“Development of cognitive abilities of junior schoolchildren”

“If you want to instill in children courage of mind, interest in serious intellectual work, and instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form a kingdom of thoughts, give them the opportunity to feel like rulers in it.”

Sh.A. Amonashvili.

In the materials of the second generation Federal State Educational Standard, one of the value guidelines indicates “the development of initiative, responsibility of the individual as a condition for its self-actualization”, that is a person’s desire for the fullest possible identification and development of his personal capabilities,including cognitive activity.

What is cognitive activity? Let's turn to the dictionary.

“Cognitive activity is the selective focus of the individual on objects and phenomena of the surrounding reality.”
Primary 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.

There are objective indicators of the level of cognitive activity. These include: stability, diligence, awareness of learning, creative manifestations, behavior in non-standard learning situations, independence in solving educational problems, etc.

All this makes it possible to distinguish the following levels of activity: zero, relatively active, executive active and creative. The degree of manifestation of student activity in the educational process is a dynamic, changing indicator. It is within the power of the teacher to help the student move from a zero level to a relatively active level, etc.

Students with a zero level of cognitive activity are not characterized by aggression or demonstrative refusal of educational activities. As a rule, they are passive, have difficulty getting involved in academic work, and expect the usual pressure from the teacher. When working with this group of students, you need to remember that they slowly get involved in the work, their activity increases gradually. When answering, you shouldn’t interrupt them or ask unexpected tricky questions.

Students with a relatively active level of cognitive activity are characterized by interest only in certain learning situations related to an interesting lesson topic or unusual teaching techniques. Such students eagerly begin new types of work, however, when faced with difficulties, they just as easily lose interest in learning. The teacher's strategy in working with relatively active students is to help them engage in learning activities. But also maintain an emotionally relevant atmosphere for them throughout the lesson.

Students with an active attitude towards cognitive activity are usually loved by teachers. They always do homework, help teachers, the main thing in them is stability and constancy. It is this category of students that the teacher relies on when studying a new (difficult) topic; It is these students who help the teacher out in difficult learning situations (open lessons). However, these students also have their own problems. They are called “crammers” for their perseverance and diligence. The apparent ease with which they learn is the result of the student’s earlier efforts: the ability to concentrate on a task, carefully study the terms of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat this entire chain. These students begin to get bored in class if the material being studied is quite simple. If the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the educational task and no longer want or get used to looking for non-standard solutions. That is why the problem of activating the cognitive activity of such students is quite relevant. The main strategy of the teacher in working with students with high cognitive activity is to encourage the student to be self-active in learning.

Pedagogical work with students with a creative level of cognitive activity is focused on special techniques that stimulate the creative activity of students in general.

The main task of a teacher who develops cognitive interest:
- be attentive to each child;

Be able to see and notice in a student the slightest spark of interest in any aspect of educational work;

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

Conditions, the observance of which contributes to the development and strengthening of students’ cognitive interest:

First condition is to provide maximum support for the active mental activity of students.

Second condition involves ensuring the formation of cognitive interests and the personality as a whole.
Emotional atmosphere of learning, positive emotional tone of the educational process -third important condition.

The fourth conditionis favorable communication in the educational process. This group of conditions for the relationship “student - teacher”, “student - parents and relatives”, “student - team”.
Educational activities should be rich in content, require intellectual effort from students, and the material should be accessible to children. It is important that students believe in themselves and experience success in their studies. It is academic success at this age that can become the strongest motive that causes a desire to learn. It is important to organize a differentiated approach to students; this is what helps to reveal the abilities of each of them.

Project method – one of the effective forms of development of cognitive abilities

The first projects that we carried out in 1st grade were: “My Family”, “Plant World. Similarities and differences”, “Who are insects? (bees, ants, ladybugs)", "Living ABC".

“Brain gymnastics” 2-3 minutes.

Head Swings (breathe deeply, relax your shoulders and drop your head forward; allow your head to swing slowly from side to side)

Lazy Eights Draw eights in the air three times with each hand, and then with both hands.

“Keen Eyes” Using your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

“Shooting with the eyes” Move your eyes left and right, up and down 6 times.

“Writing with your nose” Close your eyes. Using your nose like a long pen, write or draw something in the air.

Slide 14:

Non-standard tasks.To solve non-standard problems, the student must:

Analyze the source data,

Create a sequence of actions

Get the desired result.

The ability to navigate the text of a problem is an important result and an important condition for the student’s overall development. We need to cultivate in children a love for the beauty of logical reasoning.

Example:

Brother and sister came to school at the same time. Brother walked faster. Which one came out first?

Order of reasoning:

Since the brother walked faster and they arrived at school at the same time, the sister left earlier.

In second grade, we became interested in the topic in the literary reading program “Children's Magazines” and we worked on the “My Magazine” project. In Russian language lessons - “This entertaining Russian language!”

To solve the problem of developing students’ cognitive activity, it is important that they not only receive ready-made knowledge, but rather discover it anew. At the same time, the teacher’s task is to arouse the attention of students, their interest in the educational topic, and to strengthen cognitive activity on this basis.

GAMES

Fun account

Development of thinking and attention in schoolchildren.

For this exerciseA set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs.

Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Illogical pair associations

In this exercise you need to combine in your imagination two objects that have nothing in common with each other, i.e. not connected by natural associations.

"Try to create an image of each object in your mind. Now mentally combine both objects in one clear picture. Objects can be combined by any association, give free rein to your imagination. Let, for example, the words “hair” and “water” be given; why not imagine "rain-drenched hair or hair being washed? Try to paint as vivid a picture as possible."

Sample pairs for training:

Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lessons, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.

Key to the unknown

Children are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties? Development of cognitive activity, purposefulness of the thought process.

Children are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties?

During the year, children took part in the All-Russian Olympiad in Mathematics, the competition game “Russian Bear”, “Kangaroo”, the Moscow Online Olympiad in Mathematics “Olympiad Plus”, the online Olympiad “Russian with Pushkin”.

AND I would like to emphasize that the formation of cognitive activity is not an end in itself. The teacher’s goal is to educate a creative person who is ready to use his cognitive abilities for a common cause.

A system of classes and exercises to work on the development of cognitive abilities in younger schoolchildren ensures effective assimilation of program material. Properly organized work on the development of cognitive abilities is the basis for the successful formation of more complex skills in the relevant area in middle and high school.

