Formation of cognitive independence in children of primary school age in the learning process

Conclusion

Conclusion

List of sources used

Introduction

Relevance

The relevance of the research problem lies in the fact that now the very high demands of life on the organization of education and training make it necessary to look for new, more effective methods of mastering new material. Children should be ready to learn new material and new knowledge, so the formation of cognitive independence in a child younger than school age will be relevant

Contradiction

Thus, there are contradictions between the need to form the cognitive independence of the child and the insufficient development of tasks in the classroom.

Problem

The problem of the research is to develop tasks of readiness for the ability to form in teaching at school.

The object of the study is the process of formation of cognitive independence of children at school.

Conditions for the formation of cognitive independence at school and the conditions for its formation

Select and develop a lesson that contributes to the formation of cognitive independence in children of primary school age in the learning process

To achieve this goal, it is necessary to solve the following tasks:

1. Familiarize yourself with the literature on the research problem;

2. Develop and select a lesson for the formation of cognitive independence;

3. Describe the lesson on the formation of cognitive independence.

Hypothesis

The formation of cognitive independence in younger students will be effective if you offer them an interesting unusual lesson, which will allow children to form their cognitive independence.

Scientific novelty

The novelty lies in the fact that lessons were selected and reworked for the formation of cognitive independence in children of primary school age.

Theoretical and practical significance

The theoretical and practical significance of the study lies in the fact that the importance of the lesson as the basis for the development of independence of children of primary school age has been studied, a variable form of using the excursion in the classroom in elementary school has been developed, which has been tested and confirmed by the results of experimental work.

1. Cognitive independence

1.1 The essence of cognitive independence and its manifestation

Cognitive independence is the ability to critically consider the phenomena of life, to see emerging tasks, to be able to set them and find ways to solve them, to think, act proactively, creatively, strive to discover something new and persevere to achieve the goal. Independence, as a core quality of a person, manifests itself in the process of performing cognitive and practical tasks with minimal help and guidance from other people, while true independence implies a conscious motivation of actions and their validity. Cognitive independence is the goal of a specially organized work of a technology teacher. Cognitive independence is characterized by the student's ability to make motivated decisions with minimal outside help to solve the tasks assigned to him by the teacher in the educational process.

Non-traditional forms of the lesson contribute to the formation of cognitive independence, help in the formation of the basic concepts of the technology course, adapt the material to the age characteristics of students, apply the knowledge they have gained in life, develop intelligence, erudition, and broaden their horizons. The benefits of non-traditional forms of the lesson are obvious, since at present the school must form people with a new type of thinking, initiative, creative individuals, courageous in decision-making, competent. Non-traditional forms of the lesson are based on the understanding of students as a subject of the educational process, are aimed at developing the personality of schoolchildren, their creativity and motivational-value sphere and have a great variety, but they can still be grouped into the following positions: lesson-game or lesson-learning game; lesson-educational discussion; study lesson. Analysis of psychological and pedagogical research; in the field of the formation of cognitive independence suggests that a number of issues remain insufficiently developed. In particular, questions related to the substantiation of psychological and pedagogical conditions aimed at the formation of cognitive independence in younger schoolchildren as a personal property, taking into account their gender-role characteristics, have not been interpreted; with the development of a system of methods and techniques aimed at the formation of the named property, taking into account the gender-role and individual characteristics of younger students in the course of the above process.

Thus, we have identified a number of contradictions in the problem under study between:

* the need of society for a competitive, independent, creative, intellectual personality, whose training continues in primary school, and the lack of systemic knowledge about the dynamics and psychological and pedagogical conditions for the formation of cognitive independence in younger students, taking into account their gender-role characteristics;

* the importance of the scientific substantiation of the process of formation of cognitive independence in younger students, which develops with the practice of updating the software and methodological support for the formation of the named personal property and the lack of interpretation of the psychological and pedagogical conditions for optimizing this process in elementary school; awareness by teachers of the need to activate the cognitive needs of younger students and their insufficient understanding of the use of pedagogical diagnostics to identify the level of development of motivation in the latter;

* the desire of primary school teachers to use a system of means aimed at the formation of motivational, content-operational and volitional attitudes in younger students, and the lack of a theoretical justification for a holistic pedagogical technology that takes into account the patterns of formation of cognitive independence in the latter.

