a critical stage of development. During this period, a transition occurs 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, is already subject to logical principles, but abstract, formal-logical reasoning for children is still not available.
M. Montessori notes that the child has an “absorbent mindset.” He absorbs the images of the world around him, provided by his senses, unconsciously and tirelessly.”
M. Montessori compares the child's thinking to a sponge that absorbs water. Just as a sponge absorbs any water - clean or dirty, clear, cloudy or tinted - a child’s mind abstracts images of the external world, without dividing them into “good” and “bad”, “useful” and “useless”, etc. d. In this regard, the subject and social environment surrounding the child acquires particular importance. An adult must create for him an environment in which he could find everything necessary and useful for his development, receive rich and varied sensory impressions, “absorb” correct speech, socially acceptable ways of emotional response, examples of positive social behavior, ways of rational activity with objects.
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 concentration at a given moment in time on any object (object, event, image, reasoning). The predominant type of attention of a primary school student at the beginning of learning is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new and unusual is strong at this age. Child: cannot yet control his attention and often finds himself at the mercy of external impressions.
The attention of a primary school student is closely related to mental activity - students cannot focus their attention on the unclear, incomprehensible. They quickly become distracted and start doing other things. It is necessary to make the difficult and incomprehensible things simple and accessible for the student, to develop volitional effort, and with it voluntary attention.
The arbitrariness of cognitive processes in children aged 6-8 and 9-11 years old occurs only at the peak of volitional effort, when the child specifically organizes himself under the pressure of circumstances or on his own impulse. In normal circumstances, it is still difficult for him to organize his mental activity in this way.
In addition to the predominance of involuntary attention, age-related features also include its relatively low stability. The processes of excitation and inhibition in the cerebral cortex alternate quite quickly in younger schoolchildren. Therefore, the attention of a child of primary school age is characterized by easy switching and distraction, which prevents him from focusing on one object. Research on the distribution of attention has revealed its connection with the age of the student. By the end of the 3rd year of study, schoolchildren, as a rule, increase and improve their ability to distribute and switch attention. 3rd grade students can simultaneously monitor the content of what they write in their notebooks, the accuracy of their writing, their posture, and also what the teacher says. They hear the teacher's instructions without stopping their work.
L.S. Vygotsky believes that children's interest acquires extreme pedagogical significance as the most common form of manifestation of involuntary attention. He emphasizes that children's attention is directed and guided almost entirely by interests, and therefore the natural reason for a child's absent-mindedness is always the discrepancy between two lines in the pedagogical work: interest itself and those activities that the teacher offers as mandatory.
Subsequently, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive during some types of work and become absent-minded during other types of educational activities.
Attention and imagination are closely related. A characteristic feature of the imagination of a junior schoolchild is its reliance on specific objects. So, in play, children use toys, household items, etc. Without this, it is difficult for them to create imaginative images.
When reading and telling stories, the child relies on a picture, a specific image. Without this, the student cannot imagine or recreate the situation being described.
At primary school age, in addition, the active development of the recreating imagination occurs. In children of primary school age, several types of imagination are distinguished. It can be reconstructive (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 emerging 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 primary school student 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 those actions and positions that they observed in adults, they act out stories that they experienced, that they saw in the movies, reproducing without changes the life of school, family, etc.
With age, the elements of reproductive, simple reproduction in the imagination of a junior schoolchild become less and less, and creative processing of ideas appears to an increasing extent.
According to research by L.S. Vygotsky, a child of preschool age and primary school 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 and imaginary, a child, of course, has more than an adult. However, not only the material from which the imagination is built is poorer in a child than in an adult, but also the nature of the combinations that are added to this material, their quality and variety are significantly inferior to the combinations of an adult. Of all the forms of connection with reality that we listed above, the child’s imagination, to the same extent as the adult’s, possesses 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 can already create a wide variety of situations in his imagination. Formed in playful substitutions of some objects for others, imagination moves into other types of activity.
Thus, having studied the features of extracurricular activities of primary schoolchildren and cognitive abilities and the characteristics 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 primary schoolchildren in extracurricular activities (clause 1.3).