Ministry of Education and Science of the Russian Federation

Department of Education of the Vologda Region

State educational institution

Secondary vocational education

"Totemsky Pedagogical College"

Course work

in pedagogy

specialty 050709 "Teaching in primary school"

DEVELOPMENT OF COGNITIVE ABILITIES IN JUNIOR SCHOOLCHILDREN through PARTICIPATION IN INTELLECTUAL GAMES

Totma 2008

Introduction

1.4 Games for primary school children

Conclusion

Bibliography

Introduction

The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual. The development of intellectual abilities is based on the development of attention, thinking, and memory. The development of intellectual abilities and the development of independent thinking are especially important. There is a shortage of high-level specialists in society who are capable of deep and independent thinking. Only such people can make a breakthrough in economics, ecology, science and, finally, move society forward. According to psychologists, if by the age of 4 the intelligence is formed by 50%, then in the elementary grades - by 80 - 90%. Primary 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 development of the child depends. The most important task - to outline an educational route for your student - lies on the shoulders of the teacher. It is on the rational actions of the teacher that the identification of the intellectual abilities of a primary school student depends. And the intellectual characteristics of a person are understood as the characteristics of the development of the psyche of a given child, the characteristics of his thinking, memory, and attention. In parallel with the development of independent thinking, the child develops speech, which organizes and clarifies the thought, allows it to be expressed in a generalized way, separating the important from the unimportant. The development of thinking also affects a person’s upbringing. The child develops positive character traits and the need to develop good qualities in himself: efficiency, the ability to think and reach the truth independently, plan activities, as well as self-control and conviction, love and interest in the subject, the desire to learn and know a lot. All this is extremely necessary for the child’s future life. The development of intellectual abilities relieves psychological stress in learning, prevents academic failure, and preserves health. It is equally important to note that the ideas of developing independent thinking are included in the concept of humaneness of the educational process of school, because the implementation of these ideas is nothing more than a truly humane attitude towards the child, which allows timely help in the formation of an independent personality, creating conditions for its self-expression.

When implementing the learning process, the teacher must naturally take into account the age characteristics of the students. As is known, in preschool age the leading activity of a child is play. But time passes and the child grows up and becomes a schoolchild. And at primary school age, the leading activity is study. Therefore, in order for a child to successfully adapt to school life, it is necessary to make a smooth transition from one type of activity to another. To do this, in lessons the teacher uses various types of gaming techniques - educational games. He can include them both in class activities and in extracurricular activities. Games should be educational or educational in nature. Their goal is to broaden their horizons, form their own worldview, and interest in the knowledge of younger schoolchildren. And here games of an intellectual nature come first.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education. Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions. Construction games are a type of role-playing games.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activities are not excluded, but they are more closely combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.

This topic is very relevant at the present time, since independence of mind and intelligence are the main criterion for assessing a person in society. The satisfaction, joy and happiness of a person in life depends on this. In turn, society requires activity and a high level of knowledge from students. This will facilitate a painless entry of the younger student into the process of social relations. Because through games that promote intellectual development, vocabulary expands and the individual potential of a junior schoolchild is revealed. What a wonderful thing - discoveries! Different feelings manifest themselves when comprehending something previously completely unknown, but one thing is always present - surprise. As we know, thinking begins with surprise; therefore, discoveries are extremely necessary for the development of intelligence. The life of schoolchildren deprived of mental holidays is truly catastrophic, as this affects their further success and well-being in life.

Goal: to identify the role of intellectual games in the development of children’s cognitive abilities.

study scientific and methodological literature on this topic;

establish how, with the help of intellectual games, it is possible to develop the cognitive abilities of children;

Object: cognitive abilities (attention, thinking) of a primary school student.

Subject: development of cognitive abilities of junior schoolchildren through participation in intellectual games.

Research base: Municipal educational institution "Nikolskaya elementary school No. 1" in Nikolsk.

This work consists of an introduction, two sections, a conclusion, a bibliography, and an appendix.

The introduction substantiates the relevance of the topic being studied. The first section examines the psychological and pedagogical features of the development of cognitive abilities of primary schoolchildren, which provides a description of the age-related characteristics of children, as well as games aimed at developing the cognitive sphere. The second section is devoted to the influence of intellectual games on the development of cognitive abilities of primary schoolchildren, which presents tables and graphs by which the results of the experimental work can be assessed. In conclusion, conclusions on the theoretical and practical parts of the study are presented.

Section 1. Psychological and pedagogical features of the development of cognitive abilities of primary schoolchildren

1.1 Age characteristics of a primary school student

Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-learners and slow-witted. They came from a variety of families - more developed and less developed, well-mannered and wild, affectionate and those who do not receive affection. All of them have in common the same age, some common features of reacting to the environment.

As you know, in the lower grades, all academic subjects (sometimes with the exception of drawing, singing and physical education) are taught by one teacher, most often a teacher. Every day she teaches and educates her pets, disciplining and developing them. The attitude of elementary school students towards the teacher obviously has both strengths and weaknesses and expresses a certain stage of age development.

Such psychological characteristics as belief in the truth of everything that is taught, imitation, and trusting diligence are an important prerequisite for initial schooling and represent, as it were, a guarantee of learning ability and educability. The noted features are closely related to other features of age. According to N.S. Leites knows the freshness, brightness, children's perception and extreme responsiveness of children to their surroundings. Primary school students respond with their whole being to individual moments of the teacher’s statements: they react very vividly to what is somewhat new to them, to every joke. For some example from life. For the most seemingly insignificant reason, they develop a state of complete interest and mental activity. Not a single episode of the lesson leaves them indifferent. The impulsiveness of children and their tendency to react immediately add impetus and tension to classes and determine their intensity. Younger schoolchildren especially react to direct impressions delivered by their senses. Sensitivity to imaginative thinking and content is noticeable especially in arithmetic classes. The spontaneity of children's reactions and insatiable impressionability can be very noticeable in an out-of-school environment. Along with the immediacy of reactions, there is a passing awareness of one’s impressions. The imitation of many children's actions and statements is an important source of success in primary learning. In children of this age, it manifests itself primarily in external copying, repetition of what is perceived. Primary school students willingly transfer into their games what they themselves have just learned. Therefore, educational material is mastered and consolidated not only in the hours allotted for it.

Junior school age, the initial years of learning itself, is a period of absorption and accumulation of knowledge.

The profound changes occurring in the psychological appearance of a primary school student indicate the wide possibilities for the child’s individual development at this age stage. During this period, the potential of the child’s development as an active subject is realized at a qualitatively new level. Cognizing the world around him and himself, gaining his own experience of acting in this world.

Junior school age is sensitive for:

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

development of productive techniques and skills in academic work, the ability to learn;

disclosure of cognitive abilities.

It is also necessary to include cognitive processes among the age-related characteristics of a primary school student. According to Alferov A.D. , the perception of children of this age is marked by acuteness, a kind of curiosity, which is associated with the predominance of the first signaling system. Little differentiation: at the beginning of their studies, schoolchildren may write letters with similar styles inaccurately or erroneously. They do not recognize the same geometric figure. Otherwise located on a plane. Capable of perceiving the subject not in detail, but in general. Everything bright, lively, and visual is perceived better.

There is a weakness of voluntary attention, so stimulation of their activities is required with encouragement and praise. And involuntary attention develops intensively, the stability of attention is small. The pace of work is often lost, and letters are skipped. The tendency to rote memorization is well developed in children of primary school age. Development is proceeding in two directions:

the mental role of verbal-logical memory;

The ability to manage your memory develops.

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

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

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

Teaching plays a leading role in the development of children of primary school age. In the process of learning, intellectual and cognitive abilities are formed. Children’s abilities do not necessarily have to be developed by the time they start school, especially those who continue to actively develop during the learning process.

