Features of the development of cognitive activity of junior schoolchildren. Enhancing the cognitive activity of primary schoolchildren

Ministry of Education and Science of the Russian Federation Lesosibirsk Pedagogical Institute Branch of Krasnoyarsk State University Department of Educational Psychology Levchenko A.V. 3rd year student of the Faculty of Physics and Mathematics, group f31 specialty physics Formation of cognitive activity of junior schoolchildren Course work Supervisor Associate Professor Denisov Alexander Ivanovich Lesosibirsk 2004 Contents Introduction 3 Chapter 1. The concept and structure of human activity 5 Chapter 2. General characteristics of cognitive processes 8 -19 - Sensations 8 - Perception 8 - Memory 10 - Imagination 12 - Attention 13 - Thinking 16 Chapter 3. Development of cognitive processes in primary school age. 19-27 - Perception. 19 - Memory. 20 - Attention 22 - Imagination 23 - Thinking and speech 24 Conclusion 28 List of used literature.30 Introduction Human activity as a conscious activity is formed and develops in connection with the formation and development of his consciousness.

It also serves as the basis for the formation and development of consciousness, the source of its content. Activity is always carried out in a certain system of human relations with other people.

It requires the help and participation of other people, i.e. acquires the character of joint activity. The results have a definite impact on the world around us, on the lives and destinies of other people.

Therefore, in activity, not only a person's attitude to things, but also his attitude to other people, always finds expression. The emergence and development of various types of human activity is a complex and lengthy process. The child's activity only gradually in the course of development, under the influence of education and training, takes the form of conscious purposeful activity. In cognitive activity, a person studies not only the world around him, but also himself, the process taking place in his psyche and physics.

The topic of mental activity, which is responsible for the mental development of a person, is especially relevant. The flow of information going to the child is constantly growing with the development of scientific and technological progress, and in order to obtain the most extensive and deep knowledge, it is necessary to use the most effective methods of teaching scientific knowledge. And in order to create such a technique, it is necessary to study the thought process in such a way as to know its strengths and weaknesses, and to identify the directions in which it is better to develop a person's mental activity.

And it is better to do this when the child grows and is formed into a personality, using his inclinations and interest in the world around him. The purpose of the analysis of the system of cognitive activity of a younger student. The object is the cognitive activity of schoolchildren. The subject is the formation of the cognitive activity of younger students. Objectives 1. Study the literature on this topic. 2. To reveal the features of the structure and development of the child's cognitive activity. The thinking of schoolchildren, undoubtedly, has still very large and underutilized reserves and opportunities. One of the tasks of psychology and pedagogy is to fully reveal these reserves and, on their basis, make teaching more effective and creative.

The concept and structure of human activity

Human activity is productive, creative, constructive ha ... 2. It can be a real physical object created by h ... For example, an action included in the structure of cognitive activity ... The nature of the operation depends on the conditions for performing the action, on the available ones. ..

General characteristics of cognitive processes

They have stronger short-term and operational types of memory. Others believe that attention is a completely independent ps ... Concentration of attention is sometimes called concentration, and these concepts ... It consists in the ability to disperse attention on a significant matter ... Thinking is a special kind of theoretical and practical activity, n ...

The development of cognitive processes at primary school age

4 The mnemonic activity of a younger student, like his teaching in the whole ... However, this prevents them from penetrating into the essence of things of events, phenomena, difficulties ... classification, an analytical-synthetic type of activity is formed, ... The very formulation of thought in verbal form provides better understanding ... Written fundamentally new type of speech that the child masters in ...

Conclusion

Conclusion Thinking activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.

For example, as a cognitive process, memory, which includes such operations as memorization, reproduction, forgetting and others.

Thinking is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved and the methods of its solution.4 Thinking activity is a close connection between sensory cognition and rational cognition. A child who comes to school and already with a certain amount of knowledge, only in the educational process actively develops and develops his cognitive activity. But for it to be even more effective and purposeful, it mainly depends on the teacher, how he can interest the student and set him up for learning activities.

Children of the first grade, who literally unlearned for six months, have well-developed cognitive processes, they are especially well oriented in the world around them, thinking and imagination are well developed, but such basic cognitive processes that strongly affect the educational process, assimilation of material such as attention and memory are just beginning develop. Forming in the process of educational activity, as the necessary means of e execution, analysis, reflection and planning become special mental actions, a new and more mediated reflection of the surrounding reality.

As these mental actions develop in younger schoolchildren, the basic cognitive processes of perception, memory, attention, and thinking develop in a fundamentally different way. Compared with preschool age, the content of these processes and their form change qualitatively. Thinking becomes abstract and generalized.

Thinking mediates the development of other mental functions, there is an intellectualization of all mental processes, their awareness, arbitrariness, generalization. Perception takes on the character of organized observation, carried out according to a specific plan. Memory acquires an intellectual character in younger schoolchildren. The child not only remembers, but also begins to solve special mnemonic problems for arbitrary intentional memorization or reproduction of the required material.

At primary school age, there is an intensive formation of memorization techniques. From the simplest memorization techniques through repetition and reproduction, the child proceeds to grouping and comprehending the connections of the main parts of the material being memorized. For memorization, schemes and models are used. At this age, the ability to focus on the required educational content is formed. Attention becomes purposeful and voluntary, its volume increases, and the ability to distribute attention between several objects increases.

List of used literature

List of used literature 1. Bogolyubov LN Lazebnikova A.Yu. Man and Society - Moscow Modern Humanitarian University, 2000. 2. Bogolyubov L.N. Methodical recommendations for the course - Man and society - M. Enlightenment, 2001. 3. Venger L. A. Mukhina V. S. Psychology Textbook. A handbook for students ped. Specialist schools 2002 Doshk. education and 2010 Education in preschool. institutions M. Education, 1988. 4. Gamezo M.V. Petrova E.A. Orlova L.M. Developmental and educational psychology.

Textbook for students of all specialties of pedagogical universities. M. Pedagogical Society of Russia, 2003. 5. Dictionary of a practical psychologist Comp. S.Yu. Golovin. Minsk Harvey, 1998. 6. Gonobolin F.N. Psychology. Ed. prof. N.F. Dobrynin. Textbook for students of pedagogical colleges. M. Education, 1973. 7. Davydov V.V. Age and educational psychology, M. Education 1973. 8. Zimnyaya I.А. Pedagogical psychology.

Textbook for universities. Second edition, supplemented and revised. M. Publishing Corporation Logos, 1999. 9. Brief psychological dictionary. Compiled by A.A. Karpenko Ed. A.V. Petrovsky, M.P. Yaroshevsky. M. Politizdat, 1985. 10. Kulagina I.Yu. Developmental psychology, development of a child from birth to 17 years. Textbook. 3rd ed. M. Publishing house URAO, 1997. 11. Levi V.L. The Hunt for Thought - M. Molodaya Gvardiya, 1967. 12. AA Lyublinskaya. Child psychology. Textbook for students of pedagogical institutes.

M. Education, 1971. 13. Menchinskaya N.A. Problems of learning and mental development of the student Selected psychological works - M Pedagogy, -1989. 14. Nemov R.S. Psychology. Vol. 1. Textbook for students of higher pedagogical educational institutions M. Humanitarian publishing center VLADOS, 2001-book. H. Psychodiagnostics. 15. Nemov R.S. Psychology. T.2. Textbook for students of higher pedagogical educational institutions M. Humanitarian publishing center VLADOS, 2001-book. H. Psychodiagnostics. 16. Nemov R.S. Psychology.

T.Z. Textbook for students of higher pedagogical educational institutions M Humanitarian publishing center VLADOS, 2001-book. H. Psychodiagnostics. 17. Petrovsky A.V. Psychology, M. Publishing Center - Academy. 18. Petrovsky A.V. General psychology - M. Enlightenment, 1986. 19. Rubinstein S. L. Foundations of General Psychology St. Petersburg Peter, 2000. 20. Sapogova EE. Psychology of human development Study guide. M. Aspect Press, 2001. 21. Slobodchikov V.I. Isaev E.I. Foundations of psychological anthropology.

Psychology of human development Development of subjective reality in ontogenesis Textbook for universities M. Shkolnaya Pressa, 2000. 22. Stolyarenko LD Fundamentals of psychology. Rostov ND, Phoenix Publishing House, 1996.

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Ministry of Education and Science of the Russian Federation

Lesosibirsk Pedagogical Institute

branch of Krasnoyarsk State University

Department of Educational Psychology

A.V. Levchenko

3rd year student of the Faculty of Physics and Mathematics

groups f31

speciality:

"physics"

Formation of cognitive activity of junior schoolchildren

Course work

Academic Supervisor: Associate Professor Denisov Alexander Ivanovich

Lesosibirsk 2004

Introduction …………………………………………………… .... 3

Chapter 1. Concept and structure of human activity ……… ..5

Chapter 2. General characteristics of cognitive processes ... ... ... 8-19

Feelings ………………………………………………… ... 8

Perception …………………………………………………… ..8

Memory ………………………………………………………… .10

Imagination ………………………………………………… ..12

Attention ……………………………………………………… 13

Thinking …………………………………………………… ..16

Chapter 3. Development of cognitive processes in primary school age ……………………………………………………………… .19-27

Perception …………………………………………………… .19

Memory ………………………………………………………… .20

Attention …………………………………………………… .... 22

Imagination ………………………………………………… ..23

Thinking and speaking …………………………………………… ..24

Conclusion ………………………………………………………… ... 28

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

Introduction

Human activity as a conscious activity is formed and develops in connection with the formation and development of his consciousness. It also serves as the basis for the formation and development of consciousness, the source of its content.

Activity is always carried out in a certain system of human relations with other people. It requires the help and participation of other people, i.e. acquires the character of joint activity. Its results have a definite impact on the world around us, on the lives and destinies of other people. Therefore, in activity, not only the attitude of a person to things, but also his attitude to other people, always finds expression.

The emergence and development of various types of human activity is a complex and lengthy process. The child's activity only gradually in the course of development, under the influence of education and training, takes the form of conscious purposeful activity.

In cognitive activity, a person studies not only the world around him, but also himself, the process taking place in his psyche and physics. The topic of mental activity, which is responsible for the mental development of a person, is especially relevant. The flow of information going to the child is constantly growing with the development of scientific and technological progress, and in order to obtain the most extensive and deep knowledge, it is necessary to use the most effective methods of teaching scientific knowledge. And in order to create such a technique, it is necessary to study the thought process in such a way as to know its strengths and weaknesses, and to identify the directions in which it is better to develop a person's mental activity. And this is best done when the child grows and is formed into a personality, using his inclinations and interest in the world around him.

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

An object: cognitive activity of schoolchildren.

Item: the formation of cognitive activity of junior schoolchildren.

Tasks:

1. Study of literature on this topic.

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

The thinking of schoolchildren, undoubtedly, still has very large and underutilized reserves and opportunities. One of the tasks of psychology and pedagogy is to fully reveal these reserves and, on their basis, make teaching more effective and creative.

The concept and structure of human activity.

To begin with, here are the various definitions of the concept of "activity" found in the psychological literature.

Activity can be defined as a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including himself and the conditions of his existence.

Activity- a dynamic system of interactions of the subject with the world, in the process of which the emergence and embodiment of the mental image in the object and the implementation of the subject's relations mediated by it in objective reality occur.

Activity- an active attitude to the surrounding reality, expressed in the impact on it.

In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that would not exist in nature without his activity. The creative character of human activity is manifested in the fact that, thanks to it, he goes beyond the limits of his natural limitations, i.e. surpasses its hypothetically conditioned capabilities. As a result of the productive, creative nature of his activities, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines, with their help, he produced new consumer products, material and spiritual culture, and ultimately transformed himself. The historical progress that has taken place over the past several tens of thousands of years owes its origin to activity, and not to the improvement of the biological nature of people.

The main differences between human activity and animal activity are as follows:

1. Human activity is productive, creative, constructive.

2. Human activity is associated with the objects of material and spiritual culture, which are used by him as items for satisfying needs, or as a means of his own development.

3. human activity transforms him, his abilities, needs, living conditions.

4. Human activity in its various forms and means of realization is a product of history. The activity of animals appears as a result of their biological evolution.

5. Objective activity of people from birth is not given to them. It is given in the cultural purpose and the way of using the surrounding objects. Such activities need to be shaped and developed in training and education.

Activity differs not only from activity, but also from behavior. Behavior is not always purposeful, does not imply the creation of a specific product, and is often passive. Activities are always purposeful, active, aimed at creating a specific product. Behavior is spontaneous, activity is organized; behavior is chaotic, activity is systematic.

Human activity has the following main characteristics: motive, goal, object, structure and means.

The motives of human activity can be very different: organic, functional, social, spiritual.

The goal of an activity is its product. It can be a real physical object created by a person, certain knowledge, skills, skills acquired in the course of activities, a creative result. The goal of an activity is not equivalent to its motive, although sometimes the motive and goal of an activity may coincide with each other.

The subject of activity is what it directly deals with. So, for example, the subject of cognitive activity is all kinds of information, the subject of educational activity is knowledge, skills, and the subject of labor activity is the created material product.

Every activity has a certain structure. It usually identifies actions and operations as the main components of activities. An action is also called a part of an activity. It has a completely independent, human-conscious goal. For example, the action included in the structure of cognitive activity can be called the receipt of books, reading it.

