Creative report on the topic: "The development of cognitive abilities in children of primary school age." The development of the cognitive abilities of the child in preschool age

25.09.2019

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The development of cognitive abilities of primary schoolchildren in the context of modernization of education

N.G. PELEVINA,
primary school teacher, school number 7, Kirov

My teaching experience is 40 years, of which I have been working as a primary school teacher for 25 years. I worked on the teaching materials “Primary school of the XXI century (two editions), and now I work on the teaching materials“ School of Russia ”.
A student today should be not so much erudite as flexible, able to select, process and build information adequately to a specific situation. In the lessons and extracurricular activities, the ability to work independently and to provide assistance to comrades is formed. Learning to communicate, students learn to learn, compensate for their own ineptitude with the help of other people: teachers, classmates, parents. In the process of joint activity, such qualities as benevolence, mutual assistance, kind-heartedness, self-control skills are formed, student self-government develops.
Personal development means that a growing person gradually learns to manage his behavior, set and solve complex problems, find ways to solve them, that is, become a subject of educational activity, and then his own life.
Personality development is the process of becoming a person's readiness (his inner potential) for self-development and self-realization in accordance with the emerging or posed tasks of various levels of complexity, including those that go beyond the previously achieved.
During the period of modernization of education, the learning process should be based on other psychological foundations: it is necessary not only to take into account the age and typological characteristics of schoolchildren, but also specific conditions for self-disclosure of the natural forces and capabilities inherent in them.

In modern conditions, a primary school teacher has to solve a whole range of professional and professional problems. On the one hand, it is necessary to achieve compliance of the knowledge, skills and abilities of schoolchildren with the requirements of the curriculum, regardless of the ability to assimilate them, on the other, to create the comfort of the student's stay in the classroom, school, optimal opportunities for the intellectual development of all students in the classroom.
The full development of the student is ensured by: the study of his individual characteristics and the inclusion of self-regulation in the process of managing his own physiological and mental states; providing opportunities for personal self-determination - expressing one's own opinion and forming attitudes towards oneself, other people, natural phenomena and social life; disclosure of individuality - a person's awareness of himself, his characteristics (self-awareness - in creativity); recognition of the student as a subject, that is, able to set goals and implement them (teaching ways of acting)
When organizing the educational process, one must constantly keep in mind the following: educational activity should be rich in content, require intellectual exertion from schoolchildren, the material should be accessible to children. It is important that students believe in themselves and experience academic success. It is educational success at this age that can become the strongest motive that makes you want to learn. It is important to organize a differentiated approach to students, it is he who contributes to the disclosure of the possibilities of each of them.

A differentiated approach creates conditions for the maximum development of children with different levels of ability: for the rehabilitation of those who are lagging behind and for advanced training for those who are able to learn ahead.
The main goal of my work with children is to teach them how to think. That is why I try to teach my students to express their thoughts orally and in writing, to analyze the answers of their peers. My students are happy to take part in disputes on various issues with both the teacher and the class.
I select the material for lessons and extracurricular activities so that it develops thinking, both logical and creative. I pay special attention to the development of spatial thinking. The development of verbal-logical thinking, the development of comparison operations, generalization, and the selection of essential features occurs throughout the entire education in primary school. Complication occurs due to the material: from play to educational, from simple to complex, from reproductive reproduction to creative self-expression.
I consider productive the method of alternating tasks solved in different ways, composing tasks, various transformations leading to simplification and complication. I try not to "chew", but to create problematic situations that orient students to search. As a result, the student acts as a researcher discovering new knowledge.

I will give specific examples of such tasks: “Choose the right number”, “Find the missing number”, “What should be drawn?”, “Which letter is superfluous?”, “Not a question, but ... What numbers and why do you put instead of questions? "," How many squares? "," How many triangles? "," Which word is superfluous? " and others. Such tasks put children in a situation where they must compare, generalize, draw conclusions, analyze. The special value of such tasks lies in the fact that when solving them, mental activity is stimulated, because the task often cannot be solved "on the fly", it seems to "resist", and this is what makes the child think. B. Pascal said wonderful words about this: "You can only rely on what resists." Under this condition, the ability to overcome difficulties develops, and this is the main quality of a thinking person.
I pay great attention to the training of thinking, it is useful for all students, and especially for those who experience difficulties in their studies. I carry out in practice the selection of non-standard tasks (invisible errors, problems in verse, games, logical chains, cipher words, arithmetic puzzles).
Logical chains require great observation from students, which must be continued to the right and left, if possible. To do this, you need to establish a pattern. For example:
a) ... 6, 12, 18 ... (6, 12, 18, 24, 30, ...)
b) ... 6, 12, 24 ... (6, 12, 24, 48, 96 ...)
It is fundamentally important that at each lesson the child experiences the joy of discovery, so that he forms faith in his own strength and cognitive interest. Interest and success in learning are the main parameters that determine the full-fledged intellectual and physiological development of a younger student, and therefore the quality of the teacher's work.
An effective tool that allows each child to open up and self-actualize in the class is the creative work of children. Creative tasks, in the performance of which children come up with something, compose, invent, should be used by the teacher systematically. "A creative person can only be brought up by a creative person" - for a teacher, this truth is both a motto and a guide to action.
The range of creative tasks is unusually wide in complexity. When solving them, an act of creativity occurs, a new path is found, or something new is created. This is where special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - everything that in the aggregate makes up creativity.
Examples of such tasks are exercises: "Read a proverb using the correspondence of signs and letters", "Arithmetic in Martian".

I often use educational games in my work. They create a kind of microclimate for the development of the creative sides of the intellect. At the same time, different games develop different intellectual qualities: attention, memory, especially visual, the ability to find dependencies and patterns, classify and systematize material, the ability to create new combinations of existing elements, objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of their actions. Together, these qualities make up what is called ingenuity, a creative mindset.
Of great interest among junior schoolchildren are anagrams, in which it is necessary, after reading them, to highlight the "extra" word, grouping words according to some criterion.
For example: canopy - (spring), pine - (pump), mouse - (reed), bank - (wild boar).

Children experience great excitement when performing tasks such as “Take away a letter”: “From each word, remove one letter, and rearrange the rest so that the names of various animals are obtained. For example: a bug dome; bulldog - (bird) dove; birch - (African equid) zebra; Kaluga - (marine predator fish) shark; charlotte - (whale) sperm whale; scab - (bird) magpie; cable - (fur animal) squirrel; funnel - (pet) cow; croup - (insect) spider.