Abilities are those psychological characteristics of a person on which the success of acquiring knowledge, skills and abilities depends. But which themselves do not come down to the presence of this knowledge, skills, and abilities. Otherwise, the answer on the board, a successful or unsuccessful test, would allow us to make a final conclusion about the child’s abilities. Abilities are revealed only in activities that cannot be carried out without the presence of these abilities. From the perspective of considering this problem A.V. Petrovsky, one cannot talk about a child’s ability to draw if they have not tried to teach him to draw, if he has not acquired any skills necessary for visual activity. A serious psychological mistake of a teacher is making hasty statements without seriously checking them. That the child has not yet mastered the necessary skills, solid knowledge, or established work techniques. Abilities are revealed not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, that is, in how quickly, deeply, and easily the process of mastering knowledge and skills that are essential for a given activity is carried out, other things being equal. .

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

Thus, in younger schoolchildren, when the content and conditions of learning are changed, as well as the introduction of a new type of activity in the classroom (game), it is possible to develop a fairly high level of ability for generalizations and abstractions.

1.2 Play as a means of developing a child’s individual abilities

As is known, play, as a leading activity, appears in preschool age. Children of this age spend most of their time playing games, and during this time games go through a fairly significant development path: from objective and symbolic to plot-role-playing with rules.

From the moment a child enters school, educational activity becomes the leading activity, and play fades into the background. When younger schoolchildren develop educational activities, a central new formation of this age is formed and developed - the foundations of theoretical consciousness and thinking and the foundations of the abilities associated with them (reflection, analysis, planning, etc.).

The assimilation of theoretical knowledge through educational activities is fully accomplished when it is combined with a game. The prerequisites for the need for educational activity in the form of cognitive interests arise in a child of primary school age in the process of developing a plot game, within which the imagination and symbolic function are intensively formed. Role-playing play contributes to the development of cognitive interests in the child. The child’s fulfillment of rather complex roles presupposes that, along with imagination and symbolic function, he also has a variety of information about the world around him, about adults, and the ability to navigate this information according to its content. A necessary element of the game, an imaginary situation represents a transformation of the child’s accumulated stock of ideas.

The fantasy image acts as a program for play activity. Role-playing games, which provide rich food for the imagination, allow the child to deepen and consolidate valuable personality traits (courage, determination, organization, resourcefulness). Comparing your own and other people’s behavior in an imaginary situation with the behavior of the real character being represented. The child learns to make the necessary assessments and comparisons.

At primary school age, children's games gradually acquire more advanced forms, turn into developmental ones, their content changes and is enriched due to newly acquired experience. Individual subject games acquire a constructive character; new knowledge is widely used in them, especially from the field of natural sciences. As well as the knowledge that children acquire through labor classes at school.

Group and collective games are being intellectualized. At this age, it is important that the younger student is provided with a sufficient number of educational games at school and at home and has time to play with them. Games at this age continue to take second place after educational activities as leading ones and significantly influence the development of children.

“Play is a need of a growing child’s body. In play, the child’s physical strength develops, the hand becomes stronger, the body becomes more flexible, or rather the eye, intelligence, resourcefulness, and initiative develop.”

Play for a child is not only relaxation and entertainment, but also a type of activity: without play, a child cannot grow and develop normally. In games, the child develops physically and mentally, encountering the world of modern technology. The game develops hard work, perseverance in achieving goals, observation, and ingenuity. It is necessary to constantly find and use games that promote children's development. All games taken together must necessarily lead to certain pedagogical goals and achieve them. When starting to organize games in a children's group, it is necessary to rely on the already achieved level of development of the children, their inclinations, habits, and abilities. And then smoothly adjust and rebuild the existing interests of children into the desired ones, increasing the requirements for them, patiently and persistently working on their spiritual transformation.

Play cannot be equated with entertainment. Even though some games are fun, a way to pass time. But the degree of usefulness of most games as a means of development depends on the methodology and technique of their organization, on the style of the game, and most importantly, on its nature and goals. The whole essence of a child is revealed in games. And if these games are selected thoughtfully and carried out correctly, then it is in games that much can be achieved, which is very difficult to achieve through conversations, meetings and other methods and techniques of influencing the child, which are very tiring for him. By observing children during play, the teacher can correct the child in time and help him. In games, children discover their positive and negative sides, seeing and comparing which the teacher receives a huge opportunity to properly influence everyone together and each individually.

Thus, a game is one of the components of the means, methods and forms used for development purposes. The game evokes a cheerful and cheerful mood and brings joy. Captivated by lively, emotional play, children more easily learn and acquire various skills, abilities and knowledge that they will need in life. This is why games should be widely used in working with children. It is customary to distinguish between two main types of games:

games with fixed and open rules;

games with hidden rules.

An example of games of the first type is the majority of educational, didactic and outdoor games, as well as educational games (intellectual, musical, fun games, attractions).

The second type includes games in which, on the basis of life or artistic impressions, social relationships or material objects are freely and independently reproduced.

Typically, the following types of games are distinguished: outdoor games - varied in design, rules, and the nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it; construction games - with sand, cubes, special building materials, develop children's constructive abilities, serve as a kind of preparation for mastering later labor skills; didactic games - specially developed for children, for example, lotto to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games of school, daughter-mother, store, railway. Story games, in addition to their educational purpose, develop children's initiative, creativity, and observation skills.

1.3 Didactic game as a means of intellectual development

Recently, teachers and parents often face the difficulty of introducing children to active recreation. One of the most accessible forms of active leisure is gaming.

Intellectual and creative games for younger schoolchildren are very successful. The following types of such games can be distinguished:

Literary games: create interest in reading among students. Having become acquainted with a book, the whole class prepares homework and comes to the game, which includes intellectual, creative, outdoor tasks and competitions. The purpose of such games is to develop cognitive interest among students, develop individual abilities, and master the skills of collective activity.

combination games: these are games such as tangram, games with matches, logic problems, checkers, chess, puzzles and others - they involve the ability to create new combinations from existing elements, parts, objects.

planning games: labyrinths, puzzles, magic squares, games with matches - aimed at developing the ability to plan a sequence of actions for any goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later.

games to develop the ability to analyze: find a pair, find the odd one out, riddles, continue the series, entertaining tables - provide the ability to combine individual objects.

Intelligence in a broad sense is all cognitive activity; in a narrower sense, it is the most general concept that characterizes the sphere of human mental abilities. These kinds of qualities include the ability to analyze, synthesize and abstract, the presence of which means that the intellect has sufficient flexibility of thinking and creative potential; the ability for logical thinking, manifested in the ability to see cause and effect relationships between events and phenomena of the real world, to establish their sequence in time and space; as well as the child’s attention, memory, and speech.

From the point of view of N.S. Leites, the most essential thing for human intelligence is that it allows one to discover regular connections and relationships in the surrounding world. Anticipating upcoming changes makes it possible to transform reality, as well as to understand one’s mental processes and influence them (reflection and self-regulation). The need-personal side of the signs of intelligence is of primary importance.