The identified contradictions made it possible to reach the research problem, which consists in the insufficient development and validity of the process of forming cognitive independence in younger students, taking into account their gender-role characteristics, which has a significant impact on increasing the productivity and quality of their educational and cognitive activity.

The area of ​​cognitive interest is cognitive activity, during which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education. It is interest that plays the main role in maintaining and developing cognitive activity.

To identify the level of formation of a student's cognitive needs, it is necessary to identify the following parameters of cognitive interest.

Indicators of intellectual activity

A manifestation of students' interest in the educational process is their intellectual activity, which can be judged by many actions.

The questions of the student addressed to the teacher most of all signify cognitive interest. The question expresses the desire to comprehend the still unclear, to penetrate deeper into the subject of one's interest. An independently asked question expresses a search, an active desire to find the root cause. An inert, indifferent to learning student does not ask questions, his intellect is not disturbed by unresolved questions.

Another indicator of intellectual activity is the desire of students, on their own initiative, to participate in activities, in the discussion of the questions raised in the lesson, in additions, amendments to the answers of comrades, in the desire to express their point of view. The teacher's suggestions ("Who wants?", "Who can?") are, of course, addressed to students who have these aspirations. It is from them that one should expect a quick and active response to the formulation of problematic issues, the clash of different points of view, disputes, conjectures and assumptions, which raises the general tone of learning.

A clear indicator of the intellectual activity that accompanies the interest of schoolchildren is their active handling of the acquired baggage of knowledge and skills. Cognitive interest does not get along with a cliché and a template, so the involvement of acquired knowledge in various situations and tasks indicates their flexibility, their free use and can contribute to the desire to penetrate deeply into knowledge.

The active turnover of acquired scientific knowledge is a very significant indicator of interest, which means that knowledge itself has already become a method of learning new things, and cognitive interest has risen to a high level of its development.

It also happens, of course, that a student, in proving his judgments, relies on empirical foundations, extracting them from his observations and impressions, on some fragmentary examples, especially memorable cases from life. Such manifestations of student activity are also evidence of cognitive interest, but of a different, lower level.

Thus, the first and most basic parameter of indicators of cognitive interest that a teacher can detect without sufficient effort is the student's intellectual activity, in which all its manifestations in cognitive interest are collected as a focus.

emotional manifestations.

Another parameter of indicators by which the teacher can judge the presence of students' cognitive interest is the emotionally favorable background of the student's cognitive activity. The emotional beginning in interest is its most important energy resources.

The emotional mood of the student's activity is an indicator of his cognitive interest. According to his observations, the teacher can establish such emotional manifestations of cognitive interest as surprise, anger, empathy, adequate to the content of the acquired knowledge. Students most clearly express the emotions of intellectual joy. These emotions are born for various reasons: they can accompany sympathy for the hero of a work, historical event, scientific discovery, sympathy for the personality of a scientist, public figure. Usually, this clearly visible and even rapidly flowing process is expressed in the replicas, facial expressions, and gestures of younger students.

Volitional manifestations

The parameters of indicators of students' cognitive interest are regulatory processes, which, in interaction with the emotional mood, are expressed in the peculiarities of the course of students' cognitive activity.

First of all, they are manifested in the concentration of attention and weak distractibility. In this sense, some researchers judge the absence or weakness of student interest by the number of distractions.

A very clear indicator of cognitive interest is the student's behavior in the face of difficulties. Sustained and sufficiently deep interest is usually associated with the desire to overcome difficulties, to try different ways to solve a complex problem.