Among the tasks of a problematic nature, I introduce into the lessons the so-called "philosophical tasks".
For example:
1. Complete the statements
Labor is a reward, and laziness is _______________.
The night is silence, and the day is _______________.
Spring is dawn and autumn is ______________.

2. Connect with lines the words opposite in meaning.
kindness hard work
justice cowardice
honesty deceitful
truthful injustice
dishonorable indolence
courage is evil

3. Connect the beginning and end of the proverbs with lines.
Do you like to ride ... ... have a hundred friends.
Man's labor feeds, and ... ... love to carry sledges.
Don't have a hundred rubles, but ... ... laziness spoils.

4. Combine a Russian folk proverb with a meaningful German one.
If you chase two hares, you won't catch a single one. You won't be lost with an eloquent language.
Language will bring to Kiev. A rotten egg spoils the whole dough.
Silent means consent. Whoever starts a lot, realizes very little.
A fly in the ointment spoils a barrel of honey. No answer is also an answer.

The nature of such tasks should correspond to the knowledge and level of intelligence of the children.
In lessons and extracurricular activities, I use tasks that contain an exciting puzzle, solving the trick. They have a special, attractive power, because something mysterious is associated with them, striking the imagination.
I pay great attention to the development of visual and auditory perception. The visual perception of children determines the speed of memorization and adequate reproduction of material read from a blackboard, textbook or other aids. The methods of the teacher's work depend on the level of visual perception of children: the number and nature of visual aids, their correct selection, the time and place of their use in the lesson.
Children are very fond of magic tricks, they are happy to learn this art on any occasion. I really like to give math tricks, as they contain interesting and cognitive material accessible to children.
Here is one of such tricks "Predicting the amount".
I suggest someone write a number with several signs. I rewrite this number on paper, after subtracting 2 from one and putting a two in front. I put the sheet with the number on the table, clean side up.
Let the student write down the number 4725, on paper I write the answer 24723.
I suggest that someone write another number under the first number, consisting of the same number of characters. (Have him write down the number 5891.)
Under it I put the third number itself so that the figure complements the one under it to 9. In this case, under 5 - 4, under 8 - 1, under 9 - 0, under 1 - 8 (4108).
The fourth number is written by the student (let him write down 9810), the fifth number is written by the teacher, writing down the numbers according to the same rule as described above. If the extreme digit on the left was 9, then you do not need to write anything under it (therefore the number will be 189).
Then I propose to add a column of five numbers (the guys check the correctness of the solution).
When their sum is found, I take a sheet with a number from the table and show it to the guys.

Each of you wrote the numbers you wanted. I could not know these numbers. Nevertheless - I predicted the amount.

The experiment is repeated several times, you can initially take numbers consisting of any number of digits.
If there are no errors in arithmetic operations, then the result of addition will necessarily coincide with the number that was written earlier on a piece of paper.
The guys are so addicted to this trick that everyone wants to be in the lead. We repeat the experience in pairs, and then the children at home tell it to their parents and friends, acting as a leader themselves.
The guys solve such examples with enthusiasm, while the computational skills of the guys, the speed of counting are well developed.
In math lessons, I turn on arithmetic puzzles, puzzles in which you need to restore unknown numbers in certain records of calculations.
Arithmetic puzzles belong to one of the types of logical problems. Primary school students are curious and for them solving a logical problem is a search. There are not enough problems of this type for students of this age in the mathematical literature, so I myself select the necessary material for my work.
Building interest in learning is an important means of improving the quality of schooling. This is especially important in elementary school, when constant interests in a particular subject are still being formed, and sometimes only determined.
Therefore, I select tasks that have a direct connection with other subjects. For example, I introduce such logical exercises that do not require complex calculations, and sometimes calculations at all. But each of the exercises forces us to make comparisons, draw conclusions, make us think correctly, that is, consistently, with evidence.
Recently, I myself have been fond of solving Hungarian crosswords, and I teach this to my students. Having deciphered the puzzle, the guys explain the meaning of difficult words, vocabulary work is carried out. Students are happy to solve such crosswords in the classroom and after school hours, involve their parents and friends in their solution. The work on the crosswords "Volga - Volga", "Himself a master" (the guys find a dozen different useful tools in the household), "Fedorino grief", "Modes of transport", "All words start with the letter" 3 "and is the first "," Zarnitsa "(to find a dozen" military "words," Sea inhabitants "(there are 14), etc.
I pay great attention to the lessons and extracurricular activities to solve tasks of the choice of students, since such tasks are one of the types of differentiation.
To select a task, it is fashionable to offer exercises of the same content, but of a different form, of a different volume, of a different complexity, that is, tasks that require different mental activity. In order for the student to make a conscious choice of the task, he must have the correct self-esteem (Who was interested in the lesson and what exactly interested him? Who believes that he understood this material? Who learned to solve such equations, give a verbal assessment of his homework), etc. etc.
In the classroom, I also use other forms of assessing children: mutual assessment when working in pairs (“Who liked working in pairs?
Such work on the formation of assessment, mutual assistance, self-esteem is important for differentiated learning.
Distinguish between internal and external differentiation. External differentiation is the division of children into classes of different levels (separation of correction classes, classes of gifted children, etc., or into groups in the same class (strong, average, weak).
Internal differentiation is the creation of conditions for the free choice of the task. When every day work is carried out to form the correct self-esteem, the student can take on the load as he can, gets used to calculate his capabilities during the years of study in elementary school and use them to the fullest. Having moved to high school, he will be ready for conscious actions in the choice of electives, programs, specialization.
Of course, a student must be specially prepared for such a choice. We need constant educational work, as a result of which the student is affirmed in the thought that only he can achieve success in learning who works energetically, actively, at the limit of his capabilities.
In the classroom, at first, you have to help the children in choosing assignments. Some overestimate their capabilities, others spend a lot of time choosing. But since exercises of choice can be given in almost every lesson and in any subject, then gradually the choice itself begins to happen quickly enough and more and more correctly.
First, I explain which task is simpler and which is more difficult, but over time, the children themselves assess the difficulty of the task themselves, i.e. determine which task they are more prepared for, which does not cause them difficulties and errors.
If the students choose a more difficult task and do not so much, this should be assessed positively, since the desire to do, the excitement, the interest with which the students work, bring more benefits than the general, obligatory for everyone, but joyless work.
There is no need to be afraid that children will choose only easy tasks, on the contrary, they tend to choose more difficult tasks, and the teacher has to either tactfully help in the choice, or, without reproaches and edifications, help to carry out the selected task (assistance is provided not only by me, but also by the students - teacher assistants). It is important to offer elective assignments not only for classroom work but also at home.
If assignments for choice are offered systematically at all lessons, then children develop the ability not to get lost in a situation of choice, consciously choose work according to their strength, the ability to objectively assess their capabilities. At the same time, a friendly atmosphere in the classroom with elements of competition and mutual assistance, no offenses that arise when the class is divided into different groups by the teacher himself, is preserved.
The process of mastering subjects can be fun, engaging and highly effective. This is largely facilitated by the teaching methodology by means of subjectivization, developed by G.A. Bakulina.
The work of a teacher is hard work, but joyful work when you see the good fruits of your work. You will lay a solid foundation of knowledge, teach you to love to learn, develop your thinking abilities, which means you can be calm. I believe that my children will always strive to do well.