Mental activity is the most characteristic feature of childhood. It appears not only in external manifestations, but also in the form of internal processes. Psychology has long noted the importance of activity for the success of mental development.

The originality of didactic games lies in the fact that it is at the same time a form of education that contains all the structural elements (parts) characteristic of children’s play activities: design (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity.

In contrast to the direct setting of a task in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops independence and active thinking and speech in children.

Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.

One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort.

As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops.

The rules of the game are educational, organizing and disciplinary in nature.

teaching rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution;

organizing - determine the order, sequence and relationships of children in the game;

disciplining - warn about what and why not to do.

The rules of the game established by the teacher are gradually learned

children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.

The result of a didactic game is an indicator of the level of children’s achievement in mastering knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.

Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational and training impact.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge.

These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

The teacher outlines a sequence of games that become more complex

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The fast pace sometimes causes confusion in children, uncertainty,

untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process.

Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

1.4 Games for children of primary school age

At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (in D.B. Elkonin - the “crisis of 7 years”). Therefore, when organizing the daily routine and educational activities of junior schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another. To solve this problem, you can resort to the widespread use of games in the educational process (cognitive and didactic games) and during recreation.

Young schoolchildren have just emerged from a period in which role-playing was the leading type of activity. The age of 6-10 years is characterized by brightness and spontaneity of perception, ease of entering into images.

Games continue to occupy a significant place in the lives of children of primary school age. If you ask younger schoolchildren what they do besides studying, they will all unanimously answer: “We play.”

The need for play as preparation for work, as an expression of creativity, as training of strengths and abilities, and, finally, as simple entertainment among schoolchildren is very great.

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person.

While playing, children strive to master those personality traits that attract them in real life. Therefore, children like roles that are associated with the manifestation of courage and nobility. In role-playing, they begin to portray themselves, while striving for a position that is not possible in reality.

Thus, role play acts as a means of self-education for the child. In the process of joint activity during role play, children develop ways of relating to each other. Compared to preschoolers, younger schoolchildren spend more time discussing the plot and assigning roles, and choose them more purposefully. Particular attention should be paid to organizing games aimed at developing the ability to communicate with each other and with other people.

In this case, the teacher must use an individual and personal approach to the child. It is typical that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out improvised scenes on dolls.

The educational significance of story games for younger schoolchildren is fixed in the fact that they serve as a means of understanding reality, creating a team, fostering curiosity and forming strong-willed feelings of the individual. Younger schoolchildren understand the conventions of the game and therefore allow a certain leniency in their attitude towards themselves and their comrades in games. At this age, outdoor games are common. Children enjoy playing with a ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. Such games usually contain elements of competition, which is very attractive to children.

Children of this age show an interest in board games, as well as didactic and educational ones. They contain the following elements of activity: game task, game motives, educational solutions to problems. Didactic games can be used to improve the performance of first grade students.

During primary school age, significant changes occur in children's games: gaming interests become more stable, toys lose their attractiveness for children, and sports and constructive games begin to come to the fore. The game is gradually given less time, because... Reading, going to the cinema, and television begin to occupy a large place in the leisure time of younger schoolchildren.

Thus, taking into account the positive significance of play for the all-round development of a primary school child, when developing his daily routine, one should leave enough time for play activities that give the child so much joy. A pedagogically well-organized game mobilizes children’s mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions. The development of intellectual abilities has a direct connection with all basic subjects of primary education. For example, intensive development of students’ thinking helps them better analyze and better understand the texts they read. And the active introduction of intellectual games into the educational process is one of the most important tasks of a teacher.

Section 2. The influence of intellectual games on the development of cognitive abilities of primary schoolchildren

2.1 Planning and organization of the experiment

Location of the study: Municipal educational institution "Nikolskaya elementary school No. 1" in Nikolsk.

Objectives of the practical part of the study.

1. Select intellectual games aimed at developing the cognitive abilities of primary schoolchildren.

2. Conduct them with schoolchildren.

3. Evaluate the results of the work done.

Hypothesis: intellectual games contribute to the development of cognitive abilities (thinking, attention) in younger schoolchildren.

Research methods:

1. testing ("What's extra?" test), testing according to the Munstenberg method;

2. play therapy;

3. methods of mathematical processing of the obtained data.

Class characteristics.

Students of grade 2 “B”, aged 8 to 9 years, took part in our study. The level of development of cognitive abilities and general educational skills of students is not high, due to the fact that psychological classes on the development of the cognitive sphere were not conducted with children due to the absence of a teacher-psychologist at school. Therefore, students had difficulties when participating in intellectual games.

Planning of practical work:

At the preparatory stage:

determine the level of development of thinking and attention in students of grade 2 “B”, in accordance with this, select a number of intellectual games.

Main stage:

conducting intellectual games with children.

The final stage:

conducting repeated diagnostics aimed at assessing the level of development of cognitive abilities of primary schoolchildren;

evaluate the results of the work done and draw appropriate conclusions.

To develop the cognitive abilities of second-graders, we used the following games:

combination games - tangrams, games with matches, logic problems, checkers, chess, puzzles and others - involve the ability to create new combinations from existing elements, parts, objects;

planning games - mazes, magic squares, puzzles - are aimed at developing the ability to plan a sequence of actions to achieve a goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later;

games to develop the ability to analyze - find a pair, find the odd one out, riddles, continue the series, entertaining tables - provide the ability to combine individual objects into a group with a common name, highlight the common characteristics of objects, the ability to describe an object according to the principle “what it consists of, what it does.”

In our opinion, the material of search and creative tasks of non-educational content creates favorable conditions for developing a culture of thinking in younger schoolchildren, which is characterized by the ability to independently manage mental activity, take initiative, set goals and find ways to achieve them (see Appendix 1).

2.2 Analysis of the results of experimental work

At the first stage of the study, we carried out diagnostic procedures, using the Munstenberg method to assess the level of development of attention in second-graders, and the “What’s extra?” test to assess the level of development of thinking.

The Munstenberg technique is aimed at determining the selectivity of attention, as well as for diagnosing concentration and noise immunity. Students were offered a form with alphabetic text containing words; the test subjects’ task was to look through the text as quickly as possible to find and underline these words, example:

RUKLBUBJOYAPORDLLD.

Table 1. Initial diagnostic data (Munstenberg technique).

F.I. students	Highlighted words	Errors	Missing words
				1. Tolya S.	7	1	9
2. Lisa K.	3	14
3. Serezha S.	6	1	10
4. Vika K.	6	1	10
5. Nikita V.	4	13
6. Tanya S.	5	1	11
7. Vanya K.	2	1	14
8. Zhenya P.	8	1	8
9. Lena Ts.	8	9
10. Lesha Ch.	2	1	14
11. Olya Ch.	6	1	10
12. Lena P.	6	11
13. Sasha K.	3	14
14. Andrey I.	2	15
15. Natasha P.	7	10
16. Kolya K.	3	1	13
17. Dima K.	7	10
18. Matvey L.	7	10

Graph 1. The number of errors made by students when performing the Munstenberg technique.