An operation refers to a way of performing an action. The nature of the operation depends on the conditions for performing the action, on the skills and abilities available to the person, on the available tools and means of performing the action.

The tools that he uses when performing certain actions and operations act as means of carrying out activities for a person.

So educational activity includes a variety of activities: recording lectures, reading books, solving problems, etc. In action, you can also see an end, a means, a result. For example, the goal of weeding is to create conditions for the growth of cultivated plants.

Any activity is a chain of actions:

FUNDS

ACHIEVEMENTS

ACTIONS,

DIRECTED

TO ACHIEVE

RESULT

It (activity) is inextricably linked with consciousness and will, relies on them, is impossible without cognitive and volitional processes.

So, activity is the internal (mental) and external (physical) activity of a person, regulated by a conscious goal.

Human activity is very diverse, we will consider activity as cognition.

How does a person know the world around him? This requires, first of all, the normal functioning of the sense organs, thanks to which a person receives information about the world around him, as well as about the state of his own body. The five basic senses - taste, touch, sight, hearing and smell - were described by the ancient Greek philosopher Aristotle more than two thousand years ago. But even sow the day continues to study them, analysis of the mechanisms of action. The initial element of sensory experience is the sensations that have arisen as a result of the direct impact of reality on the senses.

General characteristics of cognitive processes.

Feel

Sensations are the simplest of all mental phenomena. They represent a conscious, subjectively presented in the head of a person or unconscious, but acting on his behavior, the product of processing by the nervous system of significant stimuli that arise in the internal or external environment.

All living beings with a nervous system have the ability to feel. As for conscious sensations, they are available only in living beings that have a brain and cerebral cortex. This, in particular, is proved by the fact that when the activity of the higher parts of the central nervous system is inhibited, the work of the cerebral cortex is temporarily switched off naturally or with the help of biochemical preparations, a person loses the ability to have sensations, i.e. feel, consciously perceive the world. This happens, for example, during sleep, during anesthesia, with painful disturbances of consciousness.

The types of sensations reflect the originality of the stimuli that generate them. These stimuli, being associated with different types of energy, cause corresponding sensations of different quality: visual, auditory, skin (sensations of touch, pressure, pain, heat, cold, etc.), taste, olfactory. Information about the state of the muscular system is provided to us by proprioceptive sensations that mark the degree of muscle contraction or relaxation. The position of the body relative to the direction of the forces of gravity is evidenced by the feeling of balance. Both are usually not realized.

Perception

Unlike sensations, which are not perceived as properties of objects, specific phenomena or processes that occur outside and independently of us, perception always appears as subjectively correlated with the reality that exists outside of us, formed in the form of objects, and even in the case when we have dealing with illusions or when the perceived property is relatively elementary, evokes a simple sensation (in this case, this sensation necessarily refers to some phenomenon or object, is associated with it).

Sensations are in ourselves, the perceived properties of objects, their images are localized in space. This process, which is characteristic of perception as opposed to sensation, is called objectification.

Another difference between perception in its developed forms from sensations is that the result of the emergence of a sensation is some feeling (for example, the sensation of brightness, volume, salty, pitch, balance, etc.), while as a result of perception, an image that includes a complex of various interconnected sensations attributed by human consciousness to an object, phenomenon, process. In order for a certain object to be perceived, it is necessary to perform some kind of counter activity in relation to it, aimed at its study, construction and refinement of the image. This is usually not required for the sensation to appear.

Separate sensations are, as it were, "tied" to specific analyzers, and it is enough that a stimulus affects their peripheral organs - receptors - for a sensation to arise. The image that forms as a result of the process of perception presupposes interaction, the coordinated work of several analyzers at once. Depending on which of them works more actively, processes more information, receives the most significant signs indicating the properties of the perceived object, and distinguishes between the types of perception. Accordingly, visual, auditory, tactile perception are distinguished. Four analyzers - visual, auditory, skin and muscle - most often act as leading in the process of perception.

Objectivity, integrity, constancy and categoricality (meaningfulness and significance) are the main properties of an image that develop in the process and as a result of perception. Prev accuracy- this is a person's ability to perceive the world not as a set of sensations not related to each other, but in the form of objects separated from each other that have properties that cause these sensations. Integrity perception is expressed in the fact that the image of perceived objects is not given in a completely finished form with all the necessary elements, but, as it were, mentally completed to a certain integral form on the basis of a small set of elements. This also happens if some details of the object are not immediately perceived by a person at a given moment. Constants ness is defined as the ability to perceive objects relatively constant in shape, color and size, a number of other parameters, regardless of changing physical conditions of perception. Categoricality human perception is manifested in the fact that it is of a generalized nature, and we designate each perceived object with a word-concept, refer to a certain class. In accordance with this class, we seek and see signs in the perceived object that are characteristic of all objects of this class and are expressed in the volume and content of this concept.

The described properties of objectivity, integrity, constancy and categorical perception from birth are not inherent in humans; they gradually take shape in life experience, partly being a natural consequence of the work of analyzers, the synthetic activity of the brain.

Perception, therefore, acts as a meaningful (including decision-making) and designated (associated with speech) synthesis of various sensations received from integral objects or complex phenomena perceived as a whole. This synthesis appears in the form of an image of a given object or phenomenon, which develops in the course of their active reflection. Perception is a kind of cognitive process, without which mental activity is impossible. What we perceive and cognize does not disappear without a trace, but remains in our memory.

The impressions that a person receives about the world around them leave a certain mark, are preserved, fixed, and, if necessary and possible, are reproduced. These processes are called memory.“Without memory,” wrote S.L. Rubinstein, “we would be creatures of the moment. Our past would be dead to the future. The present, as it progresses, would irrevocably disappear in the past. "

Memory is the basis of a person's abilities, it is a condition for learning, acquiring knowledge, and developing skills. Normal functioning of neither personality nor society is impossible without memory. Thanks to his memory, its perfection, man stood out from the animal kingdom and reached the heights at which he is now. And further progress of mankind is unthinkable without constant improvement of this function.

Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing more than an imprinted, inherited or acquired experience in the process of individual life. Without constant renewal of such experience, its reproduction in suitable conditions, living organisms would not be able to adapt to the current rapidly changing life events. Not remembering what happened to him, the body simply could not improve further, since what it acquires would have nothing to compare with, and it would be irretrievably lost.

All living beings have memory, but it reaches the highest level of its development in humans. No other living creature in the world has such mnemonic capabilities that he possesses. In contrast to animals, humans have speech as a powerful means of memorizing, a way of storing information in the form of texts and various kinds of technical records. He does not need to rely only on his organic capabilities, since the main means of improving memory and storing the necessary information are outside him and at the same time in his hands: he is able to improve these means almost indefinitely, without changing his own nature. Finally, humans have three types of memory that are much more powerful and productive than animals: arbitrary, logical and mediated. The first is associated with a broad volitional control of memorization, the second - with the use of logic, the third - with the use of various means of memorization, mostly presented in the form of objects of material and spiritual culture.

More precisely and strictly than it was done above, human memory can be defined as psychophysiological and cultural processes that perform the functions of memorizing, preserving and reproducing information in life. These functions are essential for memory. They are different not only in their structure, initial data and results, but also in the fact that different people are not equally developed. There are people who, for example, have difficulty remembering, but reproduce well and keep the material they have memorized for a rather long time. These are individuals with developed long-term memory. There are people who, on the contrary, quickly remember, but also quickly forget what they once remembered. They are stronger short-term and operational types of memory.

The images of those objects and phenomena that are not perceived at the moment, but which were perceived earlier, are called representations of memory.

Performance- the result of all past perceptions of a given object or phenomenon. The image of your mother is the result of all her vulgar perceptions. Representation can be a generalized image not only of a single object, but also of a whole class of similar objects.

You can imagine a pyramid, a triangle, some kind of animal. This will be a generalized image of a whole group of similar objects. Generalized representations play an extremely important role in the formation of concepts - important elements of mental activity.

Representations can be visual, auditory, motor, tactile, etc.

On the basis of different ideas accumulated by the experience of human activity, a person's imagination is formed.

Imagination

Imagination- a special form of the human psyche, which stands apart from other mental processes and at the same time occupies an intermediate position between perception, thinking and memory. The specificity of this form of the mental process lies in the fact that imagination is probably characteristic only of a person and is strangely connected with the activity of the organism, being at the same time the most "mental" of all mental processes and states. The latter means that the ideal and mysterious nature of the psyche is not manifested in anything other than imagination. It can be assumed that it was the imagination, the desire to understand and explain it, that attracted attention to mental phenomena in antiquity, supported and continues to stimulate it in our days.

As for the mysteriousness of this phenomenon, it consists in the fact that until now we know almost nothing about the mechanism of imagination, including its anatomical and physiological basis.

Thanks to imagination, a person creates, intelligently plans and manages his activities. Almost all human material and spiritual culture is a product of the imagination and creativity of people, and we already know quite well what significance this culture has for the mental development and improvement of the "homo sapiens" species. Imagination takes a person out of the bounds of his momentary existence, reminds him of the past, opens the future. Possessing a rich imagination, a person can "live" at different times, which no other living creature in the world can afford. The past is fixed in images of memory, voluntarily resurrected by an effort of will, the future is represented in dreams and fantasies.

Imagination is the basis of visual-figurative thinking, which allows a person to navigate a situation and solve problems without the direct intervention of practical actions. It helps him in many ways in those cases of life when practical actions are either impossible, or difficult, or simply inappropriate (undesirable).

Imagination differs from perception in that its images do not always correspond to reality, they have elements of fantasy, fiction.

Attention

Attention- one of those cognitive processes of a person, regarding the essence and the right to independently consider which there is still no agreement among psychologists, despite the fact that his research has been going on for many centuries. Some scientists argue that as a special, independent process of attention does not exist, that it acts only as a side or moment of any other psychological process or human activity. Others believe that attention is a completely independent mental state of a person, a specific internal process that has its own characteristics that are not reducible to the characteristics of other cognitive processes. As a substantiation of their point of view, supporters of the latter opinion point out that in the human brain it is possible to find and distinguish a special kind of structures associated specifically with attention, anatomically and physiologically relatively autonomous from those that ensure the functioning of other cognitive processes.

Indeed, attention occupies a special position in the system of psychological phenomena. It is included in all other mental processes, acts as their necessary moment, and it is not possible to separate it from them, to isolate and study it in a “pure” form. We deal with the phenomena of attention only when the dynamics of cognitive processes and the features of various mental states of a person are considered. Whenever we try to highlight the "matter" of attention, distracting from the rest of the content of mental phenomena, it seems to disappear.

However, one cannot fail to see the peculiarities of attention, which run like a red thread through all other mental phenomena, where it manifests itself, not reducible to the moments of various types of activity in which a person is involved. This is the presence in it of some dynamic, observable and measurable characteristics, such as volume, concentration, switchability and a number of others, which are not directly related to cognitive processes such as sensations, perception, memory and thinking.

One of the most characteristic features of our spiritual life, wrote the famous American psychologist E. Titchener, is the fact that, being under a constant influx of more and more new impressions, we note and notice only the smallest, insignificant part of them. Only this part of external impressions and internal sensations is highlighted by our attention, appears in the form of images, is fixed in memory, becomes the content of reflections.

Attention can be defined as a psychophysiological process, a state that characterizes the dynamic features of cognitive activity. They are expressed in its concentration on a relatively narrow area of ​​external or internal reality, which at a given point in time become conscious and concentrate on themselves the mental and physical forces of a person for a certain period of time.

Attention- the concentration of the subject's activity at a given time on some real or ideal object - an object, event, image, reasoning.

Attention - it is a process of conscious or unconscious (semi-conscious) selection of one information coming through the senses and ignoring the other.

Human attention has five main properties: stability, focus, switchability, distribution and volume. Let's consider each of them.

Sustainability attention is manifested in the ability for a long time to maintain a state of attention on any object, subject of activity, without being distracted or weakening attention. Stability of attention can be determined by various reasons. Some of them are associated with the individual physiological characteristics of a person, in particular with the properties of his nervous system, the general state of the body at a given time; others characterize mental states (agitation, lethargy, etc.), still others correlate with motivation (presence or absence of interest in the subject of activity, its significance for the individual), and still others - with the external circumstances of the activity.

People with a weak nervous system or overexcited people can quickly get tired and become impulsive. A person who is not doing very well physically also tends to be characterized by erratic attention. Lack of interest in the subject contributes to the frequent distraction of attention from it, and, on the contrary, the presence of interest keeps attention in an increased state for a long period of time. In an environment that is characterized by the absence of outwardly distracting moments, attention is quite stable. In the presence of many highly distracting stimuli, it fluctuates, becomes not stable enough. In life, the characteristic of the general stability of attention is most often determined by a combination of all these factors taken together.

Focused attention(the opposite quality - absent-mindedness) manifests itself in the differences that are in the degree of concentration of attention on some objects and its distraction from others. A person, for example, can focus his attention on reading some interesting book, on doing something exciting and not notice anything that is happening around. At the same time, his attention can be focused on a certain part of the readable text, even on a separate sentence or word, and also more or less distributed throughout the text. Concentration is sometimes referred to as concentration, and these concepts are considered synonymous.