REFERENCES
Volina V. Entertaining ABC studies. M., 1997.
Sukhikh I. 800 riddles, 100 crosswords. M., 1996.
Bakulina G.A. Subjectivization of the process of teaching the Russian language in primary school. Kirov, 2000.
Araslanova E.V., Selivanova O.G. Educational project "Able Child". The development of the cognitive abilities of junior schoolchildren. The theoretical aspect. Kirov, 2006.
Kordemsky V.A. Mathematical savvy. M., 1994.

Report on the topic of self-education

"Development of cognitive abilities of primary schoolchildren in the framework of the implementation of the Federal State Educational Standard"

Performed:

primary school teacher

Ramenskaya I.A.

The beginning of schooling is a difficult and crucial stage in a child's life. Younger school age is one of the main periods of a child's life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development. Also acquires fundamental skills and abilities. It is from this period of life that the further paths of the child's development depend.

With the introduction of the Federal State Educational Standard, the teacher must completely reconsider his approach to the methods of teaching children. The federal state standard defines the final ideal portrait of an elementary school graduate, and this is just an independent active person.

The most important task - to outline the educational route for your ward - lies on the shoulders of the teacher. The task of the teacher who forms cognitive activity:

Be attentive to every child;

To be able to see, notice the slightest spark of interest in a student in any aspect of educational work;

To create all the conditions in order to kindle it and turn it into a genuine interest in science, in knowledge.

It is important to put problem learning in front of the students. After all, the "task" often cannot be solved "on the fly", it seems to "resist", and this is what makes the child "strain" thought, think. B. Pascal said wonderful words about this: "You can only rely on what resists." Under this condition, the ability to overcome difficulties as the main quality of a thinking person develops.

Motivation of the educational activities of schoolchildren, including their independent work, is an important prerequisite for the success of education. It is important to show students why they are given a particular task, what is its purpose, what tasks need to be solved in order to obtain the desired result.

Interest is the most important motivator of any activity. Through interest, a person's connection with the objective world is established. Cognitive interest has become a need of society because didactics, and after it the practice of teaching, is increasingly turning to the personality of students.

Thus, the activation of the educational activity of students in the assimilation of new knowledge becomes the creative processing of information in the minds of students and the solution of the cognitive tasks assigned to them.

Research and project activities.

Research and project activities have always been and remain an integral part of primary education. Primary school students tend to be attracted to everything new, to "secrets" and discoveries. This type of activity opens up opportunities for the formation of life experience, stimulates creativity and independence, the need for self-realization and self-expression, takes the process of education and upbringing outside the school to the outside world, realizes the principle of cooperation between students and adults, allows you to combine the collective and the individual in the pedagogical process, ensures growth the personality of the child, allows you to fix this growth, lead the child up the steps of growth.

It is research work that makes children participants in the creative process, and not passive consumers of ready-made information.

Design and research activities as a decisive factor in the formation of a student's ability to learn are given great attention in the Federal State Educational Standard. The project method is based on the development of students' cognitive skills, critical and creative thinking,

skills to navigate the information space. Engaged in design and research activities, students learn:

Independent, critical thinking,

Make independent reasoned decisions,

Reflect based on knowledge of the facts, draw informed conclusions

Learn to work in a team, fulfilling different social roles.

The primary school teacher needs to better understand the nature of the intelligence of students and apply a useful orientation of intelligence in productive directions. The intellectual act in relation to different people and the sociocultural conditions in which they live can vary from one person to another. Innovation and automation are important to every student. And the significance of these two aspects for intelligence is assumed to be universal. The reaction to the novelty and the automation of information processing in the context of the implementation of the new generation of the Federal State Educational Standards are part of what makes this behavior of students “intelligent”. In the course of their application, each child adapts to the social and practical reality of the world and develops his intellectual abilities. The appeal to new educational technologies allows the primary school teacher to realize these goals and use them as a lever for the intellectual development of their students. And in order to determine how successful the approach will be in terms of implementation processes, the teacher needs to set certain goals for himself from the first year of schooling. I set myself the following tasks:

At the stage of admission to school, identify the level of intellectual, creative and individual capabilities, personal qualities, as well as interests and abilities of the student;

Develop a system of diagnostic studies to determine the interests, abilities and inclinations of children during their primary school period;

Determine and use in the organization of the educational process methods and techniques that contribute to the development of the possibilities of self-expression of each child;

Organize events to improve the social status of talented and capable children;

Conduct creativity lessons (mini-conferences, olympiads, intellectual games, quizzes, marathons, days of creativity and science, contests for experts, subject KVN);

Together with parents, support a talented child in realizing his interests in school and family (thematic parent meetings, round tables with children, lecture halls for parents, sports events, concerts, holidays, visiting circles and sections according to their abilities).

Every modern teacher must form a new system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, that is, modern key competencies. Improving the quality of education depends on this, which is one of the pressing problems of modern society.

Psychometric theorists such as Binet and Wechsler have looked at intelligence in terms of adaptive behavior in a real environment. They realized that the environment shapes intellectual behavior and is itself shaped by what constitutes such behavior in specific sociocultural conditions.

Relying on the development of intelligence in a real environment, I applied the methods of group teaching, directly with the use of cartoon animation in the lessons. This technology is an interactive learning tool. She became for me one of the key assistants in teaching schoolchildren in a number of academic disciplines, as it allowed me to apply new methods and techniques in my professional activity, and also made for the students a more accessible form of studying and understanding any information in the classroom.