According to the diagnostic results, it was found that the majority of students made from 7 to 12 mistakes (61.1%), a small proportion of children made from 13 to 17 mistakes (39.9%). Therefore, we can conclude that attention is unstable and its level of concentration is low.

Test "What's extra?" allows one to judge the degree of development of thinking, the ability to find essential features of objects, the ability to compare and generalize. The result is assessed in points:

9 - 10 points - high level (the child solved all the tasks correctly in less than 1.5 minutes).

7 - 8 points - above average (the child completed the task in 2 minutes).

5 - 6 points - average level (the child completes the task in 3 minutes; perhaps does not complete one of the tasks).

3 - 4 points - below average (the child does not complete 2 - 3 tasks in 3 minutes).

0 - 2 points - low level (the child fails to complete the task in 3 minutes or completes only one of the tasks).

Table 2. Initial diagnostic data ("What's extra?" test)

Students	State of the art	Points
1. Tolya S.	below the average	4
2. Lisa K.	below the average	4
3. Serezha S.	average	6
4. Vika K.	below the average	4
5. Nikita V.	average	6
6. Tanya S.	short	2
7. Vanya K.	average	6
8. Zhenya P.	average	6
9. Lena Ts.	average	6
10. Lesha Ch.	short	2
11. Olya Ch.	below the average	4
12. Lena P.	average	6
13. Sasha K.	average	6
14. Andrey I.	below the average	4
15. Natasha P.	short	2
16. Kolya K.	short	2
17. Dima K.	below the average	4
18. Matvey L.	average	6

Graph 2. Level of development of thinking in second-graders based on the results of the initial diagnosis

Based on the data obtained, we can conclude that the level of development of thinking among students in this class is low and below average.

And only 44% of children have an average level of thinking development.

Thus, based on the diagnostic results, we can say that students need classes aimed at developing cognitive abilities.

Therefore, at the second stage of our research, we consider it advisable to conduct intellectual games outside of school hours.

Over the course of 5 weeks, various games were played with primary schoolchildren to develop cognitive abilities, namely thinking and attention.

After that, repeated diagnostic procedures were carried out with the children - the “What’s extra?” test. and the Munstenberg technique.

The following results were obtained:

Table 3. Repeated diagnostic data (Munstenberg technique)

F.I. students	Highlighted words	Errors	Missing words
1. Tolya S.	10	1	6
2. Lisa K.	5	11
3. Serezha S.	9	8
4. Vika K.	10	1	6
5. Nikita V.	7	10
6. Tanya S.	10	7
7. Vanya K.	5	12
8. Zhenya P.	14	1	2
9. Lena Ts.	13	4
10. Lesha Ch.	6	11
11. Olya Ch.	8	1	8
12. Lena P.	6	11
13. Sasha K.	7	10
14. Andrey I.	7	1	9
15. Natasha P.	8	9
16. Kolya K.	5	1	11
17. Dima K.	8	9
18. Matvey L.	9	8

Graph 3. Number of errors made by students when performing the Munstenberg technique (repeated diagnosis)

Graph 4. Comparative control data of results using the Munstenberg method

Based on the data obtained, after conducting intellectual games with children, we see that the result is significantly different from the original; namely, the concentration of attention has increased, it has become more stable, as evidenced by the increase in the number of correctly highlighted words.

And in identifying changes in the level of development of students’ thinking, the following results were obtained:

Table 4. Repeated diagnostic data ("What's extra?" test)

Students	State of the art	Points
1. Tolya S.	average	6
2. Lisa K.	average	5
3. Serezha S.	above average	7
4. Vika K.	average	5
5. Nikita V.	average	6
6. Tanya S.	below the average	3
7. Vanya K.	average	5
8. Zhenya P.	above average	7
9. Lena Ts.	above average	7
10. Lesha Ch.	below the average	4
11. Olya Ch.	average	6
12. Lena P.	average	6
13. Sasha K.	above average	7
14. Andrey I.	average	6
15. Natasha P.	below the average	4
16. Kolya K.	below the average	3
17. Dima K.	average	6
18. Matvey L.	above average	7

Graph 5. Comparative control data of results ("What's extra?" test)

As a result of the final diagnostics, we can conclude that the results shown by the children generally increased, the ability to find essential features of objects, the ability to compare and generalize was formed. After conducting intellectual games, we see that the majority of children have an average level of thinking development, even 27.7% of students have an above average level of thinking development, which was not observed during the initial diagnosis.

Conclusions and recommendations: by analyzing the study, one can judge the effectiveness of using intellectual games for the development of cognitive abilities, namely attention and thinking in primary schoolchildren. The diagnostic results we received confirm the above - the concentration of attention has increased, it has become more stable, the ability to find essential features of objects, the ability to compare and generalize have been developed. Students develop forms of consciousness and self-control, and the fear of making mistakes disappears.

Conclusion

Today, more than ever, society's responsibility for educating the younger generation is widely recognized. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process.

Not all pedagogical resources are used in the field of child upbringing and development. One of these little-used means of education is play.

Meanwhile, pedagogy and psychology see such important

features like:

multifunctionality - the ability to provide the individual with the position of a subject of activity instead of a passive “consumer” of information, which is extremely important for the effectiveness of the educational process.

the game refers to an indirect method of influence: the child does not feel like an object of influence from an adult, but is a full-fledged subject of activity.

play is a means where education turns into self-education.

play is closely related to the development of personality, namely during the period of particularly intensive development in childhood, it acquires special significance.

play is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

When organizing intellectual games, it is necessary to take into account the age characteristics of students, since primary school age is a period of positive changes and transformations. That is why the level of achievement achieved by each child at a given age stage is so important. If at this age a child does not feel the joy of learning and does not acquire the ability to learn, doing so in the future will be much more difficult and will require immeasurably higher mental and physical costs.

In play, a child’s imagination is formed, which includes both a departure from reality and penetration into it. The abilities to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play the path is paved from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the individual are collected, manifested in it and through it are formed in the roles that the child, while playing, assumes; the child’s personality itself expands, enriches, and deepens.

In the game, to one degree or another, the properties necessary for studying at school are formed, which determine readiness for learning.

At different stages of development, children are characterized by different games in natural accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

In order for a game to be an effective means of developing and educating a child, the following conditions must be met when organizing and conducting games:

emotional (to attract the child, give him pleasure, joy);

cognitive, educational (the child must learn something new, recognize something, decide, think);

games should be socially oriented.

The main goal of the teacher is to consistently guide the process of developing independent play for each child and the team as a whole, because Only play in the form of children's independence has the greatest influence on the child's mental development. This is its pedagogical value. It is necessary that the game does not lose its value, freedom and ease.

It is necessary to take into account individual and age characteristics.

Subject to these conditions, the game will serve the development and education of the child.

Analyzing the study, we can judge the effectiveness of using intellectual games for the development of cognitive abilities, namely attention and thinking in primary schoolchildren. The diagnostic results we received confirm the above - the concentration of attention has increased, it has become more stable, the ability to find essential features of objects, the ability to compare and generalize have been developed.

Therefore, we believe it is advisable to conduct intellectual games and actively involve students in this process.