Switchability attention is understood as its transfer from one object to another, from one type of activity to another. This characteristic of human attention is manifested in the speed with which he can transfer his attention from one object to another, and such a transfer can be both involuntary and arbitrary. In the first case, the individual involuntarily transfers his attention to something that accidentally interested him, and in the second - consciously, by an effort of will, he forces himself to focus on some object, even not very interesting in itself. Switching attention, if it occurs on an involuntary basis, may indicate its instability, but such instability is not always a reason to consider it as a negative quality. It often contributes to the temporary rest of the body, the analyzer, the preservation and restoration of the working capacity of the nervous system and the body as a whole.

Two differently directed processes are functionally connected with the switchability of attention: inclusion and distraction of attention. The first is characterized by how a person turns his attention to something and completely concentrates on it; the second is how the process of distraction is carried out.

All three discussed characteristics of attention are associated, among other things, with special properties of the human nervous system, such as lability, excitability and inhibition. The corresponding properties of the nervous system directly determine the quality of attention, especially involuntary, and therefore they should be considered mainly as naturally conditioned.

Distribution attention is its next characteristic. It consists in the ability to disperse attention over a significant space, perform several types of activities in parallel, or perform several different actions. Note that when it comes to the distribution of attention between different types of activities, this does not always mean that they are literally performed in parallel. This happens rarely, and such an impression is created due to the person's ability to quickly switch from one type of activity to another, having time to return to the continuation of the interrupted before forgetting occurs.

It is known that memory for interrupted actions can persist for a certain time. During this period, the person can easily return to the continuation of the interrupted activity. This is exactly what happens most often in cases of distribution of attention between several simultaneously performed tasks.

The distribution of attention depends on the psychological and physiological state of the person. With fatigue, in the process of performing complex activities that require increased concentration of attention, the area of ​​its distribution usually narrows.

Volume attention is such a characteristic that is determined by the amount of information that is simultaneously able to be stored in the sphere of increased attention (consciousness) of a person. The numerical characteristic of the average attention span of people is 5-7 units of information. It is usually established through experience, during which a large amount of information is presented to a person for a very short time. What he manages to notice during this time characterizes his attention span. Since the experimental determination of the amount of attention is associated with short-term memorization, it is often identified with the amount of short-term memory.

Thinking

“Common sense has an excellent sense of smell, but senilely dull teeth” - this is how one of its most interesting researchers, K. Dunker, characterized the meaning of thinking, obviously opposing it to common sense. It is difficult to disagree with this, bearing in mind that thinking in its highest creative human forms cannot be reduced either to intuition or to life experience, which form the basis of the so-called "common sense". What is thinking? What are its differences from other ways of human cognition of reality?

First of all, thinking is the highest cognitive process. It is a product of new knowledge, an active form of creative reflection and transformation of reality by a person. Thinking generates such a result, which does not exist either in reality itself or in the subject at a given moment. Thinking (in elementary forms it is also present in animals) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas.

The difference between thinking and other psychological processes is also that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is set. Thinking, in contrast to perception, goes beyond the limits of the sensually given, expands the boundaries of cognition. In sensory thinking, certain theoretical and practical conclusions are drawn. It reflects being not only in the form of individual things, phenomena and their properties, but also determines the connections that exist between them, which most often are not directly given to a person in the very perception. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws, entities.

In practice, thinking as a separate mental process does not exist, it is invisibly present in all other cognitive processes: in perception, attention, imagination, memory, speech. The highest forms of these processes are necessarily associated with thinking, and the degree of its participation in these cognitive processes determines their level of development.

Thinking is the movement of ideas that reveals the essence of things. Its result is not an image, but some thought, an idea. A specific result of thinking can be understand tie - generalized reflection of a class of objects in their most general and essential features.

Thinking is a special kind of theoretical and practical activity, which presupposes a system of actions and operations of an orientation-research, transformative and cognitive nature included in it.

Theoretical conceptual thinking- this is the kind of thinking, using which a person, in the process of solving a problem, turns to concepts, performs actions in his mind, without directly dealing with the experience obtained with the help of the senses. He discusses and searches for a solution to the problem from beginning to end in his mind, using ready-made knowledge obtained by other people, expressed in conceptual form, judgments, inferences. Theoretical conceptual thinking is characteristic of scientific theoretical research.

Theoretical figurative thinking differs from conceptual thinking in that the material that a person uses here to solve a problem is not concepts, judgments or inferences, but images. They are either directly retrieved from memory, or creatively recreated by the imagination. Such thinking is used by workers in literature, art, in general, people of creative work who deal with images. In the course of solving mental problems, the corresponding images are mentally transformed so that a person, as a result of manipulating them, could directly see the solution to the problem of interest.

Both considered types of thinking - theoretical conceptual and theoretical figurative - in reality, as a rule, coexist. They complement each other well, reveal to a person different, but interrelated aspects of life. Theoretical conceptual thinking gives, although abstract, but at the same time the most accurate, generalized reflection of reality. Theoretical figurative thinking allows you to get a specific subjective perception of it, which is no less real than the objective-conceptual one. Without this or that type of thinking, our perception of reality would not be as deep and versatile, accurate and rich in various shades as it really is.

A distinctive feature of the following type of thinking - pictorial- consists in the fact that the thought process is directly related to the perception of the surrounding reality by a thinking person and cannot be performed without it. Thinking in a visual-figurative manner, a person is tied to reality, and the images themselves necessary for thinking are presented in his short-term and operative memory (in contrast to this, images for theoretical figurative thinking are extracted from long-term memory and then transformed).

This form of thinking is most fully and fully represented in children of preschool and primary school age, and in adults - among people engaged in practical work. This type of thinking is sufficiently developed in all people who often have to make decisions about the subjects of their activity only by observing them, but not directly touching them.

The last of the types of thinking indicated on the diagram is visual-effective. Its peculiarity lies in the fact that the process of thinking itself is a practical transformative activity carried out by a person with real objects. The main condition for solving the problem in this case is the correct actions with the corresponding objects. This type of thinking is widely represented among people engaged in real production labor, the result of which is the creation of a specific material product.

The development of cognitive processes at primary school age

Perception

The rapid sensory development of a child in preschool age leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of the object. The learning process makes new demands on its perception. In the process of perceiving educational information, students need arbitrariness and meaningfulness, they perceive various patterns (standards), in accordance with which they must act. Arbitrariness and meaningfulness of actions are closely interrelated and develop simultaneously. At first, the child is attracted by the object itself, and first of all by its outward bright signs. Children still cannot concentrate and carefully consider all the features of an object and highlight the main and essential in it. This feature is also manifested in the process of educational activity. Studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and 3, etc. The teacher's work should be constantly directed at teaching the student to analyze, compare the properties of objects, highlight the essential and express it in words. It is necessary to teach to focus on the subjects of educational activity, regardless of their external attractiveness. All this leads to the development of arbitrariness, meaningfulness, and at the same time to a different selectivity of perception: selectivity in content, and not in external attractiveness. By the end of grade 1, the student is able to perceive subjects in accordance with the needs and interests that arise in the learning process, and their past experience. The teacher continues to teach him the technique of perception, shows the techniques of examination or listening, the procedure for revealing properties.

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

The memory of a younger student is the primary psychological component of educational and cognitive activity. In addition, memory can be viewed as an independent mnemonic activity aimed specifically at memorization. At school, students systematically memorize a large volume of material, and then reproduce it. The younger student remembers more easily what is bright, unusual, what makes an emotional impression. But school life is such that from the very first days it requires the child to voluntarily memorize the material: this is the daily routine, and homework, and the rule passed in the lesson. Not owning mnemonic activity, the child strives for mechanical memorization, which is generally not a characteristic feature of his memory and causes enormous difficulties. This disadvantage is eliminated if the teacher teaches him rational memorization techniques. Researchers distinguish two directions in this work: one - on the formation of methods of meaningful memorization (dismemberment into semantic units, semantic grouping, semantic comparison, etc.), the other - on the formation of methods of reproduction, distributed in time, as well as methods of self-control over the results memorization.

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

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students of grades 1 and 2 find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, they only mechanically divide the memorized material in order to make it easier to memorize smaller pieces of text. It is especially difficult for them to divide the text into semantic parts from memory, and they do it better only when they directly perceive the text. Therefore, from grade 1, work on dismembering the text should begin from the moment when children orally convey the content of the picture, story. Drawing up a plan allows them to comprehend the sequence and relationship of the studied (this can be a plan for solving a complex arithmetic problem or a literary work), remember this logical sequence and reproduce accordingly.

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

Playback- a difficult activity for a junior schoolchild that requires setting a goal, including thinking processes, and self-control.

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

Attention

The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only if a sufficiently high level of voluntary attention is formed. As you know, a preschooler is dominated by involuntary attention, it also predominates in the early years of schooling among younger students. That's why development arbitrary attention becomes a condition for the further successful educational activity of the student, and, consequently, a task of paramount importance for the teacher.

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

So, the attention span of a younger student is less than that of an adult, and his ability to distribute attention is also less developed. The inability to distribute attention is especially vivid when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the second grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the educational work of students at home, in the classroom and their public affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, a great instability of attention is also manifested. While developing the stability of attention of primary schoolchildren, the teacher should remember that in grades 1 and 2, the stability of attention is higher when they perform external actions and lower when they perform mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, drawings. Imperfect in younger schoolchildren is also such an important property of attention as switching. At the beginning of learning, they have not yet formed educational skills and abilities, which prevents them from quickly moving from one type of training to another, however, improving the learning activity already by grade 2 leads to the formation in children of the ability to switch from one stage of the lesson to another, from one academic work to another. Along with the development of voluntary attention, involuntary attention also develops, which is now associated not with the brightness and external attractiveness of the object, but with the needs and interests of the child arising in the course of educational activity, i.e. with the development of their personality, when feelings, interests, motives and needs constantly determine the direction of his attention. So, the development of students' attention is associated with their mastery of educational activities and the development of their personality.

Imagination

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

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the classroom is important to accumulate the system of thematic representations of children. As a result of the constant efforts of the teacher in this direction, changes occur in the development of the imagination of the younger student: at first, the images of imagination in children are vague, unclear, but then they become more precise and definite; at first, only a few features are displayed in the image, and among them insignificant ones prevail, and by the 2nd or 3rd class the number of displayed features increases significantly, and among them essential ones prevail; the processing of images of accumulated ideas is initially insignificant, and by grade 3, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce a convention: at the beginning of learning, for the appearance of an image, a specific object is required (when reading and telling, for example, reliance on a picture), and then reliance on a word develops, since it is this that allows the child to create mentally a new image (writing an essay based on a teacher's story or read in a book).

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

Thinking and speaking

The features of the mental activity of a younger student in the first two years of schooling are in many respects similar to the features of the thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their images. Conclusions, generalizations are made on the basis of certain facts. All this manifests itself in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student switches from action with specific objects to mental operations with a number, the same takes place in Russian lessons when mastering a word that is not initially separated by him from the designated subject. but gradually it itself becomes the subject of special study.

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

At the first stage (grades 1-11), their thinking is in many ways similar to the thinking of preschoolers: the analysis of educational material is carried out mainly in visually - effective and visually - figurative plan... Children judge objects and phenomena by their individual external signs, one-sidedly, superficially. Their inferences are based on visual prerequisites given in perception, and conclusions are drawn not on the basis of logical arguments, but by direct correlation of judgment with perceived information. Generalizations and concepts of this stage strongly depend on the external characteristics of objects and fix those properties that lie on the surface. For example, the same preposition "on" is singled out by second-graders more successfully in cases where its meaning is concrete (expresses the relationship between visual objects - "apples on the table") than when its meaning is more abstract ("the other day", "for memory "). That is why the principle of visibility is so important in elementary school. By giving the children the opportunity to expand the scope of specific manifestations of concepts, the teacher makes it easier to highlight the essential general and designate it with the appropriate word. The main criterion for full-fledged generalization is the child's ability to give his own example, corresponding to the knowledge gained.

By the third grade, thinking passes into a qualitatively new, second stage, which requires the teacher to demonstrate the connections that exist between the individual elements of the assimilated information. By the 3rd grade, children master the genus-specific relationships between individual features of concepts, i.e. classification, an analytical-synthetic type of activity is formed, the action of modeling is mastered. This means that formal logical thinking begins to form.

In elementary school, much attention is paid to the formation of scientific concepts. subject concepts(knowledge of general and essential signs and properties of objects - birds, animals, fruits, furniture etc.) and relationship concepts(knowledge reflecting the connections and relationships of objective things and phenomena - magnitude, evolution etc.).

The development of thinking largely depends on the level of development thought processes... So, for example, the development of dialysis goes from practically effective to sensual and further to mental (from 1 to 3 grade). Moreover, the analysis starts out as partial and gradually becomes complex and systemic. Synthesis evolves from simple, summarizing to broader and more complex. Analysis for younger students is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis). Comparison in primary school age goes from unsystematic, focused on external signs, to planned, systematic. When comparing familiar objects, children more easily notice similarities, and when comparing new ones, differences.

It should be noted that younger students begin to become aware of their own thought processes and try to control them, although not always successfully.

In recent years, more and more talk about the formation at primary school age theoretical thinking on the basis empirical . Theoretical thinking is determined through a set of its properties (reflection; analysis of the content of the task with the allocation of a general way of solving it, which is transferred "from the spot" to a whole class of tasks; an internal action plan that ensures planning and execution of them in the mind). Empirical thinking carried out by comparing outwardly similar, common features of objects and phenomena of the surrounding world, by "trial and error". Research in experimental classes led by V.V.Davydov showed that elements of theoretical thinking can be formed in the lower grades.