The use of cartoon animation in the classroom has created the opportunity to use various games that allow to ensure the cognitive motivation and interests of students, the willingness and ability to cooperate and joint activities of the student with the teacher or classmates.

Using the technology of free movement of objects, math simulators were created for practicing counting skills within 5-10, in which students, working in groups or individually, must perform elementary arithmetic operations in their mind and, having received the result, drag and drop any objects with the correct answer into basket or mushrooms, flowers, etc. In this case, in case of an incorrect answer, the items are returned back.

Researchers seeking to understand and describe execution-based intelligence try to identify the processes that humans use to solve problems, from the moment they become familiar with the problem to the moment they formulate the answer to it. Consider, for example, analogy as a widely used problem in a variety of studies. In a typical theory of inference by analogy, the task is decomposed into component processes, such as deriving the relationship between the first two terms of the analogy, displaying a higher-order relationship linking the first half of the analogy with the second, and applying the relationship derived in the first half of the analogy to the second half of the task. ... The stimulating idea is that the ability of students to solve such problems is derived from their ability to quickly complete these processes. In addition, it has been shown that the processes that make up analogy problem solving are common to a wide variety of inductive inference problems. Thus, these components are of interest due to the fact that they are used in solving various types of mental problems, and not just some specific class of them, where similar logic is applied to other types of complex problems.

It goes from simple to complex. This is a simulation of a short entry for the most difficult task to understand and execute. And it helps students to more accurately represent the brief condition for the problem, especially in the form of a drawing. Projects of this kind are quite easy to use and allow you to create tasks with different levels of difficulty. The chosen approach to teaching mathematics in primary school allows:

Stimulate motivation and interest in the field of study subjects and in general education;

Increase the level of activity and independence of students;

Develop skills in analysis, critical thinking, interaction, communication;

Changing attitudes and social values;

Self-development and development due to the activation of mental activity and dialogical interaction with the teacher and other participants in the educational process.

Self-development and development is achieved in the process of collective activity and in the lessons of literary reading in the process of working on any work. And for primary school students, the development of cognitive abilities is fully achieved when studying fairy tales, when work is underway on the characteristics of heroes, the disclosure of the plot, climax and denouement, general educational skills of conscious, correct, expressive reading, reading by roles are being formed, work is underway on expressiveness, and precisely by the selection of the tempo, intonation of reading, the ability to put a logical stress. I also solve these problems with the help of animated films.

So, in the process of working with a household fairy tale in the 1st grade, when it is convenient to use a retelling with a change in the narrator's face, considering illustrations for the fairy tales "Turnip" and "Kolobok" and restoring the sequence of events, students create their own cartoons with the help of which In this case, the allegorical meaning of fairy tales will be revealed to the child if he understands the function of formal elements and is able to correlate them with a holistic perception of the text, and does not interpret fairy tales based on his everyday attitudes. It is very important to teach children to separate the plot of a fairy tale from the way of telling it, therefore, when analyzing, attention is focused on the formulas of the beginning: Once upon a time ..., In a certain kingdom, in a certain state ... and so on. Children from an early age need to instill love for their land and their people, their good wisdom accumulated over the centuries, its rich and lively culture - folklore, art.

The fairy tale gives them the necessary range of experiences, creates a special, incomparable mood, evokes kind and serious feelings. The fairy tale helps to revive the spiritual experience of our culture and the traditions of our people - it teaches goodness and justice. “A fairy tale,” wrote V.A. Sukhomlinsky, - develops the inner strength of the child, thanks to which a person cannot but do good, that is, he teaches to empathize "

Fairy tales attract with their melodious language, special syllable of speech, composition. No wonder a great lover of fairy tales, the great A.S. Pushkin said: “What a charm these fairy tales are! Each is a poem! " Pushkin also owns the words: “Study of old songs, fairy tales, etc. necessary for perfect knowledge of the properties of the Russian language. " But we live in a modern society and children want to create their own something more modern without prejudice to the interests of Russian folk art.

Many fairy tales celebrate resourcefulness, mutual assistance and friendship. This is how the “New Year's Tale” arose, in which, personifying the forest tree and other heroes of the fairy tale, children help the heroine find her peace of mind.

The developing aspect of a literary reading lesson:

Development of interest in the subject;

Development of students' speech, enrichment of the vocabulary due to acquaintance with outdated vocabulary;

Development of the emotional sphere of the child's personality;

Formation of control and evaluation actions.

Educational aspect:

Education of cognitive activity;

Education of a culture of perception of a new work (animation film);

Formation of interpersonal relationships, learners in group work.

Students become active participants in the creative process: for example, reading by roles involves analyzing the characteristics of the characters' intonation and behavior.

Let us now consider the requirements for the level of formation of literary concepts and concepts. The mandatory minimum content includes literary propaedeutics of the following concepts:

Genres of works - story, fairy tale (folk or literary), fable, poem, story, play;

Folklore genres: riddles, tongue twisters, songs, proverbs and sayings;

The theme of the work;

Main thought;

Hero-character, his character, actions;

Means of artistic expression in the text - epithets, comparisons; in verse - sound recording, rhyme.

Further, the object of research: work on a poetic text in elementary school. In the course of the survey, the level of students' text analysis skills, the ability to work with literary text, is revealed. At this stage, it is good to apply the methodology of Matveeva E.I., which is suitable for all primary school teachers, regardless of what system of primary education the teacher works in. It indicates educational tasks, the age of students, a list of knowledge, skills acquired during the analysis of works.

The formation of the general educational ability of a conscious, correct, expressive reading of a work again occurs in the process of an animated film. When working with A. Kuprin's story "The Elephant", children develop the plot of the next cartoon "Circus", where practical activity is primarily manifested. Children become initiators, organizers, performers of a lesson fragment. I stimulate students to achieve their goal, provide emotional support for children in the course of work, create a situation of success for each child, maintain an overall positive emotional background, and provide a communicative focus. I also summarize the work and analyze its results together with the students, discussing the resulting cartoon.

At the stage of developing and creating characters from anything (from plasticine, cereals, paper, etc.), backgrounds, props, children master traditional and modern visual techniques and techniques. So the children really liked the work of preparing semolina, when they mastered the technique of dyeing cereals in different colors. And then they created objects from cereals: a butterfly (the theme of "Insects" was repeated), a flower (the theme of "Parts of plants" was repeated), the sun and clouds (the theme of "Inanimate nature" was repeated).