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Fazlieva Olesya Ilfatovna
Job title: primary school teacher
Educational institution: MAOU "Obdorsk Gymnasium"
Locality: Salekhard
Name of material: article
Subject:"Development of cognitive abilities in younger schoolchildren as part of the implementation of the Federal State Educational Standard."
Publication date: 25.02.2017
Chapter: elementary education

Development of cognitive abilities in younger schoolchildren in

within the framework of the implementation of the Federal State Educational Standard.

“If you want to instill in children courage of mind, an interest in serious intellectual work,

instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts

formed a kingdom of thoughts, give them the opportunity to feel like rulers in it.”

Sh.A. Amonashvili.

Starting school is a difficult and important stage in a child’s life. Jr

school age is one of the main periods of a child’s life, since it is during this

stage, the child begins to acquire a basic stock of knowledge about the surrounding reality

for its further development. It is from this period of life that future paths depend

child development.

Within the framework of the second generation Federal State Educational Standard, one of the value guidelines is “development

initiative, responsibility of the individual as a condition for its self-actualization,” that is, the desire

person to the fullest possible identification and development of their personal capabilities, in

including cognitive activity.

What is cognitive ability?

“Cognitive ability is the selective focus of the individual on objects and

phenomena of the surrounding reality."

Primary 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 environment

reality for its further development. This is the development of broad cognitive

interests, motives, curiosity and creativity.

Is it possible to ensure that a child becomes “smarter”, “more capable”, “gifted”? Certainly,

if you engage in the development of mental abilities as regularly as you train in

development of strength, endurance and other similar qualities.

As you know, there are no incapable children; you just need to help the child develop his abilities.

I highlight for myself such ways of developing cognitive abilities.

At the lesson;

During extracurricular activities

Educational activities should be rich in content and require students to

intellectual tension, the material should be accessible to children. It is important that

The students believed in themselves and experienced success in their studies. It is academic success at this age

can become a powerful motivator that creates a desire to learn. It's important to organize

a differentiated approach to students, which contributes to the development of abilities

each of them.

To solve the problem of developing students’ cognitive activity, it is important that they do not

They received ready-made knowledge as much as they discovered it anew. At the same time, the teacher’s task is

arouse the attention of students, their interest in the educational topic, and strengthen on this basis

cognitive activity.

The most important task - to outline an educational route for your ward - lies with

the teacher's shoulders. The task of the teacher who forms cognitive activity:

Be attentive to each child;

Be able to see and notice in a student the slightest spark of interest in any aspect of the educational process

Create all the conditions in order to kindle it and turn it into a genuine interest in science, in

It is important to expose students to problem-based learning. After all, the “task” often cannot be

decided “on the spot”, it seems to “resist”, and this is precisely what forces

to “strain” the child’s thoughts, to think.

Motivation for schoolchildren’s educational activities, including their independent ones

work is an important prerequisite for successful learning. It is important to show students why they

given this or that task, what is its purpose, what tasks need to be solved to obtain

the desired result.

The most important motivator of any activity is interest. Cognitive interest has become

need of society because didactics, and after it the practice of teaching, is increasingly

address the personality of the students.

Thus, the activation of students’ educational activities to acquire new knowledge

becomes a creative processing of information in the minds of students and decision

cognitive tasks assigned to them.

Working according to the Federal State Educational Standard, we cannot do without project and research activities.

The project method is one of the effective forms of developing cognitive abilities

The first projects that we carried out in 1st grade were: “My Pedigree”, “Animal

world. Similarities and differences”, “Who are insects? (ants, bees, ladybugs).”

In second grade, we were interested in the topic in the environment program “Reservoirs.

Inhabitants of reservoirs." and we were working on the project “Inhabitants of Reservoirs”. There were also

group projects “War Songs”, “This Entertaining Russian Language!” were carried out.

For extracurricular activities in my work, I use the manual “Young Smarties and Clever Women”

O.A. Kholodova. Exercises performed in a certain sequence provide

comprehensive development of various types of memory, attention, develop observation skills,

imagination, form non-standard thinking.

The beginning of classes begins with a warm-up (3-5 minutes), the warm-up includes lungs that can

arouse interest with questions designed for intelligence and quick reaction.

Research plays an important role in the development of cognitive abilities.

It is research work that makes children participants in the creative process, and not

passive consumers of ready-made information.

Project and research activities as a decisive factor in the formation of

Schoolchildren's ability to learn is given much attention in the Federal State Educational Standard. Based on the project method

is the development of students’ cognitive skills, critical and creative thinking,

skills to navigate the information space. While doing design and

research activities, students learn:

Independent, critical thinking,

Make independent reasoned decisions,

Think based on knowledge of facts and draw informed conclusions

They learn to work in a team, performing different social roles.

The primary school teacher needs to better understand the nature of students' intelligence and apply

useful orientation of the intellect in productive directions. Intellectual act in

in relation to different people and the sociocultural conditions in which they live may vary

from one person to another. Novelty and automation are significant for every student. AND

the significance of these two aspects for intelligence is assumed to be universal. Reaction to novelty and

automation of information processing in the context of the implementation of new generation standards

Federal State Educational Standards are part of what makes such student behavior “intellectual.” AND

to determine how successful the process approach will be

fulfillment, the teacher needs to set before himself from the first year of teaching children

certain tasks. I set myself the following tasks:

At the stage of admission to school, identify students’ level of intellectual, creative and

individual capabilities, personal qualities, as well as interests and abilities

Develop a system of diagnostic studies to determine interests and abilities

and inclinations of children during primary school;

Identify and use methods and techniques when organizing the educational process,

promoting the development of self-expression opportunities for each child;

Organize events to improve the social status of talented and capable

Conduct creativity lessons (mini-conferences, olympiads, intellectual games,

quizzes, marathons, days of creativity and science, competitions of experts, subject KVN);

Together with parents, support a talented child in realizing his interests in

school and family (thematic parent meetings, round tables with the participation of children, lectures

for parents, sporting events, concerts, holidays, visiting clubs and sections on

abilities).

Conclusion: a system of classes and exercises to work on the development of cognitive abilities

ensures effective learning of program material for younger schoolchildren.

Properly organized work on the development of cognitive abilities is the basis

successful formation of more complex skills in the relevant field in secondary and

Tatyana Abramova
Development of cognitive abilities of junior schoolchildren in the system of extracurricular activities

Development of cognitive abilities

younger schoolchildren in the system of extracurricular activities.

One of the types of educational activities is educational. What is the goal cognitive activity? I will highlight these goals: enrich students’ understanding of surrounding activities, formulate the need for education, promote the child's intellectual development. There are many forms of organization cognitive activity, for example, various excursions, competitions, tournaments, Olympiads, educational games...

How do they manifest themselves? educational the child's needs, if any? Of course there is, but as the main manifestation cognitive needs, I think we can highlight INTEREST.

Interest is expressed in the child’s focus on a certain activity that has special significance for his personality. Interest is formed if the object of the surrounding reality has emotional appeal. This is worth remembering when organizing your activities not only for the subject teacher, but also for the educator.