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

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

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

a) provide them with a good speech (language) environment (perception of the speech of adults, reading books, etc.)

b) create communication situations in the lesson, speech situations that determine the motivation of children's own speech, develop their interests, needs and opportunities for independent speech

c) ensure the correct assimilation by students of a sufficient lexical stock, grammatical forms, syntactic structures, logical connections, activate the use of words, the formation of forms, the construction of structures

d) conduct constant special work on the development of speech at various levels: pronunciation, vocabulary, morphological, syntactic, at the level of coherent speech

e) create in the classroom an atmosphere of struggle for a high culture of speech, for meeting the requirements for good, correct speech

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

It is important to consider the differences between speaking and writing. Written is a fundamentally new type of speech that a child masters in the learning process. Mastering written speech with its properties (expansion and coherence, structural complexity) forms the ability to deliberately express one's thoughts, i.e. contributes to the voluntary and conscious implementation of oral speech. Written speech fundamentally complicates the structure of communication, as it opens up the opportunity to address an absent interlocutor. The development of speech requires a long, painstaking systematic work of primary schoolchildren and a teacher. The development of the emotional-volitional sphere and cognitive activity is also determined by the neoformations of his personality: the arbitrariness of actions and deeds, self-control, reflection (self-assessment of his actions based on correlation with a plan).

Conclusion

Cognitive activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.

For example, as a cognitive process, memory, which includes such operations as memorization, reproduction, forgetting and others. Thinking- This is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved and methods for its solution.

Cognitive activity is a close connection between sensory cognition and rational cognition.

A child who comes to school and already with a certain amount of knowledge, only in the educational process actively develops and develops his cognitive activity. But for it to be even more effective and purposeful, it mainly depends on the teacher, how he can interest the student and set him up for learning activities.

Children of the first grade, who literally unlearned for six months, have well-developed cognitive processes, they are especially well oriented in the world around them, thinking and imagination are well developed, but such basic cognitive processes that strongly affect the educational process, assimilation of material such as attention and memory are just beginning develop.

Forming in the process of educational activity, as the necessary means of its implementation, analysis, reflection and planning become special mental actions, a new and more mediated reflection of the surrounding reality. As these mental actions develop in younger schoolchildren, the basic cognitive processes develop in a fundamentally different way: perception, memory, attention, thinking.

Compared with preschool age, the content of these processes and their form change qualitatively. Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, there is an intellectualization of all mental processes, their awareness, arbitrariness, generalization.

Perception takes on the character of organized observation, carried out according to a specific plan.

Memory acquires an intellectual character in younger schoolchildren. The child not only remembers, but also begins to solve special mnemonic problems for arbitrary intentional memorization or reproduction of the required material.

At primary school age, there is an intensive formation of memorization techniques. The child proceeds from the simplest memorization techniques through repetition and reproduction to grouping and comprehending the connections of the main parts of the material being memorized. For memorization, schemes and models are used. At this age, the ability to focus on the required educational content is formed. Attention becomes purposeful and voluntary, its volume increases, and the ability to distribute attention between several objects increases.

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Aksana Nugamanova
Formation of cognitive activity in younger schoolchildren

Today, more than ever, the responsibility of society for the upbringing of the younger generation is widely recognized. Enhancing cognitive student activities junior classes is one of the urgent problems at the present stage of development of pedagogical theory and practice... This is natural, since teaching is the leading type of activity. schoolchildren... It is extremely important for educational activities cognitive interest, cognitive activity.

Today there are two paths: extensive and intensive. They both have one endpoint. goal: education of moral, educated, creative, social active personality.

Teacher Attempts form techniques of generalization, as well as the search for generalized solutions by children are often unsuccessful, which affects the character cognitive activity of schoolchildren... Nevertheless, the teacher has every opportunity to awaken the desire in the child. learn everything new.

With the aim of the formation of cognitive activity in children, the teacher needs:

Create a friendly atmosphere in the lesson;

Use a large arsenal of tools to maintain interest in the subject;

Concentrate on the main teaching material;

Avoid overloading students.

It should be noted that cognitive activity is formed by means of information selection and through the participation of younger students in cognitive activity.

We would like to bring to your attention the experimental and pedagogical work carried out by us, the purpose of which was the formation of cognitive activity in younger students.

We have chosen non-standard forms of education, which have recently been frequently used by primary school teachers. Their main goal is the formation of cognitive activity of students... Unconventional lesson form: a fairy tale, a journey, the game is age appropriate junior schoolchildren... In the game, children easily master new skills and knowledge. In a non-standard lesson, you can use various forms of play and teaching... As a result, it increases the likelihood of acquiring new knowledge, skills and the development of their creative abilities.

Let's consider in more detail each of forms.

1) Lesson - literary reading quiz on the topic "The tale is rich in wisdom".

From the beginning of the lesson, the children were offered independent Work:

Determine the topic of the lesson with help assignments: rebus, composition of words and syllables taken from other words, riddles.

- Define goals: what groups are divided into fairy tales, types of fairy tales, what is the peculiarity of constructing a fairy tale, what is its difference from other literary works.

Solve the crossword puzzle using riddles, for example: Which of the heroes frightened everyone with their panting.

Using the surprise moment: Postman Pechkin brought a telegram with an addressee from a fairy tale, they need to be identified.

Usage "Black box" with fabulous items.

Based on the results of the lesson, we, together with the students, decided to draw up a project. Both students and their parents took part in the drafting of the project. Project we named: "What a beauty these fairy tales are".

2) Lesson - competition (KVN) on the topic "World around us".

In the lesson, children were also offered independent activities, which immediately increased the attention of children.

On the eve of KVN, the children independently divided into teams, chose their captains.

Prepared homemade exercise: emblem, team name, greeting.

We solved crosswords with the help of riddles.

Answered questions for example: What does a hedgehog do in winter?

They deciphered the names of animals and distributed them into groups, for example: ice, salt, weaving (horse, elk, ant).

The children especially liked this task; in the process of decoding, they offered many different options.

A problematic situation: there is a fire in the forest, what should be done?

All students, without exception, participated in KVN, they showed themselves very actively.

3) Integrated lesson in the Russian language and literary reading at theme: "There on unknown paths".

The lesson immediately began with a problematic situations: note from Athanasius (brownie) in trouble on the island of Sleep.

Search for a map of the island using calligraphy.

Using the game "Tongue Twisters", if you are wrong, you drop out. (Grass in the yard, firewood on the grass).

Writing text in notebooks. (The text was taken from literary works, the children listened to it carefully, remembered the title of the work, which character they were talking about, and only after that did they prepare to write the text).

The peculiarity of this lesson was that there was no clear sequence in its compilation, during the lesson we chose the tasks proposed by the children.

4) Lesson - a fairy tale on theme: "Meet the guests". (Russian language).

5) Lesson - surprise "Gift from Hottabych". (Literary reading).

In the classroom, all the children took Active participation, with interest were included in all types of tasks, happily performed them. Children whose fatigue and distraction exceeded activity, at such lessons they were revealed in a new way. Have shown activity and high efficiency.

Ditto for the purpose the formation of cognitive activity we used riddles: a short description of an item or phenomenon, containing the task in the form of a direct or implied question. We offered riddles in which pupils, on one or two grounds, could restore a holistic image of an object or phenomenon. The pupils were also offered riddles in which the list of objects and their signs could be expanded or they were built on the basis of a negative comparison.

Children alternately compared different and at the same time similar signs, grouped them in a new way and, by eliminating erroneous answers with the accumulation of new signs, found a clue. In this work, we have developed in children the ability to reason, think logically and figuratively.

Most often, children solved crosswords or puzzles, since this is specific form of work with riddles... Children not only could work independently, but also in groups or pairs. Thus, in this form, children developed social and communicative communication.

In the lessons we used cognitive tasks: questions, different types of games.

We paid special attention to didactic games as they are creative, purposeful activities, in the process of which children deeper learn the phenomena of the surrounding reality and make the learning process interesting, they also contribute to overcoming obstacles in the assimilation of the material by students.

When selecting didactic games, we proceeded from the interest of students, sometimes went beyond the curriculum.

The work often used techniques that form students' activity, for example:

"Shifters". Information was written in words upside down, without changing the order of words in a sentence, children needed to read correctly information.

"Catch the mistake"... Pupils found specially made mistakes in the text and corrected them.

Using such techniques contributed to:

Enhancing student activity in the classroom;

the formation skills of independent and group work with educational material;

The desire of students to establish causal relationships in nature and society.

In the educational process, we often used such methods, how:

Problematic presentation of knowledge.

Heuristic conversation, in which the knowledge of students is not offered ready-made, it must be obtained independently using a variety of means.

Research - based on acquired and new knowledge.

Significant role in the formation of cognitive activity independent work played. Since it is she who develops cognitive ability of students, contributes to the development practical skills makes the acquired knowledge meaningful and deep.

Working with children primary school age, we first of all took into account the age characteristics of these children. The lessons were designed so that the students were interested, and they took in them Active participation.

Based on the above, the following conclusion can be drawn. Process the formation of cognitive activity in younger students can have a positive result when correctly formed and organized experimental - pedagogical activities.

Introduction

2.1 Studying the cognitive activity of younger students

Conclusion

Introduction

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

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

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

An objectresearch: a holistic pedagogical process in primary school

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

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

Tasks research:

Analyze special literature on the problem of creativity and the development of cognitive activity

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

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

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

Theoretical significanceThis work consists in generalizing and systematizing data on the influence of creativity on the development of cognitive activity of primary schoolchildren.

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

Methodological framework: personality theory, activity theory, theory of the integral pedagogical process, works of scientists L.S. Vygotsky, N.F. Talyzina, G.I. Shchukina, D.B. Elkonin and others.

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

Research base: Uritskaya secondary school of Sarykol district

cognitive activity creativity schoolchild

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

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

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

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

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

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

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

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

Cognitive interest is a powerful learning tool. When a child studies from under a stick, he gives the teacher a lot of trouble and grief, but when children study willingly, things go completely differently. The activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students both as an important motive for learning, and as a persistent personality trait, and as a powerful means of upbringing teaching, improving its quality.

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

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

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

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

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

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

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

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

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

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

Not only generalization (and differentiation) of phonetic relations plays a significant role in the formation of the ability to master the language. The generalization of grammatical relations is of no less importance; an essential component of the ability to master languages ​​is the ability to generalize the relationships underlying word formation and inflection.

A person capable of mastering a language is one who easily and quickly, on the basis of a small number of tests, generalizes the relations underlying word formation and inflection, and as a result, transfers these relations to other cases. The generalization of certain relations, naturally, presupposes a corresponding analysis.

Giftedness- This is a systemic quality of the psyche that develops during life, which determines the ability of a person to achieve higher (unusual, outstanding) results in one or more types of activity in comparison with other people.

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

general abilities or general points of abilities, determining the breadth of a person's capabilities, the level and originality of his activities; - a set of inclinations, natural data, characteristics of the severity and originality of the natural prerequisites of abilities;

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

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

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

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

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

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

Interest is a "fusion" of many mental processes that form a special tone of activity, special states of the personality (joy from the learning process, the desire to delve into the knowledge of the subject of interest, into cognitive activity, the experience of failures and volitional aspirations to overcome them). The value of cognitive interest in the life of specific individuals can hardly be overestimated. Interest acts as the most energetic activator, stimulator of activity, real objective, educational, creative actions and life in general.

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

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

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

Talent- a high level of a person's abilities for certain activities. This is a combination of abilities that give a person the opportunity to successfully, independently and in an original way perform a certain complex work activity.

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

The combination of abilities, which are the basis of talent, in each case is special, peculiar only to a certain person. A conclusion should be drawn about the presence of talent based on the results of human activity, which should be distinguished by a fundamental novelty, originality of the approach. Human talent is directed by the need for creativity.

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

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

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

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

the subject of cognitive activity is the student, and therefore his personality is at the center of the teaching: its consciousness, attitude to the surrounding world, to the process of cognition itself

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

the cognitive activity of a younger student can wear

performing, actively performing, creatively independent character.

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

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

Researchers have identified such elements of creativity in cognitive activity as the search for the causes of malfunctions and their elimination (P.N.Adrianov), the advancement of activity tasks, planning, critical analysis (R.N. works (I.Ya. Lerner, M.N. Skatkin).

Thus, the junior schoolchild gradually masters cognitive activity - from reproductive to partial search, and with a purposeful organization of training - creative.

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

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

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

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

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

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

As psychologists (Petrovsky, Tsukerman, Elkonin, etc.) note, by the third grade, voluntary memorization becomes more productive, and not voluntary memorization becomes more meaningful.

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

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

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

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

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

The interests and needs of students have a great influence on attention, and is closely related to the emotions and feelings of children. Everything that causes them strong feelings, that which captivates children, as if by itself attracts attention.

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

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

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

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

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

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

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

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

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

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

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

In the issue of raising gifted children, a great responsibility lies with specialists: teachers, child psychologists. They should promptly prompt, direct parental upbringing.

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

One way to tackle these problems can be enrichment and acceleration.

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

Acceleration has both positive and negative features. On the one hand, a gifted child receives a load adequate to his abilities and gets rid of the tiresome boredom of slow progress through the material required by his less developed peers. On the other hand, however, heavy workloads and an inappropriate social situation sometimes turns out to be too difficult for an early developing child.