Summing up, I would like to note that in the context of the transition to the Federal State Education Standards of the second generation, I organize the educational process in accordance with the set goals and objectives. It is built on an active-practical basis and gives more solid knowledge to students, develops cognitive interest in academic subjects and shapes the intellectual development of younger students. By organizing various types of activities of schoolchildren, in which children not only actively participate themselves, but also often initiate, organize, perform fragments of a lesson or collective creative deeds, in the course of joint activities I develop the cognitive abilities of my students, introduce children to socio-cultural norms, develop interest and motivation in learning about the world and creativity, I am introducing innovative educational technologies into the educational process, contributing to the development of a harmoniously developed, proactive, emotionally stable, independent and socially active person who loves his homeland. How much joy the student experiences when he is in search with the teacher. What could be more interesting for a teacher than following the work of the thoughts of the children, sometimes directing them along the path of cognition, and sometimes just not interfering, being able to step aside in time to let the children enjoy the joy of their discovery, the result of their labor.

Cognitive abilities and characteristics of their development in young children

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

Cognitive interest- this is the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant 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. They are of a search character. Under his influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student's search activity is carried out with enthusiasm, he experiences an emotional uplift, joy from good luck. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire a special activity and focus.

Cognitive ability- this is one of the most important motives of the teaching of schoolchildren. Its effect is very strong. Under the influence of cognitive abilities, educational work, even for weak students, proceeds more productively. Cognitive abilities with the correct pedagogical organization of students' activities and systematic and purposeful educational activities can and should become a stable trait of the student's personality and have a strong influence on his development. Cognitive abilities appear before us as a powerful learning tool. Classical pedagogy of the past stated - "The deadly sin of a teacher is to be boring." 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 abilities is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically excite, develop and strengthen the cognitive interest of students both as an important motive for learning, and as a persistent personality trait, and as a powerful means of upbringing teaching, improving its quality.

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

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

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

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

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

Cognitive processes include perception, attention, memory, imagination and thinking. Let us characterize the manifestation of cognitive processes inherent in primary school age.

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

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

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

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

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

The memory of younger schoolchildren is more conscious and organized in comparison with the memory of preschoolers. The uncritical nature of memory is characteristic of the younger schoolchild, with which is combined with uncertainty in memorizing the material. Younger schoolchildren prefer word-for-word memorization to retelling. With age, children's memory improves. The more knowledge, the more opportunities to form new connections, the more skills in memorization, and therefore, the stronger the memory.

Younger schoolchildren have more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signaling system. During training in the primary grades, a lot of specific, factual material is given, which develops a visual, figurative memory. But in elementary school, it is necessary to prepare children for education in the middle level, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, the teacher contributes to the development of their thinking. To develop the cognitive abilities of younger students in mathematics lessons, namely memory, you can use a variety of tasks and exercises (Appendix 1).

1. Memorize two-digit numbers.

2. Memorize mathematical terms.

3. A chain of words.

4. Draw patterns from memory.

5. Memorize and reproduce the drawings

6. Visual dictations

7. Auditory dictations

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

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

M. Montessori compares the child's thinking to a sponge that absorbs water. Just as a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts the images of the outside world, without dividing them into "good" and "bad", "useful" and "useless", etc. etc. In this regard, the subject and social environment surrounding the child is of particular importance. An adult must create an environment for him in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, “absorb” correct speech, socially acceptable ways of emotional response, samples of positive social behavior, ways of rational activity with objects.

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

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

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

Comparison is the juxtaposition of objects or phenomena in order to find common or different in them. Younger schoolchildren are compared according to vivid signs, according to what is striking. It can be a round object or a bright color. Some children manage, by comparing objects, to distinguish the greatest number of signs, others the least.

Generalization. Younger schoolchildren distinguish, first of all, catchy, vivid signs of objects. Most generalizations are about specific features. If we give children a number of objects belonging to different groups and propose to combine them according to common criteria, we will see that it is difficult for a younger student to generalize on his own. Without the help of an adult, while completing a task, he can combine words that are different in meaning into one group. Generalizations are fixed in concepts. Concepts are a set of essential properties and attributes of an object or phenomenon.

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

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

1. Tasks for ingenuity

2. Tasks of the joke

3. Number figures

4. Problems with geometric content

5. Logic exercises with words

6. Math games and magic tricks

7. Crosswords and puzzles

8. Combinatorial problems

Perception. This is a cognitive mental process, consisting in a holistic reflection of objects, events, situations. This phenomenon underlies the knowledge of the world. The basis of knowledge of a younger student is the direct perception of the world around him. All types of perception are important for educational activity: the perception of the shape of objects, time, space. If we look at the reflection of the information received, then we can distinguish two types of perception: descriptive and explanatory. Descriptive children are fact-oriented. That is, such a child can retell the text close to the original, but will not delve into the meaning especially. The explanatory type, on the contrary, in search of the meaning of the work, may not remember its essence. Individual characteristics inherent in a person also affect perception. Some children are focused on the accuracy of perception, he does not turn to guesswork, does not try to conjecture what he has read or heard. The other individual type, on the contrary, seeks to conjecture information, to fill it with his own preconceived individual opinion. The perception of a younger student is involuntary. Children come to school with a sufficiently developed perception. But this perception boils down to recognizing the shape and color of the presented objects. At the same time, children see in an object not the main, special, but bright, that is, what stands out against the background of other objects.

As a result of playing and educational activities (using tasks and exercises to develop perception (Appendix 1)), perception itself turns into independent activity, into observation.

1. Pick up a patch for the boot

2. Collect the broken jug, vase, cups, plates

3. Exercise Geometric Shapes

4. Exercise Triangles

5.100 cell table with graphic images

6. Table with geometric shapes of different shapes

7. Table with geometric shapes of different sizes

8. Table with geometric shapes not only of different shapes, but also white and black

9.100 cell table filled with numbers

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

Attention can be voluntary or involuntary. 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 and unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.

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

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

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

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

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

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

1. Finding moves in ordinary and numerical labyrinths

2. Recalculation of objects depicted by repeatedly intersecting contours

3. Finding numbers according to Schulte tables

4. Draw faster

5. Find who is hiding

6. Find the similarities and differences

7. Read the scattered words

Attention and imagination are closely related. The characteristic feature of the imagination the younger student is his reliance on specific objects.