The regulatory mechanisms of the student's cognitive activity very tangibly and tangibly let you know about the interest in knowledge and the aspirations for the completion of educational activities.

Indicative in this regard are the reactions of students to the bell from the lesson. For some, the call is a neutral irritant, and they continue to work, trying to bring it to the end, to complete it with a successful result, others are instantly demobilized, stop listening, leave the task they have begun unfinished, close their books and notebooks and run out first for a break. However, the reaction to the call is also an excellent indicator of an interesting and uninteresting lesson.

In addition, general patterns of action of interest in learning have been established.

The first is the dependence of the interests of students on the level and quality of their knowledge, the formation of methods of mental activity. It should be understood in such a way that the more knowledge the student has on a particular subject, the higher his interest in this subject. And vice versa.

The second is the dependence of the interests of schoolchildren on their attitude towards teachers. They learn with interest from those teachers who are loved and respected. First the teacher, and then his science - dependence, which manifests itself constantly.

In each class, specific types of children's attitudes towards learning are gradually identified, which, first of all, the teacher should be guided by.

Based on the parameters of cognitive interest, several levels of cognitive activity of the student can be distinguished.

So, T.I. Shamova distinguishes three levels of cognitive activity:

The first level is reproducing activity.

It is characterized by the student's desire to understand, remember and reproduce knowledge, to master the method of its application according to the model. This level is characterized by the instability of the student's volitional efforts, the students' lack of interest in deepening knowledge, the absence of questions like: "Why?"

The second level is interpretive activity.

It is characterized by the student's desire to identify the meaning of the content being studied, the desire to know the connections between phenomena and processes, to master the ways of applying knowledge in changed conditions.

A characteristic indicator: greater stability of volitional efforts, which is manifested in the fact that the student seeks to complete the work he has begun, does not refuse to complete the task in case of difficulty, but looks for solutions.

The third level is creative.

It is characterized by interest and desire not only to penetrate deeply into the essence of phenomena and their relationships, but also to find a new way for this purpose.

A characteristic feature is the manifestation of high volitional qualities of the student, perseverance and perseverance in achieving the goal, broad and persistent cognitive interests. This level of activity is provided by the excitation of a high degree of mismatch between what the student knew, what has already been encountered in his experience and new information, a new phenomenon. Activity, as the quality of an individual's activity, is an essential condition and indicator of the implementation of any learning principle.

However, the allocation of only three levels of cognitive activity, in our opinion, does not reflect the current picture of the activity of younger students.

I.P. Mean, focusing on the activity of the child, subdivides younger students into five types. The first type is the most common - good performers ("listeners and answerers"). They are diligent but uninitiated. The leading motive of their activity is an indirect interest: to please their parents, to gain authority in the class, to earn the teacher's praise. The second type is children with intellectual initiative: they have their own opinion, avoid prompts, try to work independently, and love difficult tasks. The third type is children who show a special attitude to intense learning activities. They are active, they think well, but they think slowly, and therefore they are in tension all the time. They require an individual approach. The fourth type is children with low intellectual abilities. They cannot independently carry out educational tasks, are in a depressed state, or, conversely, demonstrate recklessness. The main thing for them is that the teacher does not notice them. The reasons here are different: the immaturity of the child, poor preschool preparation. Finally, in each class there is a small group of children who share a negative attitude towards learning. Children cannot master the school curriculum due to intellectual backwardness, deep neglect.

Conditions for the formation of cognitive independence of younger students

In the course of the theoretical analysis, the main conditions for the organization of such training, which will contribute to the formation of cognitive independence of younger students, have been identified.

The first condition is to change the mechanism of knowledge assimilation: new knowledge is not given to students in the form of a finished sample, but is created by them in the process of independent search activity.

The second condition is the need to build educational material as a developing system of knowledge. The fulfillment of this condition ensures the possibility of implementing all three elements in the activity structure: goal setting, goal fulfillment, control and evaluation of the result.