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

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

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

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

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

Classes on an individual schedule. The goal of maintaining a child in his growth points implies the possibility of an individual speed of advancement in various disciplines. The child should be able to study mathematics, native or foreign language, etc. not with his peers, but with those children with whom he is on the same level of knowledge and skills.

Small size of study groups. It is desirable that the study groups do not exceed 10 people. Only in this case it is possible to achieve a truly individual approach and provide an individual schedule for students.

Special help. A condition for successful giftedness pedagogy is the provision of care for these disorders. Assistance includes both individual lessons with specialists and special means in the classroom.

Leadership education. Creative activity is characterized by the ability to independently, without regard to others, choose the field of their activity and move forward. ...

Educational programs that open up space for creativity. Programs for gifted children should provide opportunities for independent work and addressing complex worldview problems.

Organization of classes according to the type of "free class". This type of activity, acceptable for small study groups, implies the possibility of moving students around the classroom during classes, the formation of groups dealing with various issues, and a relatively free choice of work by children.

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

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

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

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

Individual psychological assistance. Even with the most rational organization of the educational process, it is impossible to exclude the occurrence of personal problems in gifted students. In this case, they should be assisted by a professional psychologist.

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

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

It should be noted the importance of reproductive activity in the development of a primary school student. In this regard, Sh. Amonashvili wrote: "The central point in teaching younger schoolchildren is the ability to rise in cooperation to the highest intellectual level, the ability to move from what the child can do to what he cannot, by imitation."

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

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

At the beginning, the teaching of a younger student is based on reproductive activity. The student first imitates, reproduces actions under the guidance of the teacher. This imitativeness manifests itself in copying the perceived material, for example, retelling the text, the child seeks to reproduce the read word for word.

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

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

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

The younger student is involved in various activities in the learning process. The following types of activities of a younger student are distinguished: cognitive, construction, communication, play, artistic activity, social activity. Each of these activities has the potential to develop creativity as it focuses on transformation and self-expression. For example, in a game, a student acquires the ability to develop a plot using imagination and fantasy, the ability to link several phenomena into a single situation. Thus, the process of playing is a kind of creativity.

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

In the course of visual activity, the child learns to observe, imagine, construct. Younger schoolchildren willingly draw and sculpt. In the drawings of the younger student, in comparison with the drawings of the preschooler, there is a desire to convey portrait resemblance, movement. The exactingness to the level of one's own drawing is significantly increased. Collective pictorial activity has great opportunities for enhancing collective creativity.

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

Communication is the main way to interact with other people.

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

Thus, the more diverse the cognitive activity (drawing, modeling, computer graphics, live communication, composition, composing a cluster, etc.), the more experience of creative activity the child acquires.

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

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

The student masters the experience of creative activity primarily in educational activity.

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

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

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

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

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

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

The fourth level of independent activity for the transfer of knowledge when solving problems of a completely new level.

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

reproducing, reconstructive-variable, heuristic, creative works.

Reproductive work is necessary for memorizing methods of action in specific situations when formulating signs of concepts, facts and definitions, solving simple problems.

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

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

Creative works allow students to acquire fundamentally new knowledge, consolidate the skills of independent search for knowledge. The result of the student's creativity will be manifested in his individual activities, in such products as a written essay, an originally solved problem, an invented language of writing, a craft, interesting questions.

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

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

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

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

High susceptibility to environmental influences, disposition to assimilation is a very important side of intelligence, which characterizes mental dignity in the future.

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

Analyzing the above definitions, one can single out common features that are noted by most authors - these are the productivity and procedurality of creative activity.

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

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

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

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

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

1.3 Features of the development of cognitive activity of younger students

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

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

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

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

Research results by Yu.N. Kostenko, confirm the idea that managing the formation of cognitive activity and interests allows children to develop more intensively and optimally.

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

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

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

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

The child sets a task and collects the necessary information.

The child views the task from different angles 3.the child brings the work begun to completion

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

Implementation of near and far intrasystem and extrasystemic transfer of knowledge and skills to a new situation.

A vision of a new problem in a traditional situation.

Vision of the structure of the object.

The vision of the new function of the object as opposed to the traditional one.

consideration of alternatives when solving a problem 6. combination and transformation of previously known methods of activity when solving a new problem.

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

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

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

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

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

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

At the same time, following Andreev, we focus on the importance of the productivity of creative activity. The point is that creativity should contribute to the development of the individual and society. By development, we mean, of course, evolution. This provision is especially true for the teaching profession. Since the teacher is raising children. Another feature is highlighted - the presence of subjective prerequisites for conditions for creativity, personal properties, qualities, direction of knowledge, skills of creative abilities, which characterizes creative potential.

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

The presence of these qualities testifies to the formation of intrapersonal conditions for creative creativity. K. Rogers singles out as such conditions openness to experience, an internal locus of assessment, an outstripping emotional assessment of an object in a problem situation, an identical reaction of the body to external stimuli, the ability to spontaneously play the imagination. Maslow characterizes the nature of the creative process as a moment of being absorbed in something, dissolving in the present, a state of here and now. General approaches to characterizing the subjective prerequisites of intrapersonal conditions for creativity are concretized and deepened in the concept of a person's creative abilities.

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

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

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

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

a) establishing the projection method;

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

c) the choice of the basic configuration;

d) analysis of the original form;

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

f) comparison of the original with its image.

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

The school offers great opportunities for the formation of various methods of thinking. In the elementary grades, it is necessary to take care not only of mathematical and linguistic methods of thinking, but also such as biological and historical ones. Indeed, in the elementary grades, students encounter both natural history and social science material. Therefore, it is very important to teach students the methods of analysis that are characteristic of these areas of knowledge. If a student simply memorizes several dozen natural names and facts, then he will still not be able to sing the laws of nature. If a student masters the techniques of observing objects of nature, methods of analyzing them, establishing cause-and-effect relationships between them, this will be the beginning of the formation of his own biological mindset. The situation with social science knowledge is completely analogous: it is necessary to teach not to retell it, but to use it to analyze various social phenomena.

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

Taking into account that the greatest difficulties for schoolchildren are caused by mathematics, we will dwell in more detail on the methods of mathematical thinking. The fact is that if students have not mastered these techniques, then, having studied the entire course of mathematics, they will not learn to think mathematically. This means that mathematics was studied formally, that students did not understand its specific features.

For example, third-grade students confidently and quickly add multi-digit numbers in a column, confidently indicating what to write below the line, what to "notice" above. But ask the question: "Why do you need to do this? Perhaps it is better on the contrary: to write down what is seen below the line, and what is written to notice?" Many students are at a loss, do not know what to answer. This means that students perform arithmetic operations successfully, but do not understand their mathematical meaning. When they do addition and subtraction correctly, they do not understand the principles underlying the number system and the actions they perform. In order to perform arithmetic operations, one must first of all understand the principles of constructing a number system, in particular, the dependence of the value of a number on its place in the bit grid.

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

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

The following are what students should learn: you can compare, add, subtract only what is measured by the same measure.If the students understand this, then they will be able to justify why, when adding in a column, one is written under the line, and the other is noticed above the next category: the units remain in their place, and the ten formed from them should be summed up with the tens, therefore it is "noticed" above tens, etc.

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

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

Actually, it is only by measure that one digit of the number system differs from another. Indeed, three plus five will always be eight, but it can be eight hundred, eight thousand, etc. It's the same with decimal fractions. But in this case, we do not increase the measure tenfold, but decrease it, so we get three plus five, also eight, but already tenths, hundredths, thousandths, etc.

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

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

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

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

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

It is also known that the main difficulty is usually the choice of the action, and not in its execution. Why is this happening and what does it mean to choose an action? Here are the first questions to be answered. The difference between solving problems and solving examples is that in the examples all actions are indicated, and the student must only perform them in a certain order. When solving a problem, the student must first of all determine what actions need to be performed. In the condition of the problem, one or another situation is always described: the preparation of feed, the manufacture of parts, the sale of goods, the movement of trains, etc. Behind this particular situation, the student must see a certain arithmetic relationship. In other words, he must actually describe the situation given in the problem in the language of mathematics.

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

If in solving problems for "buying and selling" students have some kind of everyday experience, then when solving problems, for example, for "movement" their experience is clearly insufficient. Usually, this type of task causes difficulties for schoolchildren.

Analysis of these types of tasks shows that the basis of the plot described in them is made up of the quantities associated with the processes: the speed of trains, the time of the process, the product (result) to which this process leads or which it destroys. It could be a train journey; it can be consumed feed, etc. The successful solution of these problems presupposes a correct understanding not only of these quantities, but also of the relations existing between them. For example, students should understand that the size of the path or product produced is directly proportional to speed and time.

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

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

The work with the lagging students of the third grade showed that they had not mastered any of these concepts. Schoolchildren do not understand the relationship between these concepts either.

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

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

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

2. Experience in the development of cognitive activity of junior schoolchildren in the educational process of a comprehensive school

.1 Studying the cognitive activity of junior schoolchildren

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

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

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

where A is the total number of words;

B - the number of memorized words;

С - coefficient of long-term memory.

The results are interpreted as follows:

100% - high level;

75% - the average level;

50% - low level.

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

"A" class:

3 "B" class:

· low level - 10 people (40%)

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

Table 1

Assessment of levels of development of thinking abilities

Number of points The level of development of thinking abilities 32-40 high 26-31 medium 25 and less

The results of diagnosing thinking abilities in two classes:

"A" class:

· average level - 10 people (40%)

3 "B" class:

· average level - 11 people (44%)

· high level - 3 people (12%)

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

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

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

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

Evaluation of results:

100% - high level;

75% - the average level;

50% - low level.

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

3 "A" class:

· low level - 11 people (44%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 9 people (36%)

· high level - 4 people (16%)

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

Evaluation of results:

100% - high level;

75% - the average level;

30-50% - low level.

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

3 "A" class:

· low level - 10 people (40%)

· average level - 10 people (40%)

· high level - 5 people (20%)

3 "B" class:

· low level - 10 people (40%)

· average level - 11 people (44%)

· high level - 4 people (16%)

Thus, a relatively average level of creative thinking in both classes can be noted. The results of diagnosing cognitive processes, verbal imagination, creative imagination and lateral thinking can be presented in summary table 2.

table 2

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

Method Levels 3 "A" 3 "B" high medium low high medium low Memory 20% 40% 40% 16% 44% 40% Logical thinking 24% 40% 36% 12% 44% 44% Verbal imagination 16% 40% 44% 12% 40% 48% Creative imagination 20% 36% 44% 16% 36% 40% Thinking outside the box 20% 40% 40% 16% 44% 40%

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

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

The diagram shows that the control and experimental classes are almost at the same level. The level of formation of cognitive processes in both classes ranges from 52 to 64%.

In addition to cognitive processes, we investigated the orientation of younger schoolchildren to acquire new knowledge (see Appendix 3), also using the Talyzina methodology, we investigated the techniques of cognitive activity (the ability to classify, generalize, analyze).

Conclusion: At the beginning, in both grades, there are no noticeable differences in the levels of development of the cognitive activity of younger students. Most of the students are at the low to intermediate level. The performed diagnostics confirmed the urgent need for the development of the cognitive activity of students.

2.2 Description and analysis of experimental work on the development of cognitive activity of primary schoolchildren

In order to test the hypothesis put forward, we carried out a formative experiment. The pedagogical experiment was carried out in the third grade at the Uritskaya secondary school from February to May 2009. To obtain objective data, the data were compared with the control group. Experimental class was defined as 3 "A", control - 3 "B" class of the given school.

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

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

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

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

Technique for constructing fairy tales (methodology of I.V. Vachkov)

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

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

Second option. Each participant draws a card with a picture of a fairytale hero.

Complicate the task by asking the children to write a fairy tale that tells the story of the life of a hero from famous fairy tales. In a fairy tale, the student can imagine himself vas the main character, depicted in any form, age, appearance. After the children have listened to the fairy tale, they express their feelings: did they like this fairy tale or not, if so, which ones; moments, if not, why not?

Educational programs for intellectually gifted children should:

) include the study of broad (global) topics and problems, which makes it possible to take into account the interest of gifted children in the universal and the general, their increased desire for generalization, theoretical orientation and interest in the future;

) use an interdisciplinary approach in teaching based on the integration of topics and problems related to different areas of knowledge. This will stimulate the desire of gifted children to expand and deepen their knowledge, as well as develop their ability to correlate heterogeneous phenomena and find solutions at the "junction" of different types of knowledge;

) assume the study of problems "open type allowing to take into account the tendency of children to a research type of behavior, problematic learning, etc., as well as to form the skills and methods of research work;

) take into account the interests of the gifted child to the maximum extent and encourage in-depth study of topics chosen by the child himself;

) maintain and develop independence in learning;

) to ensure flexibility and variability of the educational process in terms of content, forms and methods of teaching, up to the possibility of adjusting them by the children themselves, taking into account the nature of their changing needs and the specifics of their individual modes of activity;

) provide for the availability and free use of various sources and methods of obtaining information (including through computer networks);

) include a qualitative change in the educational situation itself and educational material up to the creation of special training rooms with the necessary equipment, the preparation of special teaching aids, the organization of field research, the creation of "jobs at laboratories, museums, etc .;

) to teach children to evaluate the results of their work using meaningful criteria, to form their skills for public discussion and defending their ideas and the results of artistic creativity;

) promote the development of self-knowledge, as well as an understanding of the individual characteristics of other people;

) include elements of individualized psychological support and assistance, taking into account the individual identity of the personality of each gifted child.