Interests are of great importance in a child's life. Since interests are manifested in the child’s positive emotions, they cause feelings of satisfaction from work. They make it easy to focus on work, increase performance. I.P. Pavlov considered interest as something that activates the state of the cerebral cortex. It is well known that any educational process is more successful the more interested the student is in learning. I believe that a teacher should organize his work like this so that even after school hours, time extracurricular activities, not only maintain, but increase the student’s interest in various subjects of the educational cycle.

For development It is very important for a child to develop many interests. It should be noted that for Schoolchildren generally have a cognitive attitude towards the world. To him “everything is interesting”. Such a curious orientation has an objective purpose. Interest in everything expands the child’s life experience, introduces him to different activities, activates his various capabilities.

One of the main tasks work team of teachers schools is to create conditions for the realization of creative possibilities and student abilities.

Creativity is a complex mental process associated with character, interests, personality abilities. A new product obtained by a person in creativity can be objectively new (i.e. a socially significant discovery). And subjectively new (i.e. discovery for oneself). In most children we most often see creative products of the second kind.

Although this does not exclude the possibility of children creating objective discoveries. Development The creative process, in turn, enriches the imagination, expands the meaning, experience and interests of the child.

Creative activity develops children's feelings. Carrying out the creative process, the child experiences a whole range of positive emotions, both from the process of activity and from the result obtained. Creative activity promotes optimal and intensive development higher mental functions such as memory, thinking, perception, attention. Creative activity develops the child's personality, helps him to assimilate moral and ethical norms - to distinguish between good and evil, compassion and hatred, courage and cowardice, etc. By creating a work of creativity, the child reflects in them his understanding of life values, his personal qualities, comprehends them in a new way, is imbued with their significance and depth. Creative activity develops child's aesthetic sense. Through this activity, the child’s aesthetic sensitivity to the world and appreciation of beauty are formed.

All children, especially junior schoolchildren, love to do art. They sing and dance with enthusiasm, perform on stage with pleasure, and participate in concerts, competitions, exhibitions, and quizzes. Therefore, in extracurricular activities the teacher must use elements of children's creativity. It is necessary to help the child try his hand at different areas of creative activity in order to find himself and not lose the inclinations inherent in nature; all this is feasible in the process of collective creative activity. So let's ask question: which extracurricular the event will help in development his creative potential? Of course, various competitions, quizzes, KVNs, tournaments, educational games, in which you need to try to combine the educational (additional) material and an entertaining form of presentation to develop children's interests and abilities.

Our students now receive a huge amount of different information. I believe that the teacher’s task is to convey useful information to the child in such a form that, firstly, it is well absorbed, and secondly, it could help the student in the future both in lessons on a particular subject and outside schools. Of course, when preparing assignments for subjects, the teacher must seek advice from a subject teacher. In this case, there will be no risk of overcomplicating tasks.

I would like to tell you about some activities held in class that were successful with the children. For example, in 2nd grade we had an interesting literary game "Lukomorye" (to the 200th anniversary of the birth of A.S. Pushkin). The game is based here "Tic Tac Toe". So here it is "Lukomorye" The kids liked it so much that together we came up with new names for the cells of the playing field, for example, a black box - in this cell you had to guess what object was in the black box and a charade or riddle was given as a clue; Crossword – in this cell you had to solve a crossword puzzle; field of miracles - guess the word according to the rules of the game "Field of Dreams" etc. And later they played a game with a new playing field. Great advantage of the game "Tic Tac Toe" is that it can be adapted to absolutely any subject school course, for this you only need to create the appropriate playing field and tasks for the playing cells.

Another literary game was very useful, this is the literary Brain Ring (based on works studied in grades 1 and 2). During the game, the guys again remembered what had already faded a little in their memory; by the end of the game, they even remembered some small details. Brain - rings as competitions between two teams can be held in other ways subjects: mathematics, natural history... They can be devoted to a specific topic or section studied in class, of course, additional information can be added to broaden the children’s horizons.

Games based on television programs are very successful. Therefore, in the classroom you can conduct your "Finest Hour", "Guess the melody", "Call of the Jungle".

It was the idea of ​​a TV game that I used to create a script for a literary and historical game. "Wheel of History". In 3rd grade the kids got a new subject "Introduction to History", and in reading lessons, students studied history development of children's literature. Therefore, I had the idea to make the guys themselves become participants in history. After all, in lessons they only listen to the teacher’s stories, read a book, study maps, but here they can imagine themselves as some kind of historical character, the children develop a feeling of empathy with the fate of the participants in a historical event. And this is a very significant factor in the initial study of history. We get an effective remedy cognitive development activities of students, the children’s interest in a new subject increases, and this promotes general intellectual student development.

Nowadays there are more and more different developments, but I believe that each of us: the teacher, class teacher must make his personal contribution and create something new based on ready-made materials.

Veronica Vaulina
Effective techniques for developing cognitive abilities in elementary school lessons

Teacher's report initial classes of MBOU secondary school No. 8, Vyazma, Smolensk region

Vaulina Veronica Yurievna

on the topic:

« Effective techniques for developing cognitive abilities in elementary school lessons».

Pedagogical readings: « Development of cognitive abilities students as the basis for achieving meta-subject results in mastering educational programs"

December 2015.

I. Criteria and objectives.

II. Diagnostics .

III. Practical.

educational

3. Brain gymnastics is one of the types that improves the performance of various mental processes.

4. Construction of subject pictures, diagrams, shading.

5. Logical problems, non-standard problems, partial search problems.

“Knowledge is only knowledge when it

acquired through the efforts of your thought, not your memory.”

L. N. Tolstoy.

I. Criteria and objectives development of cognitive abilities.

Passive perception and assimilation of new things cannot be the basis of solid knowledge. Therefore, the task of the teacher is development of students' cognitive abilities, involving them in active activities.

As criteria perform:

Independence of thinking,

Speed ​​and strength of mastering educational material,

Quick orientation when solving non-standard problems,

The ability to distinguish the essential from the unimportant,

Different levels of analytical and synthetic activity,

Criticality of the mind.

This addresses three aspects goals:

- Cognitive goals(formation and development various types of memory, attention, imagination, general educational skills, capabilities look for and find new, unusual solutions ways achieving the required result, new approaches to considering the proposed situation).

- Developmental goals(speech development, thinking in the course of mastering such techniques of mental activity as the ability to analyze, compare, synthesize, generalize, highlight the main thing, prove and disprove, development sensory and motor spheres).

Educational goals (education of a system of moral interpersonal relations).

II.Diagnostics cognitive sphere of primary school students.

After diagnosing first-graders, I realized that it was necessary to work in this direction, develop children's cognitive abilities, develop in them certain skills and abilities, and most importantly, the habit of thinking independently, finding unusual ways to the right decision. For diagnostics I use materials from the book by Tatyana Davydovna Martsinkovskaya.

III. Practical techniques for developing cognitive abilities.

1. Tasks aimed at developing positive motivation, at developing educational interest in subjects and knowledge in general.