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

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

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

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

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

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

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

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

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

1. The role is enhanced and the proportion of verbal-logical, semantic memorization increases (in comparison with visual-figurative);

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

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

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

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

At primary school age, attention selects relevant, personally significant signals from the multitude of all available to perception and, by limiting the field of perception, provides concentration at a given time on an object (object, event, image, reasoning). 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 and unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.

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

In addition to the predominance of involuntary attention, its relatively low stability is also related to age. The processes of excitation and inhibition in the cerebral cortex change rather quickly in younger schoolchildren. Therefore, the attention of a child of primary school age is characterized by easy switching and distraction, which prevents him from concentrating on one object. Studies of the distribution of attention have shown that it is related to the age of the student. By the end of the 3rd year of study, schoolchildren, as a rule, increase and develop the ability to distribute and switch attention. Pupils in grade 3 can simultaneously monitor the content of what they write in the notebook, the accuracy of the writing, their posture, and what the teacher says. They hear the teacher's instructions without stopping their work.

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

In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive in some types of work and differ absent-mindedly in other types of educational activities.

Attention and imagination are closely related. A characteristic feature of the imagination of a younger student is its reliance on specific objects. Thus, in play, children use toys, household items, etc. Without this, it is difficult for them to create images of their imagination.

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

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

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

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

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

V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitution of some objects by others, the imagination goes over to other types of activity.

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

DEVELOPMENT OF COGNITIVE ABILITIES OF JUNIOR SCHOOL CHILDREN.

“The goal of a child's education is

to make him capable

P. Hubbart - American writer

The formation of a creative personality is one of the main tasks proclaimed in the concept of modernization of Russian education. Its implementation dictates the need to develop the cognitive interests, abilities and capabilities of the child.

A wonderful time for childhood! A child who first crossed the threshold of school finds himself in the world of knowledge, where he has to discover a lot of the unknown, look for original, non-standard solutions in various activities. The most effective means of including a child in the creative process in the classroom are: play activities, the creation of positive emotional situations, work in pairs, problem learning.

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 lessons I use didactic and role-playing games, crosswords, riddles, rebuses, I try to present the material in an unusual form: a fairy tale lesson, a journey lesson, a research lesson and others.

2. General understanding of cognitive processes.

The federal component of the state standard, developed taking into account the main directions of modernization of education, is focused “not only on knowledge, but primarily on the activity component of education, which makes it possible to increase motivation for learning, to the greatest extent realize the ability, opportunities, needs and interests child. Therefore, it is no coincidence that one of main objectives at the level of general education is development of cognitive activity of students... Cognitive activity provides cognitive activity, in the process of which there is a mastery content subject required ways of activity, skills, skills... The presence of cognitive activity is a psychological factor that ensures the achievement of learning goals.

“The purpose of training is not only the mastery of students' knowledge, abilities and skills, but also the formation of the leading qualities of the personality. One of these personality traits is cognitive activity ”- T.I. Shamova.

The factors shaping the cognitive activity of students can be built in the following chain:

Motives determine the cognitive interests of students and their selectivity, independence of teaching, ensure its activity at all stages.

Considering that motives learners are formed through their needs and interests(need interest motive), the teacher should direct all efforts to development cognitive interests students.

Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think over, express judgments. Therefore, without the participation of cognitive processes, human activity is impossible, they act as integral internal moments. They develop in activity, and they themselves are activities.

The development of human inclinations, their transformation into abilities (the individual psychological characteristics of the personality, which ensure high achievements in activity, determine the suitability of a person for one or another of its types) is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive abilities.

3. Cognitive processes.

Perception is a reflection of objects and phenomena, integral situations of the objective world in the aggregate of their properties and parts with their direct impact on the sense organs.

With the help of his imagination, the child creatively transforms the world, and it, as a process, is organically included in creativity. Thanks to imagination, a person has the ability to see ahead, to imagine what still needs to be done.

Pay attention to the image (fig. 1) of a half-turned young woman. And can you spot an old woman right there with a big nose and chin hidden in a collar?

Observation is a perception closely related to the activity of thinking: comparison, discrimination, analysis. Observation is always carried out with a certain cognitive purpose. It assumes a clear understanding tasks observation and preliminary development plan its implementation.

It is impossible to observe if you do not know what to observe and for what purpose.

Today, problems associated with the development of attention in schoolchildren cause concern among teachers, parents, and psychologists working with children.

Many adults complain about children's inattention, their inability to concentrate, to hold attention for any length of time when solving educational problems. An increasing number of children of primary school age with the so-called attention deficit disorder, combined, as a rule, with hyperactivity.

Attention is the focus and focus of our consciousness on a specific object. Anything can be the object of attention - objects and their properties, phenomena, relationships, actions, thoughts, feelings of other people and their own inner world.

Attention is always a characteristic of some mental process: perception, when we listen, examine, smell, trying to distinguish any visual or sound image, smell; thinking when we solve a problem; memory, when we remember something or try to remember; imagination when we try to clearly imagine something. Thus, attention is the ability of a person to choose what is important for himself and to focus his perception, thinking, recollection, imagination, etc. on it.

Attention is a prerequisite for the high-quality performance of any activity. It performs the function control and is especially necessary in training, when a person is faced with new knowledge, objects, phenomena.

Both the student and the student, no matter how talented or capable they are, there will always be gaps in knowledge if their attention is not sufficiently developed and they are often inattentive or absent-minded in the classroom. Attention largely determines the course and results of educational work.

Attention develops gradually and at a certain point becomes a personality trait, its constant feature, which is called mindfulness.

A person's attentiveness is manifested not only in cognition peace and implementation activities but also in relationships with other people... Sensitivity, responsiveness, understanding of the mood and feelings of another, the ability to catch the slightest nuances of his feelings and desires and the ability to take all this into account in his behavior and communication distinguishes a person who is attentive to people and indicates a sufficiently high level of personality development.

The educational material can include content-logical tasks aimed at the development of various characteristics of attention: its volume, stability, the ability to switch attention from one subject to another, distribute it to various objects and types of activity.

1. Finding moves in ordinary and numerical labyrinths

2. Recalculation of objects depicted by repeatedly intersecting contours

3. Finding numbers according to Schulte tables

4. Draw faster

5. Find who is hiding

6. Find the similarities and differences

7. Read the scattered words

One of these techniques is vocabulary dictation with commentary(Levitina S.S., 1980). This methodological technique, well known to teachers, becomes a way to measure attention if the following changes are made to it:

1) the teacher reads each word only once;

2) students can pick up pens only after listening to the comments;

3) the teacher must carefully ensure that students do not look in each other's notebooks.