One of the most important conditions for the effective teaching of children with different types of giftedness is the development of such educational programs that would correspond to the maximum extent to the qualitative specifics of a particular type of giftedness and take into account the internal psychological laws of its formation.

There are four learning strategies that can be used in different combinations. Each strategy addresses the curriculum requirements for gifted children to varying degrees.

. Acceleration... This strategy allows taking into account the needs and capabilities of a certain category of children with a high rate of development. It should be borne in mind that the acceleration of learning is justified only in relation to enriched and in one way or another in-depth educational content. An example of this form of education can be summer and winter camps, creative workshops, master classes, involving the passage of intensive training courses in differentiated programs for gifted children with different types of giftedness.

. Deepening.This type of learning strategy is effective for children who show extraordinary interest in a particular field of knowledge or field of activity. This assumes a deeper study of topics, disciplines or areas of knowledge.

However, the use of advanced programs cannot solve all problems. First, not all mentally gifted children show interest in any one area of ​​knowledge or activity early enough; their interests are broad in nature. Second, in-depth study of specific disciplines, especially in the early stages of education, can contribute to "violent or specialization too early, detrimental to the general development of the child. These shortcomings are largely eliminated when teaching in enriched programs.

. Enrichment.An appropriate learning strategy focuses on quality learning content, going beyond the study of traditional topics, by establishing links with other topics, problems or disciplines. In addition, the enriched program involves teaching children a variety of ways and techniques of work. Such training can be carried out within the framework of the traditional educational process, as well as through the immersion of students in research projects, the use of special intellectual trainings to develop certain abilities, etc. Domestic variants of innovative learning can be considered as examples of enriched programs.

. Problematization... This type of learning strategy involves stimulating the personal development of students. The focus of teaching in this case is the use of original explanations, the revision of existing information, the search for new meanings and alternative interpretations, which contributes to the formation of students' personal approach to the study of various fields of knowledge, as well as a reflective plan of consciousness. As a rule, such programs do not exist as independent (educational, general education). They are either components of enriched programs, or exist in the form of special training extracurricular programs.

It is important to keep in mind that the last two learning strategies are the most promising. They make it possible to take into account as much as possible the peculiarities of gifted children, therefore, they should be used to one extent or another in both accelerated and in-depth options for building curricula.

Summing up the above, it is necessary to emphasize that, undoubtedly, every child should have the opportunity to receive such an education at school that will allow him to achieve the maximum possible level of development for him. Therefore, the problem of differentiation of education is relevant for all children, and even more so for gifted children.

The first is differentiation based on separateteaching gifted children (in the form of their selection for training in an atypical school or selection when assigned to classes with different curricula).

The second is differentiation based on mixedteaching gifted children in a regular class of a general education school (in the form of multi-level education, individual educational programs, connecting a tutoring regime, etc.). The first form of differentiation can be conventionally designated as "external , the second - as "internal.

Taking into account the practical impossibility of involving all children with actual and hidden giftedness in teaching according to special programs, it is necessary to prepare teachers for working with gifted children in the conditions of ordinary classes. This presupposes knowledge, by the teacher, of the principles of developmental education, including mastery of special skills in applying strategies of differentiated programs for gifted children, as well as mastery of non-traditional forms and methods of work in the lesson (group forms of work, research projects, etc.).

Each form of differentiation has its own pros and cons. For example, teaching gifted children in special classes or schools focused on working with gifted children can turn into serious problems due to the variability of the manifestations of giftedness in childhood. The situation is aggravated by the violation of the natural course of the socialization process, the atmosphere of elitism and the stigma of "doomed to success ... In turn, the practice of teaching gifted children in ordinary schools shows that if the specifics of these children are not taken into account, they can suffer irreparable losses in their development and psychological well-being.

Nevertheless, it must be recognized that the most promising and effective work with gifted children is based on "internal differentiation. As the quality of the educational process in the mass school improves, the qualifications of teachers grow, and the introduction of developmental and student-centered teaching methods, the currently existing options for "external" differentiation in working with gifted children may be minimized.

It should be noted that the development of research activities, in our opinion, is also a necessary condition for the development of creativity in primary school students. At the cognition lesson, when studying the section "Nature and Man" of the topic: "Bodies, Substances, Phenomena", a game "Magic Transformations" was conducted. On the basis of this game, one can conduct a thought experiment. For example, we study how fire affects the change in the physical properties of water. One student is selected for the role of Fire.

The rest of the children become Water Droplets, which freeze in the cold. They move slowly and turn into balls of ice when the Fire is far away. When the fire is near, they move faster, evaporate, become invisible (crouch). When developing research skills, it is important to give skill to ask questions.It is difficult for an elementary school student to just ask and accept someone therefore, the development of this ability should be considered as one of the most important goals of pedagogical work. As specialists in the psychology of creativity emphasize, the ability to pose a question, to highlight a problem is often valued above the ability to solve it.

In carrying out this work, it is necessary to realize that behind small studies there are deep, important problems of the development of the intellectual and creative potential of the individual. The game is an effective means of developing this skill. For example, the game "find the hidden word" . The presenter thinks of a word and says the first letter. For example "A". Children ask different questions, for example "Is it edible?", "Is it in the house?" t etc. The facilitator only answers "yes" or "no".

Direct guessing questions are prohibited. For example, "isn't it a mouse?" The ability to formulate hypotheses is one of the most important in research activities.

The first thing that makes a hypothesis appear is a problem. Hypotheses arise as possible solutions to the problem. When making assumptions, we use the words: maybe, let's say, it is possible that, if, if, then. Here are some exercises to train your hypothesis skills. For example, exercises for circumstances: Under what conditions will each of the items be very useful? Can you think of conditions under which two or more items would be useful? Under what conditions are these items useless and even harmful?

a computer

-mobile phone

The next step in the work is to teach children to define concepts.

A concept is one of the forms of logical thinking. This is a thought that reflects the subject in its essential and general features. An important means of developing the skills of defining concepts in younger schoolchildren are ordinary riddles. Humorous riddles are especially interesting for children. Below are such riddles from the book of E.I. Sinitsina "Logic games and riddles".

What is the least nutritious food? (Pie that is eaten with the eyes)

Why do kangaroo mothers hate rainy days so much? (After all, then the kids frolic at home. In the pocket.)

Children, what's long, yellow, and pointing north all the time? (magnetized banana)

Guess what is yellow, with black stripes, emitting "uzhzhzh"? (bee flying backwards)

What doesn't exist but has a name? (nothing)

What will you become at 20? (By a 20 year old man)

Learning lessons like no others allow you to teach children to experiment. The most interesting experiments are real experiments with real objects and their properties. Here are some simple situations describing the experimentation available to younger students.

Experiment "Determining the buoyancy of objects". Let's start with an experiment to determine the buoyancy of objects. We will invite the children to collect ten objects. It can be a variety of objects, for example: a wooden block, a teaspoon, a small metal plate from a set of toy dishes, an apple, a pebble, a plastic toy, a seashell, a small rubber ball, a plasticine ball, a cardboard box, a metal bolt, etc.

Now that the items are collected, you can build hypotheses about which items will float and which ones will drown. Then these hypotheses need to be tested. Children cannot always hypothetically predict the behavior of objects such as an apple or plasticine in water, in addition, a metal plate will float if it is carefully lowered into water without pouring water inside; if water gets in, it will, of course, drown.

After the first experiment is over, we will continue the experiment and study the floating objects themselves. Are they all light? Do they all float the same way?

Let's give an example of an experiment when studying the topic "Substances". Let's try to study experimentally the properties of water. Let's take different objects, for example: a sponge, newspaper, a piece of cloth (towel), polyethylene, a metal plate, a piece of wood, a porcelain saucer. Now, carefully, we will pour a little water over them with a spoon. What items do not absorb water?

Let us now list those that absorb, which absorbs better: a sponge, newspaper, cloth or wood? If water is splashed on a portion of each of these items, will the whole item get wet, or just the place where the water got into? Let's continue the experiment on the "disappearance" of water. Pour water into a china saucer. It does not absorb water, we already know this from previous experience. The border to which the water is poured, we mark with something, for example, with a felt-tip pen. Let's leave the water for one day and see - what happened? Some part of the water disappeared, evaporated. Let's mark a new border and check the water level again in a day. The water evaporates steadily. She could not drain, she could not absorb. It evaporated and flew into the air in the form of small particles.

Studying the topic "Phenomenon" you can experiment with a ray of light. For this experiment we need a table lamp or flashlight. Let's try to determine how different objects transmit light. We stock up on sheets of paper (drawing, ordinary notebook sheet, tracing paper, colored paper from the set for labor), polyethylene of different density, pieces of different fabric.

Before carrying out the experiment, let us try to hypothetically assume whether this or that object transmits light. Then we begin our experiment and experimentally find those objects that transmit light, and those that do not let it through.

Reflection experiments. Many shiny objects are well known to children, they allow them to see their own reflection. Let's try some experiments with reflection. First, let's think and look for where you can see your own reflection. After a collective conversation on this topic and finding several options, you need to try to look in the room for items e you, in which you can see the reflection. These are not only mirrors, but polished furniture, foil, and some details of toys. You can also see your reflection in water, for example.

Looking at our own reflections, we will try to determine whether the reflection is always clear and distinct, on which its clarity and clarity depends.In the course of experiments, children will come to the conclusion that objects with very smooth, shiny surfaces give a good reflection, rough objects are much worse.

And there are many objects that do not allow you to see your own reflection at all. Let's study the reasons for the distortion of the reflection. For example, you can see your own reflection in an uneven mirror or window glass, in a shiny spoon, crumpled foil, or other non-planar object. Why is it so funny in this case?

These experiences can have an interesting continuation at home. For example, children can be invited to conduct an experiment about how animals relate to their own reflection. Kittens, puppies, parrots and our other pets are especially responsive to their own reflection.

Light reflection experiment. Let's try to conduct an experiment similar to the one that Galileo Galilei once conducted, proving to his colleagues that the Moon is not at all a polished ball. He used a white building wall and a mirror. Instead of a white wall, we can use a sheet of white drawing paper. We already know from previous experiences that smooth, perfectly polished surfaces give excellent reflections, and the better the surface is polished, the clearer the reflection. The surface of the mirror is significantly smoother than the surface of the paper. But what will be better to reflect a ray of light - a mirror or paper? Which will be lighter - paper or mirror?

Formulation and solution of the problem is another important stage in the work on the formation of the desired quality. According to the algorithm of actions, it can be seen that the research begins with identifying the problem, asking questions. For an elementary school student, the concept of a problem sounds like a difficult question, which is difficult to answer, so the teacher is required to reveal, together with the children, the essence of the term "problem" at one of the lessons. Before giving a detailed definition, we ask the children; "What's the problem?" "Please tell me how you understand the problem?"

The problem is uncertainty, in order to eliminate it, actions are required to investigate everything related to the problem situation. A problem situation is any theoretical or practical situation in which there is no solution appropriate to the circumstances. It is possible that a student understands a problem as an explicitly formulated question, or more often a complex of questions arising in the course of cognition.

The word "problema" in translation from ancient Greek means "difficulty", "obstacle", "difficulty", and not just a question. In terms of developing research skills, it is very important that the student, starting his own research, clearly formulates the problem, that is, determine what will investigate, then act. A teacher who does problem identification work with a student should be flexible and not always require a clear statement of the research problem. Do not forget that for a primary school student it is quite enough to give a general, approximate description of the problem, which is considered fundamentally important in the formation of research behavior skills.

Before starting to work with students to identify a problem, introduced the children to the types of problems and teach them to distinguish through several exercises. Types of problems: Problems similar to a mosaic , consist of several separate parts. In order to solve the problem as a whole, it is necessary to divide it into several separate parts and solve each component part. Addressing the students, they offered the following situation: "Tomorrow is a day off, you want to do a lot. You agreed with a friend to watch a movie together, take a walk in the park for at least an hour; you really want to play new games that you recorded from the Internet, but for this you need at least an hour, otherwise you shouldn't even start. You need to do your homework, at the request of your parents, you need to clean the room, which also needs at least an hour. These are your plans for the weekend. "

Guys, how would you organize your day to be in time? All students on pre-prepared sheets of paper; perform the following types of work:

Draw a circle to represent the problem of organizing the weekend. Highlight the individual parts of the problem "How can I do everything?" Write down how many pieces you made. Divide this circle into parts according to the highlighted problems and sign each highlighted part.

Answer the questions:

How many hours do you have in total?

How long does it take to work through each part of this problem?

How to distribute all your tasks in time?

Make a weekend schedule.

One of the types of work that allows you to reveal your creative abilities is the preparation of reports on the topic. The topic can be educational and given by the teacher, or the child can choose the topic of interest to him independently. Reports are discussed, questions are asked. Here it is important to create an atmosphere of creativity and cooperation, be sure to praise the children for their work, especially noting what turned out well.

A more difficult level is independent research. The task is to collect the necessary information using possible sources and prepare a report. The teacher acts as a consultant. Since it is impossible to hear everyone in one lesson, children should be taught to speak briefly. Some reports are heard immediately, some later. When defending the research results, the cognitive value of the topic, originality, the value of the collected material, the logic of the work, the language and style of presentation are assessed. Defending an idea is a necessary and significant part of the job.