From the 1st grade, assignments should be aimed at maintaining positive motivation, at developing educational interest in subjects and knowledge in general. This task is achieved with the help of a specially constructed system of tasks that help overcome the instability of the attention of six-year-olds, the involuntariness of the process of visual and auditory memorization and lead to development mental activity (Slide 4).

2. Tasks, the implementation of which involves the use of practical actions.

Due to the age characteristics of students elementary school in class It is advisable to use mainly those tasks, the implementation of which involves the use of practical actions (Slide 5). At first, when working with assignments, you can allow yourself to guess the answer or solution, but immediately try to lead students to justify the answer. When working on such tasks, it is very important to accurately and purposefully pose questions, highlight the main link in reasoning, and justify the chosen solution. As a rule, this is done by the teacher, relying on the children’s answers and giving a precise and concise explanation. It is very important that the explanations given by the teacher are gradually reduced while simultaneously increasing the share of children’s participation in finding a solution to the proposed problem.

At subsequent stages, a complete transition to independent completion of tasks by students is envisaged, which implies the opportunity to consult with a teacher, a neighbor at a desk, and search for a joint solution in pairs or groups. The teacher’s main task is to encourage and support children’s independence in finding solutions. At the same time, one should not make strict demands that the problem must be solved by every student. It is important to ensure that as the activity progresses, more and more students in the class become involved.

Checking students’ independent activities requires a mandatory discussion of all student proposals. solutions, clarification ways decisions and reasoning, showing errors in reasoning, focusing children’s attention on the most rational, original and beautiful solutions. Testing is especially important for children with low levels of development(due to their physiological characteristics, they learn everything new with great difficulty and cannot complete tasks independently for a long time).

3. Brain gymnastics is one of the types that improves the performance of various mental processes (Slide 6).

Brain gymnastics for children promotes improving brain function in general.

Research by scientists convincingly proves that under the influence of physical exercise the indicators of various mental processes underlying creativity improve. activities: memory capacity increases, attention stability increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate.

4. Construction of subject pictures, diagrams, shading (slide 7).

V. A. Sukhomlinsky wrote that the origins abilities and children's talents at their fingertips. From them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child's hand, the brighter the creative element of the child's mind. The more skill in a child's hand, the smarter he is. Therefore it is very important "put your hand", prepare her for work.

From 1st grade to different lessons the guys shade the objects they drew or built using stencils. On lessons letters the guys are shading pictures, silhouettes of letters. On lessons mathematics this work can be used when working with a problem or geometric shapes. Hatching not only leads children to an understanding of symmetry and composition in decorative drawing, but also forms and improves fine motor skills of the hand and fingers. Drawing up, modeling and shading of objects and the children simultaneously composing short stories on the topic, continued started story, work on a word, phrase, is also way of speech development, and mastery of the expressive properties of language. While training fine motor skills of the hands, the guys simultaneously develop oral speech. I use this reception in lessons literary reading, speech development lessons. On lessons of the world around them, the guys make diagrams, tables, picture plans.

5. Logic problems on development of analytical skills, non-standard problems, partial search problems (Slide 8).

A partial search task contains a type of task during which students, as a rule, independently or with little help from the teacher, discover knowledge and methods of obtaining them.

Specific partial search tasks include, for example, tasks such as finding patterns, finding the principle of grouping and arrangement of given words, numbers, phenomena; selection of as many examples as possible for any situation; finding several answers to the same question; finding the most rational way to solve; improvement of any task and others.

Since the majority school problems are solved according to a certain algorithm, often given by the teacher in a ready-made form, then in some cases a situation arises of a thoughtless, automatic approach of students to their solution, in others - confusion when encountering a problem that has an unusual, non-standard condition. That is why assignments should become more varied and difficult every next school year.

Solving non-standard problems creates cognitive activity, thinking and research skills, the habit of thinking about words. Most problems do not have a unique solution. This promotes flexibility, originality and breadth of thinking - that is development of creative abilities in children. It is impossible to say how the solution to a difficult problem arises. But it is clear that the unconscious processes occurring in the brain play a large role in the decision. Here I will talk about practicing only elementary thinking techniques, using the three commandments of the teacher, (according to D. Polya):

1. Try to teach your students to guess;

2. Try to teach your students to prove;

3. Use guiding instructions, but do not try to forcefully impose your opinion.

When teaching students who are inexperienced in mathematics and are accustomed to solving problems using only certain rules, everything is difficult.

Students do not understand what “reasoning” is, why anything needs to be proven (deductive aspect of thinking);

They don't see logical problems;

It’s not that they can’t find an approach to a solution, but they simply don’t realize what it is – “the idea of ​​a solution” (inductive aspect);

They (students) not used to considering connections between tasks (associative aspect of thinking).

To develop elementary thinking skills, it seems natural to identify the types of problems in which the above aspects are used, so to speak, in their pure form.

I'll start with tasks that serve to form the deductive aspect of thinking.

The first type is tasks with “natural reasoning”, their pedagogical role is to teach schoolchildren carry out a consistent chain of reasoning (what does solving any mathematical problem come down to). At first, you should select problems that do not contain any unusual mathematical ideas, such as the simplest logical and combinatorial problems, mathematical puzzles.

The second type is “trap problems”, in which the obvious answer is incorrect. Their role is to show the need for evidence (reasoning).

Third type. The next step in development deductive thinking is associated with the formal logical aspect. It can be emphasized with the help of so-called obvious problems, in which the answer is absolutely obvious (and correct, but at first it is completely unclear how to get it.

From this moment we move from formal-logical and deductive tasks to inductive ones, which are directly related to the search for an idea. And our goal is to help children.

One of the ancient and effective teaching methods is the “Socratic method,” i.e. dialogue with the audience. The art of a mentor is to ask students the questions they should be asking themselves. Of course, such a question can be posed to almost any problem, but it is advisable that it not be a direct hint.

So, the fourth type of tasks are “tasks with an internal question.”

Let us now turn to the question of the formation of the associative aspect of thinking.

As you know, a person’s intelligence is largely determined by the number of connections between his brain cells. Naturally, for development mathematical thinking, it is necessary to establish connections between facts, concepts, tasks, etc. Moreover, the stability of the connection that has arisen depends on how independently it was discovered. “What you were forced to discover yourself can be used again when the need arises.” (G. Lichtenberg). Solving problems often arises by association with something known; I emphasize that not by analogy, but “by association.”

In this regard, I present the fifth type of tasks - riddle tasks.

Exactly cognitive development provides the basis for success schooling. However, its result is not only development of students’ cognitive processes themselves. Mastering generalized cognitive knowledge, skills and abilities (GKUN, considered as one of the results developing work is a means of forming schoolchildren's cognitive and personal structures. And this is very important, as it shifts the focus to school learning from the now widespread "intellectual coaching" students on their cognitive and personal development.

List of used literature.

1. Martsinkovskaya T. D. "Diagnostics of mental child development» .

2. Boreyko L. N. “Non-standard mathematical problems in primary school».

3. Lokalova N. P. “120 lessons on psychological development of younger schoolchildren».

4. Zakharova R. A. Chupakha I. V. “Methodology "Brain Gym".