If the student is unable to write down a word after the comments, he is allowed to make a dash. At the same time, children are warned that a dash is equivalent to an error. Before starting the dictation, despite the fact that a commented letter is a type of work known to students from the first grade, it is advisable to show with several examples what to do.

For example, for a commented letter, the word is selected"Transplanted". The teacher reads this word, and then calls several students, each of whom names the prefix, root, suffix, ending in turn, explaining their spelling along the way. After that the teacher invites the children to take pens and write down the commented word. This is followed by a reminder to the students to put down their pens, and work begins on the next word.

Commented writing is a complex activity.

By analyzing the structure of the commented letter, psychologist S. N. Kalinnikova identified seven main stages of this activity, the observance of which ensures the error-free implementation:

1) primary perception of the spoken word;

2) an independent analysis of the spelling of the orthoepic image of the word;

3) listening to comments;

4) the presentation of the spelling of the word in accordance with the commentary;

5) clarification of the primary analysis of spelling with commentary;

6) spelling of a word in accordance with its spelling;

7) checking the written word in accordance with the commentary.

An analysis of quantitative data (the number of children who performed the work correctly and made a certain number of mistakes) provides information about the quality of concentration and the stability of students' attention. The success of this work and the nature of the mistakes made allow us to judge the organization of the collective attention of students.

The methodological technique proposed by the psychologist S. L. Kabylnitskaya makes it possible to measure the individual attention of students. Its essence is to identify deficiencies in attention when errors are detected in the text. This work does not require any special knowledge and skills from students. At the same time, the activities they perform are similar to those that they should carry out when checking their own compositions and dictations. The detection of errors in the text requires first of all attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, words in a sentence, elementary semantic errors.

Examples of texts offered to children in order to detect errors:

a) “Vegetables did not grow in the Far South of our country, but now they do. A lot of carrots have grown in the garden. They did not bred near Moscow, but now they are bred. Vanya raged across the field, but suddenly stopped. Grchi make nests in the trees. There were a lot of caviar on the Christmas tree. Rooks for worm chicks in arable land. Hunter in the evening from the hunt. Rai's notebook has some good messages. Children played on the school playground. A grasshopper is streaking in the grass. In winter, an apple tree blossomed in the garden. The work is carried out as follows.

Each student is given a text printed on a piece of paper and given instructions: “The text you received contains various mistakes, including semantic ones. Find and fix them. " Each student works independently, a certain time is allotted to complete the assignment.

Proofreading tasks... In proofreading assignments, the child is asked to find and cross out certain letters in the printed text. This is the main type of exercise in which the child has the opportunity to feel what it means to be mindful and to develop a state of inner concentration.

Completion of proofreading tasks contributes to the development of concentration and self-control when students perform written work.

The instruction is as follows: “Within 5 minutes, you need to find and cross out all the letters" A "that you meet (you can specify any letter): both small and capital letters, both in the title of the text, and in the author's surname, if someone has them ".

As you master the game, the rules become more complicated: the letters you are looking for change; two letters are searched for at the same time, one is crossed out, the second is underlined; on one line the letters are circled, on the second they are marked with a tick, etc. All changes are reflected in the instructions given at the beginning of the lesson.

Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. The indicator of normal concentration of attention is four or fewer gaps. More than four gaps - poor concentration.

"Find the words"

Words are written on the board, in each of which you need to find another word hidden in it. For example:

Laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, jacket.

Memory plays an even more significant role in people's lives. Without memory, a person could not learn anything, remember what he has learned, save for the future impressions of the correct actions and mistakes made.

Memory is memorization, preservation and subsequent reproduction of what we previously perceived, experienced or did.

Memory is an amazing property of human consciousness, it is the renewal in our consciousness of the past, images of what once made an impression on us.

In old age I live again

The past passes before me -

How long has it been rushing, events are full,

Exciting like a sea-okyan?

Now it is silent and calm

I have retained few faces in my memory,

Few words reach me

And the rest died irrevocably ...

A.S. Pushkin

Remember something- means to connect what is remembered with something, to weave what needs to be remembered into the network of existing connections, form associations... There are several types of associations:

- by contiguity: perception or thought about one object or phenomenon entails recalling other objects and phenomena adjacent to the first in space or time (this is how, for example, a sequence of actions is remembered);

- by similarity: images of objects, phenomena or thoughts about them evoke the memory of something similar to them. These associations underlie poetic metaphors, for example, the sound of waves is likened to the speech of people;

- in contrast: sharply different phenomena are associated - noise and silence, high and low, good and evil, white and black, etc.

In the processes of memorization and reproduction, semantic connections play an extremely important role: cause - effect, whole - part of it, general - particular.

It is important to teach memorization techniques

Exercise to develop the ability to switch and distribute attention,

visual and operational memory, the ability to apply the method of semantic memorization.

The children are shown a picture with bright objects for 1 second and removed.

Then the question is asked: "How can you remember what you saw?"

The students give different answers. The teacher leads the children to this: “For this you need:

give an installation to remember what he saw,

cover the entire number of objects, trying to count them,

break these objects into semantic groups, coming up with the name of each of the groups (generalizing word),

represent the location of each group of objects in the form of any figures,

to estimate so that the total number of objects in all groups after counting coincides with the number of all objects. "

Technique for completing the task:

a table (5x3) is prepared in advance in the notebook, where the names of objects will subsequently be entered in the order of their location in the picture

the second time a picture with bright objects is displayed (20 seconds). These objects are named and indirectly memorized (distributed according to semantic groups),

then the picture is removed, the command is given to enter into the table the names of objects by invented groups in the same location as in the picture,

the work is done independently, then the students change notebooks and pencils to correct each other's mistakes,

after that, a picture is shown, and the owner of the notebook corrects his mistakes with a pen. Further, the teacher summarizes the results and gives recommendations.

Younger schoolchildren have a more developed visual-figurative memory than a semantic one. They are better at remembering specific objects, faces, facts, colors, events.

But in elementary school, it is necessary to prepare children for education in the middle level, therefore, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, we contribute to the development of their thinking.

1. Memorize two-digit numbers.

2. Memorize mathematical terms.

3. A chain of words.

4. Draw patterns from memory.

5. Memorize and reproduce the drawings

6. Visual dictations

7. Auditory dictations

or mnemonics. Here are some of them.