Our work showed that in the experimental class, children acquired the skills of independent research work; the majority of students have developed a taste for acquiring new knowledge; most of the students have mastered the methods of obtaining information; increased interest in the lessons of literary reading and knowledge of the world; most children have learned to work both independently and in a team.

Analysis of the results of the control experiment

To determine the effectiveness of the work carried out, a control experiment was carried out. This experiment assumed the solution of the following tasks: to reveal the level of development of cognitive processes of primary schoolchildren in the experimental and control class; compare the results of the control experiment with the data of the ascertaining experiment, and on the basis of these data draw conclusions and formulate methodological recommendations . The control experiment was carried out using the same methods as the ascertaining one. In addition, the following methods were used: observation, analysis of products of activity, statistical methods of data processing. We will not dwell on the descriptions of the methods, since all the methods for diagnosing the level of development of research skills were used the same as at the ascertaining stage of the experiment, with some change in the actual content.

The results of diagnosing the level of development of thinking abilities.

"A" class:

· low level - 9 people (36%)

· average level - 10 people (40%)

· high level - 6 people (24%)

3 "B" class:

· low level - human (28%)

· average level - 10 people (40%)

· high level - 8 people (32%)

Note that at the final stage of the experiment in both classes there is an increase in the level of development of thinking abilities. In general, in comparison with the results of the control class at the end of the experiment in the experimental class, the level of development of thinking abilities is 12% higher.

The final diagnosis of the level of development of verbal imagination showed that the level of development of imagination in the experimental class increased in comparison with the beginning of the experimental activity (by 24%). The results of diagnosing creative imagination in the control and experimental classes.

"A" class:

· low level - 11 people (44%)

· average level - 9 people (36%)

· high level - 5 people (20%)

3 "B" class:

· low level - 8 people (32%)

· high level - 5 people (20%)

The results of diagnosing the level of development of non-standard thinking in general for two classes.

3 "A" class:

· low level - 9 people (36%)

· average level - 11 people (44%)

· high level - 5 people (20%)

3 "B" class:

· low level - 7 people (28%)

· average level - 12 people (48%)

· high level - 6 people (24%)

The indicators of the development of cognitive processes, non-standard thinking, verbal and creative imagination, which we received at the final stage of the experiment in the control and experimental classes, will be presented in summary table 3.

Table 3

Levels of development of cognitive processes at the end of the experiment

Levels of Method 3 "A" 3 "B" high medium low high medium low Memory 20% 44% 36% 18% 40% 42% Logical thinking 24% 40% 36% 32% 40% 28% Verbal imagination 20% 40% 40% 32% 44% 24% Creative imagination20 % 36% 44% 20% 48% 32% Thinking outside the box 20% 44% 36% 24% 48% 28%

The table data can be represented as a histogram in Figure 2

Figure 2 Summary results of diagnosing cognitive processes in 3 "A" and 3 "B" classes (the final stage of the experiment)

As can be seen from the histogram, the experimental class surpasses the control class in terms of the level of development of all studied cognitive processes. The levels of development of thinking, memory and imagination are high and close to the 80% threshold. The results of diagnostics of the levels of development of cognitive processes in the experimental class at the ascertaining and final stages are presented in histograms

Figure 3 Results of diagnostics of the levels of development of cognitive processes in the experimental class at the beginning and end of the experiment

Analyzing the results of measurements at the ascertaining stage of the experiment, we came to the conclusion that there were no noticeable differences in the levels of development of cognitive activity in the control and experimental classes. Both classes were dominated by a low level. The results of the ascertaining section are presented visually in the form of a graph (Figure 4)

Figure 4 Graph of differences in the levels of cognitive activity in the control and experimental groups

At the end of the formative stage of experimental and pedagogical work, we again measured the levels of development of cognitive activity. The measurement results are shown in Table 4.

Table 4

Levels of development of cognitive activity of junior schoolchildren at the end of the experiment

Levels 3 A 3 B high 6 (24%) 1 (4%) medium 10 (40%) 4 (16%) low 9 (36%) 20 (80%)

Thus, in comparison with the beginning of the experiment, there were positive changes in the levels of cognitive activity in the experimental group.

At the high level, the enrollment increased by 20%; on average - by 20%.

In the control class, the picture remains unchanged, which once again confirms the effectiveness that the introduction of the pedagogical conditions identified by us into the educational process contributes to the development of the cognitive activity of younger students. The results of the control section are graphically presented in the graph (Figure 5).

Figure 5 Graph of differences in the levels of cognitive activity at the end of the experiment in the experimental and control groups

So, the analysis and generalization of the results obtained during the control experiment allow us to conclude about the effectiveness of the experimental and pedagogical work on the development of cognitive activity in the process of teaching younger schoolchildren. The hypothesis put forward at the beginning that if the educational process in elementary school is designed with a focus on creativity and creative activity, then additional conditions are created for the development of the cognitive activity of younger students has been confirmed.

Nowadays, scientists, teachers, psychologists repeatedly refer to the problem of the teacher, giving this concept other names, for example, "competence", "professional qualities" of a teacher. This issue remains relevant, since, naturally, the state and society change over time, which means that the requirements imposed by the state and society on the teacher change. The question remains, what qualities of a teacher (or "competencies") should be constant, i.e. time-independent.

And what qualities should be "mobile", i.e. necessary for the teacher-educator in connection with the requirement of the "new" time. So, for example, just 10-15 years ago, possession of computer technology was not included in the number of "competencies" of a teacher, but now this quality is necessary for a modern teacher. These questions are relevant both for pedagogical education: "What kind of teacher should a pedagogical university prepare?", And for school principals: "What kind of teacher should work in a modern school?"; "What kind of teacher does the modern student need?" and for parents who now have unlimited opportunities to choose an educational institution for their child, and most importantly, this question is important for students: "What teacher will they be happy to learn from?" As you know, at different periods of historical time, an ordinary representative of society, be it a student or his parent, or a representative of the management structure, or the teacher himself - each of them, due to different social and economic positions, puts its own special content into the concept of "teacher's personality".

Therefore, it is interesting to find out what is the idea of ​​a modern schoolchild about a teacher; for this, the study "Teacher through the eyes of a modern schoolchild" was carried out. Pupils were presented with a questionnaire containing 3 questions:

) Which teacher is good and why? 2) Which teacher is bad and why? 3) What profession do you intend to choose for yourself in life and why? Analyzing the results obtained, the following conclusions were made.

The greatest requirement of modern students is for such professional qualities of a teacher as universal education, erudition, awareness, progressiveness, the ability to lead interesting lessons, give interesting assignments. It is interesting to note that in different age groups, the students did not ignore such qualities as the appearance and style of the teacher, the guys noted that the teacher should be "young", "handsome", "modernly dressed", "smiling, charming", " cool "," stylishly dressed ".

It can be concluded that the external, aesthetic side of the teacher's perception is also important for students. It is also curious that, in parallel to the 10th grade, 21% of the students offered a computer instead of the teacher, while the 5th grade and 11th grade, on the contrary, do not want to see a computer instead of the teacher. The interests of children at the stage of their formation are labile and more susceptible to the influence of the surrounding conditions. It is important that it is precisely the younger students and future school graduates who insist that the teacher should be a living person with a soul.

It can be concluded that it is in the process of communicating with the teacher as a person that the process of teaching and learning takes place, and it is no less important for students to be perceived as individuals with their merits and demerits. The people around him have a special influence on the development of the child, among whom the teacher is not the last.

Thus, summarizing the above, we can name a number of qualities that a teacher should have and a number of qualities that are negative for a teacher.

Tactful.

Doesn't work creatively.

Pedantic, formalist.

To overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work "What does the teaching do to the teacher" (1932), described some of these harmful effects.

Many teachers outside of school are distinguished by an intrusive, didactic, instructive manner of behaving. The habit of simplifying complex things to make them accessible to children promotes the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black-and-white version, and the habit of constantly controlling oneself makes emotional expression difficult.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of students, demanding that they say not what they think, but what is supposed to. Moreover, it is very easy for him to convince himself that he acts in this way in the interests of the children themselves, insuring them against future troubles. To suppress independent thought, they use marks, characteristics, manipulation of the opinions of fellow practitioners, and pressure on parents.

It must be said frankly that for many years our school has been and remains the most effective instrument for educating conformism, adaptability and doublethink. The restructuring of society is impossible without a radical restructuring of the school and of the teacher's thinking itself in the spirit of a personal approach to education.

Personal approach

These are the qualities of a teacher who successfully solves his problems:

1. The teacher understands the student, respects his opinion, knows how to listen and hear, "reaches" every student.

He is interested in his subject, knows it well and teaches.

Loves children, kind, benevolent, humane.

Sociable, good friend, open, sincere.

Inventive, creative, resourceful, quick-witted.

Applies psychological knowledge, techniques for solving difficult situations.

He controls himself, knows how to restrain emotions.

Tactful.

Comprehensively developed, intelligent, can speak.

Has a sense of humor, kind irony, a little coquetry (!).

And these are the qualities of a teacher with whom it is better not to work in school.:

Aggressive, rude, offending students, using physical force, tactless, using his power over the student.

Indifferent, irresponsible, hates students and work

He is biased, unfair, has favorites, evaluates not knowledge, but behavior.

Immoral, selfish, selfish, takes bribes, extorts.

He does not know how to listen to, understand the student, does not respect the student, does not recognize the student's right to his opinion, is intolerant.

Not able to interest the subject, solve methodological and pedagogical problems.

Does not know his subject, has a limited outlook.

Not confident in himself, passive, closed, does not know how to stand up for himself.

Doesn't work creatively.

Pedantic, formalist.

To overcome the stereotypes of his own thinking, the teacher must know the specific dangers and harmfulness of his profession. The American sociologist W. Waller, in his work "What does the teaching do to the teacher" (1932), described some of these harmful effects. Many teachers outside of school are distinguished by an intrusive, didactic, instructive manner of behaving. The habit of simplifying complex things to make them accessible to children promotes the development of inflexible, straightforward thinking, develops a tendency to see the world in a simplified, black-and-white version, and the habit of constantly controlling oneself makes emotional expression difficult.

The position of a teacher is a constant ordeal, a test of power. It is not just a matter of subjectivity and personal bias in grades and attitudes towards students. In a bureaucratically organized education system, a teacher is, first of all, a civil servant, an official. Its main task is to prevent any incidents and deviations from officially accepted opinions.

In the interests of his own self-preservation, the teacher is forced to suppress the independence of students, demanding that they say not what they think, but what is supposed to. Moreover, it is very easy for him to convince himself that he acts in this way in the interests of the children themselves, insuring them against future troubles. To suppress independent thought, they use marks, characteristics, manipulation of the opinions of fellow practitioners, and pressure on parents. It must be said frankly that for many years our school has been and remains the most effective instrument for educating conformism, adaptability and doublethink. The restructuring of society is impossible without a radical restructuring of the school and of the teacher's thinking itself in the spirit of a personal approach to education.

Personal approach- not just taking into account the individual characteristics of students that distinguish them from each other. This is a consistent, always and in everything, attitude towards the student as a person, as a responsible and self-conscious subject of activity.

K. D. Ushinsky wrote that “in the fire that revives youth, the character of a person is cast. That is why one should neither extinguish this fire, nor be afraid of it, nor look at it as something dangerous for society, not impede its free burning. so that the material that is poured into the soul of youth at this time is of good quality "(Ushinsky KD Man as a subject of education.

Domestic experience in the development of creative activity of children shows that methodological guidance is necessary for the development of independent activity. You should plan exemplary activities, outline management techniques. All this contributes to the maintenance of the sustainable interest of children in creativity.

The teacher can use a whole group of methods in order to develop independent actions with artistic content. This is the organization of purposeful observation, conversations, questions.

The personality of a gifted child bears clear evidence of his uncommonness, since both the level and individual originality of the child's activity is determined primarily by his personality. Understanding the personality traits of a gifted child is especially important in cases of so-called hidden giftedness, which does not manifest itself until a certain time in the success of the activity. It is the peculiar personality traits, as a rule, organically associated with giftedness, that make the teacher or school psychologist assume that such a child has increased opportunities.

1. Unevenness of the age-related development of gifted children

2. The family of a gifted child

... The relationship of a gifted child with peers and adults.

... The personality of a gifted child

... Problems of Gifted Children

A number of psychological studies and special observations show that gifted children are generally much more prosperous than other children: they do not experience learning problems, communicate better with their peers, and quickly adapt to a new environment. Their deeply rooted interests and inclinations, developed from childhood, serve as a good basis for successful personal and professional self-determination. True, even these children may have problems if their increased capabilities are not taken into account: learning becomes too easy or there are no conditions for the development of their creative potential.

The most common problems are:

communication, social behavior,

dyslexia - poor speech development

emotional development,

developmental disynchronization

physical development,

self-regulation,

lack of creative expression,

difficulty in vocational guidance,

maladjustment

The level of creativity affects the level of development of cognitive processes. Children with a high level of creativity also have a higher level of cognitive processes in comparison with children with a low level of creativity.