The most important condition for the conditional development of cognitive independence of younger students is the introduction of a system of educational creative tasks into the educational process. Each task represents a problem situation for the student, which he resolves in the course of a heuristic search. The complexity of educational creative tasks is determined by the levels of development of subject knowledge. Any level is constructed as a sequence of increasingly complex topics, each of which is developed as a series of increasingly complex cognitive tasks, that is, educational creative tasks. In the course of performing such tasks, something new, useful for the subject of activity, is necessarily created.

The fourth condition is the use of joint forms of organizing the education of younger students. The research shows that in order for students to master traditionally adult areas of activity: goal-setting, control, evaluation of the result, it is necessary to move from the "child-adult" relationship to the "child-child" relationship. It is shown that it is communication in a group of equal peers that gives the younger student the opportunity to be critical of the actions, words, opinions of other people, forms the ability to see the position of another person, evaluate it, agree or challenge, and most importantly - to have their own point of view, to distinguish her from a stranger, to be able to defend her. The use of discussion and collective-distributive forms of education creates conditions for the development of reflection of each student in relation to his own intellectual activity.

An important condition in the process of developing the cognitive independence of students is the personality of the teacher, his leading organizational role. In the course of research, it was found that the teacher should not only be a source of ready-made samples of knowledge, but the organizer of students' independent search activities to create new significant samples. The teacher is required to have greater confidence in students, greater reliance on their own observations, personal experience, intuition, fantasies, and initiative. The lesson becomes a kind of laboratory of joint search, organized and directed by the teacher.

The creation of positive motivation and high emotional mood is another condition for the successful development of students' cognitive independence. For younger students, due to their individual and age characteristics, a favorable emotional background in the classroom is very important. The results of the research showed that if the student has no desire, interest in the methods and content of educational activities, then there is no hope of achieving significant results in its implementation, since a thought is born not from another thought, but from the motivational sphere of our thinking (L.S. Vygotsky) . The system of educational creative tasks, therefore, is objectively necessary for the formation of a positive motivational background for students.

In the course of the research, the importance of the purposeful formation of independent search activity and the need for each lesson to achieve an increment not only in knowledge, but also in the activity aspect were revealed. This means that each lesson sets not only the task of discovering and assimilating new knowledge (representations, concepts, relationships), but also the task of developing the ability to carry out the main components of independent activity: goal setting, goal implementation, monitoring and evaluation of results. The processing of all components of independent search activity in their unity ensures the development of cognitive independence as a whole.

Three Components of Cognitive Autonomy

There are three components of cognitive independence: motivational, content-operational and volitional. All these components are interconnected and interdependent. However, the most significant of them is motivational, since the manifestation of independence in cognitive activity is directly related to its motive. We examined in detail the role of motivation in the educational activity of a younger student in the previous paragraph. We only note that since cognitive activity is the quality of activity, in which, first of all, the student’s attitude to the subject and process of activity is manifested, the formation of positive motives for learning in students should be put in the first place among all its conditions.

At the heart of the cognitive motive is a cognitive need. That is what needs to be formed, since the need is the root cause of all forms of human behavior and activity.

The need is closely connected with the presence of stable cognitive interests in schoolchildren. The area of ​​cognitive interest is cognitive activity, during which the content of educational subjects and the necessary methods or skills are mastered, with the help of which the student receives education. It is interest that plays the main role in maintaining and developing cognitive activity.

1.2 Cognitive activity

T. Hobbes put forward a fair demand that each study must begin with the definition of definitions. Thus, let us try to define what is meant by speaking of activity.

To begin with, let us give various definitions of the concept of "activity" found in the psychological and pedagogical literature.

So Nemov R.S. Defines activity as "a specific type of human activity aimed at cognition and creative transformation of the surrounding world, including oneself and the conditions of one's existence" .