See, hear and offend,

Drive, endure and hate,

And twirl, watch, hold,

And depend and breathe

Look, -it, -at, -yat to write.

zero-king

KD Ushinsky said that a teacher who wants to firmly capture something in children's memory should make sure that as many of the children's sense organs as possible - eyes, ear, voice, sense of muscle movements and even, if possible, smell and taste - took part in the act of memorization.

A person not only perceives the world around him, but also wants to understand it. To understand is to penetrate into the essence of objects and phenomena, to know the most important thing, the essential in them. Understanding is provided by the most complex cognitive mental process, which is called thinking.

Therefore, already in elementary school, it is necessary to teach children to analyze, compare and generalize information obtained as a result of interaction with objects not only of reality, but also of the abstract world.

1. Tasks for ingenuity

2. Tasks of the joke

3. Number figures

4. Problems with geometric content

5. Logic exercises with words

6. Math games and magic tricks

7. Crosswords and puzzles

8. Combinatorial problems

Analysis, synthesis. comparison, classification.

Example from RUSSIAN

Developing course for junior schoolchildren

"Development of cognitive abilities"

The main goal of the course: the development of the intellectual and creative potential of the child's personality.

1. In accordance with the goal, specific objectives of the course are defined:

2. Development of cognitive abilities of a younger student.

3. Development of his creative abilities.

4. Broadening the horizons of students.

5. Development of the emotional and volitional sphere.

6. Formation of the child's aspiration for personal growth.

The peculiarities of RPS classes are fundamentally different from school lessons in that the child is offered tasks of a non-educational nature.

The main time in the classroom is devoted to the independent fulfillment of logical-search tasks by children, thanks to this, general educational skills are formed in children: to act independently, to make decisions.

And if at the beginning of the work on this course, the implementation of many of the proposed tasks causes difficulties for children, since they did not meet with tasks of this type in traditional lessons, then by the end of the course most students should cope with a large number of tasks.

At each lesson, after independent work, a collective check of the correctness of the assignment is carried out. The main purpose of this test is to show students how to complete the task correctly and, most importantly, why other options are most likely wrong. This form of work creates conditions for the normalization of self-esteem in different children, namely: in children who have well-developed thought processes, but the educational material is poorly absorbed due to poorly developed mental processes (for example, memory, attention), self-esteem increases. Children whose educational success is dictated mainly by diligence and diligence, there is a decrease in overestimated self-esteem.

Children are offered tasks of varying complexity, so any child, solving logical-search problems, can feel confident in their abilities. The child can first be interested in tasks with which he easily copes. If the task turned out to be too difficult, it can be postponed for a while, and then return to it. At the same time, it is very important not to give up the task at all. At the discretion of the adult, some tasks may not be limited in time. Let the child spend as much time as he needs. The next time he comes across this type of assignment, he'll get it done faster.

In these classes, no marks are given, but each child evaluates his own progress. This creates a special positive emotional background: relaxedness, interest, desire to independently perform the proposed tasks.

The CPM course includes the following tasks:

Tasks for the development of attention

Tasks that develop auditory and visual memory

Tasks for the development and improvement of imagination

Thinking tasks

Tasks for the development of attention

The tasks of this group include a number of exercises aimed at developing voluntary attention, its volume and stability, switching and distribution. Completing tasks of this type contributes to the formation of the ability to purposefully focus, search for the right path, and find the shortest way to solve problems. For example, "Finding the same items", "What has changed", "What item is missing", "Find the differences", and others.

Tasks that develop memory

The exercises in this group include exercises aimed at developing and improving auditory and visual memory. When completing assignments, students learn to use their memory, apply special techniques that facilitate memorization. As a result of such exercises, students comprehend and firmly retain in their memory various terms and definitions. At the same time, the volume of visual and auditory memorization increases, and semantic memory develops. The foundation is being laid for the rational use of time and energy. For example, the games “Remember pictures”, “Drawing from memory of graphic patterns”, “Filling out tables from memory”, reproduction of stories, the development of auditory memory is facilitated by memorizing songs, tongue twisters, nursery rhymes, poems, etc.

Tasks for the development and improvement of imagination

The course for the development of imagination is based mainly on material that includes tasks of a geometric nature;

Completion of simple compositions of geometric bodies and figures that do not depict anything specific

Selecting the shape of the desired shape to restore the whole

Drawing shapes without lifting the pencil from the paper or drawing the same line twice

Selecting a pair of identical shapes

Isolation of the given figures from the general drawing in order to identify the disguised object

Dividing a shape into several specified parts and restoring a specified shape from its parts

And others

Improving imagination is also facilitated by working with isographers (these are words written in letters, the location of which resembles the image of the object in question) and numberographers (the object is depicted using a number).

Thinking tasks

The priority direction of education in primary school is the development of thinking. For this purpose, it is proposed to use exercises that allow students, at a level available to them, to build correct judgments, to carry out proofs without preliminary theoretical mastering of the laws and rules of logic themselves. In the process of performing such exercises, children learn to compare various objects, perform the simplest types of synthesis and analysis, establish connections between concepts, learn to combine and plan. Children are offered tasks aimed at developing skills to work with algorithmic prescriptions (step-by-step execution of actions). The system of tasks and exercises presented in the lessons on RPD allows solving all three aspects of the didactic goal: cognitive, developmental and upbringing.

Cognitive aspect

Formation and development of various types of memory, attention and imagination.

Formation and development of general educational skills and abilities.

Formation of the ability to seek and find new solutions, new approaches to considering the proposed situation, to find unusual ways to achieve the required result.

Developmental aspect

Development of speech.

The development of thinking, in the course of mastering the techniques of mental activity, such as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and disprove.

Development of spatial perception and sensorimotor coordination.

The nurturing aspect

Education of the system of moral interpersonal relations.

Basic principles of material distribution

The principle of consistency: tasks are arranged in a certain order

The principle "from simple to complex" tasks are gradually becoming more complicated

Gradual increase in material volume

Increasing the pace of assignments

Change of different types of activities

Thus, the main goal of training is achieved - the expansion of the “zone of proximal development of the child” and its consecutive transfer to the “zone of actual development”.

The systematic use of tasks for the development of the cognitive abilities of younger students increases the level of development of the intelligence of students, develops memory, attention, thinking, perception, and broadens their horizons.

In order for a child to learn to the full extent of his abilities, it is necessary to arouse his desire for learning, for knowledge, to help the child believe in himself, in his abilities.