Thus, indeed, children with a high level of creativity also have high results in other aspects in the cognitive processes than children with a lower level of creativity, in particular, in terms of attention and imagination. Thus, developing the creative potential of the child, his creative abilities, we also develop the cognitive processes of the individual. (Table # 2)

The study identified the necessary conditions for effective adjustment of the circle of communication of schoolchildren, its structure and content; it is the organic inclusion of the adjustment in the life of the team; the adequacy of the ways of adjustment to the peculiarities of the age types of communication of schoolchildren; enrichment and complication of the ways of implementing the life of a team or group; saturation of life activity with creativity, both in content and in the forms of its organization; the emotionality of the lifestyle and, as a result, the emotional involvement in the life of the collective of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; amateur performance as a principle of organizing the life of the team. ...

There are many ways to conduct research, but due to diagnostics, such traditional methods as interviews, questionnaires, are ineffective. Since children of this age experience difficulties associated with insufficient ability to understand, analyze, express their problems in words. Here, it is necessary to establish a long-term, trusting contact, during which it becomes possible to freely, frankly discuss the specific experiences of the child.

The study identified the necessary conditions for effective adjustment of the circle of communication of schoolchildren, its structure and content; it is the organic inclusion of the adjustment in the life of the team; the adequacy of the ways of adjustment to the peculiarities of the age types of communication of schoolchildren; enrichment and complication of the ways of implementing the life of a team or group; saturation of life activity with creativity, both in content and in the forms of its organization; the emotionality of the lifestyle and, as a result, the emotional involvement in the life of the collective of each student; a certain style of relationships in the team, characterized by democracy, interest in each student; amateur performance as a principle of organizing the life of the team.

According to Renzulli, the task of teachers working with gifted children is to provide them with skillful methodological assistance. A capable child, for example, may well need advice on how to use a library.

Bloom's Cognitive Model has also proven to be useful as a basis for developing educational programs for gifted preschoolers.

Conclusion

Currently, modern education dictates new tasks, calls for the development of the intellectual and creative qualities of the individual. One of the important ways to solve this problem is to develop the cognitive activity of students already at the initial stage of education. In order for the processes of development and self-development of a younger student to go intensively, the teacher needs to stimulate the cognitive processes of schoolchildren, to form and develop research skills, to stimulate cognitive activity and a thirst for new impressions and knowledge.

Naturally, pedagogical support alone is not enough, therefore, we believe that it is necessary to purposefully teach a child knowledge, skills and abilities of cognitive activity. In this study, we tried to substantiate and practically check some pedagogical conditions that ensure the effectiveness of the development of primary schoolchildren in the context of a general education school. In the course of the work carried out, the following tasks were solved:

based on the analysis of special literature, the essential characteristic of creativity, its role in the development of the cognitive activity of students is revealed;

-the features of the cognitive activity of a younger student are revealed;

Experimental work was carried out to develop the cognitive activity of junior schoolchildren.

The experimental and pedagogical work carried out confirmed the effectiveness of the work carried out and made it possible to develop the following methodological recommendations for the development of cognitive junior schoolchildren:

.Teach children to act independently, avoid direct instructions and instructions.

2.Do not hold back the initiative of children, encourage original solutions.

.Do not do for the students what they can do on their own

.To develop in students the ability to independently see problems, to trace the connections between objects and phenomena, to form the skills of independent problem solving, to teach analysis, synthesis, classification, and generalization of information.

.Learn to defend your ideas and abandon the wrong ones.

.To develop the cognitive processes of students, using the possibilities of creative assignments, project teaching methods, etc.

The completed thesis research does not exhaust the problem under consideration, but is one of the possible ways to solve it. In our opinion, the issues of enhancing cognitive activity, methods and means of its development, as well as the problem of the relationship between cognitive and creative activity of students, are of interest.

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"Development of cognitive activity of primary schoolchildren in different forms and methods of teaching."

Primary school teacher

MBOU Secondary School named after Sh.Ch. Sat village Chaa-Khol

Korbaa A.U.

The activation of the cognitive activity of students is one of the urgent problems at the present stage of the development of pedagogical theory and practice. The development of activity, independence, initiative, a creative approach to business are the requirements of life itself, which largely determine the direction in which the educational process should be improved. The search for ways to develop the activation of cognitive activity in younger schoolchildren, the development of their cognitive abilities and independence is the task that teachers face.

The psychological characteristics of junior schoolchildren, their natural curiosity, responsiveness, a special disposition to assimilate new things, their readiness to perceive everything that the teacher gives, create favorable conditions for the development of cognitive activity. School occupies a special place in a child's life and plays an important role in the fate of every person. It is on the school that the main and extremely difficult work falls - to prepare students for independent steps in a changing society, to give them the necessary knowledge about society and the correct life attitudes. The task of modern education is to promote the emergence of a new type of person who feels "comfortable with changes, who likes changes, who is able to confidently and boldly face a completely unforeseen situation."

The development of cognitive activity is the improvement of methods that provide active and independent theoretical and practical activity of schoolchildren at all levels of the educational process. The effectiveness of one method or another is determined not only by the success of students' acquisition of knowledge and skills, but also by the development of their cognitive abilities. To develop students, I use a variety of ways to enhance the learning process in my work. First of all, these are non-standard forms of organizing the lesson. Interest and joy should be the main experiences of the child in school and in the classroom.

Sh.A. wrote about this very well. Amonashvili: “Every child in the lesson should be seized with a sense of expectation of something interesting, exciting, new. He should rejoice at the difficulties of learning, feeling that there is a teacher nearby who will immediately come to his aid. "

The lesson was and remains the main link in the educational process. Nontraditional (non-standard) forms of organizing the lesson allow to induce students to activate, to independent "creativity", to realize the hidden possibilities of each student.

At such lessons - holidays, the creativity of the teacher and the creativity of students are embodied in a common cause. These lessons do not require changing the program, but give a lot. But a positive result is achieved onlyvif there is a system in the teacher's work, if you encourage the children to prepare for these lessons so that in the final they surpass the teacher.

Such lessons provide an opportunity to develop a craving for knowledge, for education in general. In addition, such lessons foster a sense of collectivism, empathy for a friend, responsibility, the desire not to let down, keep up with classmates, teach to work with additional literature, develop imagination, imagination, help to see the connection with other academic subjects. Such work leads to the development and self-development of the child. Another important factor in the development of a child is the use of entertaining material in the classroom. V.A. Sukhomlinsky advocated that the wonderful world of nature, games, music, fairy tales, which surrounded the child before school, was not closed before them by the classroom door. A child will only sincerely love the school, the class, when the teacher keeps for him the joys that he had before. Thus, the entertaining material does not cease to influence the development of the child andvthe educational process of the school.

The use of entertaining material in the classroom helps to activate the educational process, develops cognitive activity, children's observation, attention, memory, thinking, relieves fatigue in children.

The form of entertaining exercises can be different: a rebus, a crossword puzzle, a chainword, a quiz, a riddle. Of great interest in natural history lessons is listening and analyzing "conversations overheard in nature" between plants, insects, birds, animals. This material not only helps to acquaint students with educational material in an interesting way, but also fosters love for all living things, makes them want to help plants, animals, and preserve them. You can use such material at different stages of the lesson: while checking homework, when studying new material, when consolidating it.

One of the most effective means of developing interest in a subject, along with other methods and techniques, is a didactic game.

KD Ushinsky also advised: to include elements of entertainment, game moments in the serious educational work of students in order to make the learning process more productive. Universal techniques for the formation of cognitive interests in younger schoolchildrenvpractice of teaching and education is not. Every creative teacher achieves this using their own techniques and methods. Are happy faces possible in boring lessons? Of course not. How to outsmart small students without forcing them to learn? As a primary school teacher, I have come to the conclusion that the most effective means of including a childvthe process of creativity in the lesson are: play activities, the creation of positive emotional situations, work in pairs, problem learning.

The game for younger students is a part of their life. In play, the child does not act out of compulsion, but on an inner urge. The aim of the game is to make hard, serious work entertaining and interesting for students.

At the initial stage of the formation of cognitive interests, children are attracted by the actual play actions. The game serves as an emotional backdrop against which the lesson unfolds.

In the course of the game, students unnoticed for themselves perform various exercises, where they have to compare sets, perform arithmetic operations, train in oral counting, and solve problems. The game puts students in search conditions, awakens interest in winning, they strive to be fast, collected, dexterous, resourceful, clearly perform tasks, follow the rules of the game.

In games, the activity and moral qualities of a person are formed. Children learn to help their comrades, to take into account the interests of others, to restrain their desires. Children develop a sense of responsibility, collectivism, discipline, will, character. Inclusion of game moments in the lesson makes the learning process more interesting and entertaining, creates a cheerful working mood in children, facilitates overcoming difficulties in assimilating educational material, maintain and enhance children's interest in the subject, in their knowledge of the world around them. Techniques of visual, auditory, motor visualization, entertaining and accessible to children questions, riddles, tasks - jokes, moments of surprise, competition contribute to the activation of mental activity. The game forms a steady interest in learning and relieves the tension that arises during the period of the child's adaptation to the school regime. It is distinguished by one of the means of forming psychological formations that are extremely necessary for the educational process - thinking, attention, memory. The means and methods of enhancing cognitive activity are diverse. Their choice depends on the nature of the subject, the didactic purpose of the lesson, and the preparedness of the class., from the technical means available to the teacher.

The development of the independence of each person is a condition for improving the culture of society. Personal independence in learning is one of the main goals of education. The organization of active independent activity of schoolchildren provides students with solid knowledge and sustainable skills.

One of the ways to effectively develop cognitive activity is design and research activity, since it contributes to: the development of self-expression skills, self-expression, the development of speech, creativity, the development of independence and responsibility, the acquisition of knowledge, skills and abilities. The teacher, in turn, takes the position of a consultant, develops independent thinking in the student, maintains a friendly microclimate. Offers various, interesting project topics, questions, problems without imposing his point of view, providing freedom of choice and at the same time, organizing the work of both individual students and the whole class. The educational capabilities of group projects are especially valuable when a product appears in the process of joint activities.

It is not enough to give a certain amount of knowledge, it is necessary to interest and teach children to use them in practice. Therefore, in the classroom, I try to create conditions for the development of students' cognitive interest. So, in Russian lessons I useguessing technique, as one of the means influencing the development of interest in the subject, as exemplified by a calligraphic five-minute session. itallows you to work on the development of spelling vigilance. In the lessons of "The World Around", to study new material, as well as to check homework, I useabstract work , which broadens the horizons of students and allows you to master the mechanism of independent acquisition of knowledge. Research projects are of particular importance for the formation of educational skills of primary schoolchildren. The project method is always focused on the independent activity of students (individual, pair, group), which they perform for a certain time. An indispensable condition for the organization of research and design work is the availability in advancedeveloped ideas about the final product of the activity, stages of project implementation. At different stages of the project it is necessary to decide. research tasks, otherwise the project is cut off from life and becomes unrealistic and uninteresting for children.

It should be noted that children of primary school age, given their psychological characteristics, cannot be set too complex tasks, demanding to cover several areas of activity at the same time. You should include in the work various auxiliary material (memos, instructions, templates), seek help from parents and teachers. Thanks to participation in research activities, junior schoolchildren learn to interact in groups, work with multimedia sources, Internet resources, and evaluate projects of comrades. Thus, the cognitive activity of students is increased.

The most importanta factor in the development of cognitive activity is independent work

Usageindependent work in the classroom, also serves as a means of enhancing cognitive activity. For example: solving multilevel tasks, creative and research independent work in a mathematics lesson. To do this, usevarious techniques and situations, in which students: defend their opinion by providing evidence, ask questions, clarify incomprehensible, help other students in difficulty, look for several solutions, carry out self-examination, analysis of actions.

Developmentindependent activity students leads to the fact that the student is transformed from a listener into an active participant, and the teacher from a bearer of ready-made knowledge turns into an organizer of the cognitive, research activities of his students.

Activation of educational and cognitive activity.

Cognitive development is activeSTI can be carried out in different forms of educational work:

1 . Entertaining tasks.

Among all the motives of educational activity, the most effective is the cognitive interest that arises in the process of learning. He not only activates mental activity, but also directs it to the subsequent solution of various problems. Stable cognitive interest is formed by different means. Amusement is one of them. The elements of entertaining cause in children a sense of surprise, a keen interest in the learning process, help them to master any educational material. Interesting tasks can be included in each stage of the lesson.

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2. Cognitive questions.

One of the ways to enhance the activity of students is to establish a connection between the material being studied and the surrounding activity.

3. Developmental exercises.

Developing exercises are called exercises that have "a significant impact on both the general mental development of children and the development of their special abilities."

4. Creative tasks.

Children perform various creative tasks with great pleasure. They can be successfully applied in various lessons. Children can complete the following tasks:

a) S. Aksakov describes autumn as follows: “... Autumn, deep autumn! Gray skies, low, heavy, wet clouds; gardens, groves and forests become naked and transparent ... ”.

Imagine that you need to paint a picture for this text. Think with what colors you will paint the sky, clouds, old and young trees, the earth, the forest in general.

b) Come up with a poem using the following rhyme:birch-mimosa.

All the given examples of tasks contribute to the development of the creative abilities of children and their cognitive activity.

5. Use of computer technology as a support for the studied material.

IspoThe use of ICT in the classroom allows you to fully implement the basic principles of enhancing cognitive activity, to make learning interesting and diverse in form.

The use of various forms and methods of teaching allowst already at the early stages of learning to ensure for the majority of students the transition from passive perception of educational material to active, conscious mastery of knowledge. This makes it possible to fully implement the principle of "learning with passion", and then any subject will have an equal chance of becoming beloved by children.