Researcher Zimnyaya I.A. in turn, by activity he understands "a dynamic system of interactions of the subject with the world, in the process of which the emergence and embodiment of a mental image in the object and the realization of the relations of the subject mediated by it in objective reality" .

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

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

Thus, learning activities include a variety of actions: recording lectures, reading books, solving problems, etc. In action, one can also see the goal, the means, the result. For example, the purpose of weeding is to create conditions for the growth of cultivated plants.

So, summing up the above, we can conclude that activity is an internal (mental) and external (physical) activity of a person, regulated by a conscious goal.

Human activity is very diverse, we will consider in more detail the cognitive activity of a person.

Age features of a child of primary school age

Primary school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in a child's life - his admission to school. This age is called the "peak" of childhood.

"At this time, there is an intensive biological development of the child's body" (central and autonomic nervous systems, bone and muscle systems, the activity of internal organs). During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of younger students as increased emotional excitability and restlessness. Transformations cause great changes in the mental life of the child. The formation of arbitrariness (planning, implementation of action programs and control) is put forward in the center of mental development.

The arrival of a child in school gives rise not only to the transfer of cognitive processes to a higher level of development, but also to the emergence of new conditions for the personal development of the child.

Psychologists note that educational activity becomes the leading one at this time, however, gaming, labor and other types of activities influence the formation of his personality. "Teaching for him (the child) is a significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, the whole way of his life are changing"

Entering school is such an event in the life of a child, in which two defining motives of his behavior necessarily come into conflict: the motive of desire ("I want") and the motive of duty ("must"). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults.

A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical remarks addressed to him affects his well-being and leads to a change in self-esteem. If before school some individual characteristics of the child could not interfere with his natural development, were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personality traits become especially noticeable. First of all, hyperexcitability, hypersensitivity, poor self-control, misunderstanding of the norms and rules of adults reveal themselves.

The child begins to occupy a new place within family relationships: "he is a student, he is a responsible person, he is consulted and considered" .

The dependence of the younger student is growing more and more not only on the opinions of adults (parents and teachers), but also on the opinions of their peers. This leads to the fact that he begins to experience fears of a special kind, as A.I. Zakharov, "if at preschool age fears due to the instinct of self-preservation prevail, then at primary school age social fears prevail as a threat to the well-being of the individual in the context of his relations with other people" .

In most cases, the child adapts himself to a new life situation, and various forms of protective behavior help him in this. In new relationships with adults and peers, the child continues to develop reflection on himself and others, i.e. intellectual and personal reflection becomes a neoplasm.

Primary school age is a classic time for the formation of moral ideas and rules. Of course, early childhood also brings a significant contribution to the moral world of the child, but the imprint of "rules" and "laws" to be followed, the idea of ​​"norm", "duty" - all these typical features of moral psychology are determined and formalized precisely in the younger years. school age. "The child is typically" obedient "in these years, he accepts various rules and laws in his soul with interest and enthusiasm. He is not able to form his own moral ideas and strives precisely to understand what" needs "to be done, experiencing pleasure in adapting "

It should be noted that younger students are characterized by increased attention to the moral side of the actions of others, the desire to give a moral assessment to the act. Borrowing criteria for moral assessment from adults, younger students begin to actively demand appropriate behavior from other children.

At this age, there is such a phenomenon as the moral rigorism of children. Younger students judge the moral side of an act not by its motive, which is difficult for them to understand, but by the result. Therefore, an act dictated by a moral motive (for example, to help your mother), but which ended unsuccessfully (a broken plate), is regarded by them as bad. The assimilation of the norms of behavior developed by society allows the child to gradually turn them into his own, internal, requirements for himself.

Involved in educational activities, under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with the traditions and new social expectations of people. It is at this age that the child for the first time clearly begins to realize the relationship between him and those around him, to understand the social motives of behavior, moral assessments, the significance of conflict situations, that is, he gradually enters the conscious phase of personality formation.

With the advent of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, to a large extent retain the property characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best of all. On the other hand, going to school gives rise to new, specific emotional experiences, because the freedom of preschool age is replaced by dependence and submission to the new rules of life. The needs of the younger student are also changing. The dominant needs in primary school age are the needs for respect and veneration, i.e. recognition of the child's competence, achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). Thus, at the age of 6, the need for knowledge of the external world and its objects "significant for society" becomes more acute. According to the research of M.I. Lisina, at primary school age, the need for recognition by other people develops. In general, younger students feel the need to "realize themselves as a subject, joining the social aspects of life, not just at the level of understanding, but like transformers" . One of the main criteria for evaluating oneself and other people is the moral and psychological characteristics of the individual.

Therefore, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of social relations.

So, summing up the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations.

"Without the game, there is not and cannot be a full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity." V.A. Sukhomlinsky.

Ways of forming cognitive independence

The continuity of the experimental system is expressed in the fact that its content takes into account the level of readiness for independent activity with which preschoolers are included in primary education, and uniform fundamental approaches to the organization of mastering educational content continue to be implemented. First of all, we are talking about the principle of unity of the content and operational aspects of education, its orientation towards the "zone of proximal development" of the child. In this we see the objective prerequisites for the implementation of continuity. and new requirements that arise, as a rule, during the development of search content. This function in the formative experiment is performed by the stage of procedural preparation.

According to its plan, the study is aimed at achieving the readiness of younger schoolchildren to successfully solve the problems of the subsequent stage of education, therefore, the prospects of the developed system of formation is its integral quality, which was originally assumed. To the greatest extent, the prospects of the formation process are reflected in the organizational, procedural and motivational side of search activity.

In particular, a solid assimilation of the minimum program of procedural skills and motivational composition provides a reliable basis for the formation of students' skills to organize their actions, predict results, carry out an independent search, the whole complex, in terms of its developmental capabilities, goes beyond the initial link, is focused on a generalized model for the implementation of search activities. regardless of content Equally important for effectiveness; of the system of formation, the achievement of such a combination of its components, in which the continuity of the pedagogical influence on the quality being formed is created. Its necessity is due not only to the complex composition of cognitive independence and the interconnection of its components. An equally important role belongs to those features that arise in the process of formation in connection with the specifics of the organization of educational activities in the primary grades. Namely: the primacy of students' mastery of many program knowledge and general educational skills and abilities, the integrity of the initial link in the secondary school system and its relative independence, a pronounced sensitivity to the formation of certain elements of cognitive independence. All this requires a constant and multifaceted impact on the quality being formed, a fine thoughtful adjustment of the results achieved, taking into account the age and individual characteristics of younger students.

How was the continuity of formation ensured? We consider the most reliable prerequisite for the implementation throughout the entire initial stage (from the period of literacy to the last quarter of the third grade) of search activities in various forms of presentation, calendar and thematically regulated by the curriculum. An equally important condition was the sufficient repetition of the types of cognitive tasks throughout grades I-III, which, combined with a variety of forms of presentation of search content, made it possible to avoid methodological monotony and at the same time purposefully achieve the strength and flexibility of the skills being formed.

Didactic games as a means of activating the cognitive activity of younger students as a condition for the success of education.

Didactic games are characterized by the presence of a task of an educational nature - a learning task. Adults are guided by it, creating this or that didactic game, but they clothe it in an entertaining form for children.

An essential feature of a didactic game is a stable structure that distinguishes it from any other activity. Structural components of a didactic game: game design, game actions and rules.

The game intent is expressed, as a rule, in the name of the game. Game actions contribute to the cognitive activity of students, give them the opportunity to show their abilities, apply their knowledge, skills and abilities to achieve the goals of the game. The rules help guide the gameplay. They regulate the behavior of children and their relationships with each other. Didactic game has a certain result, which is the final game, gives the game completeness. It acts primarily in the form of solving the set educational task and gives the students moral and mental satisfaction. For the teacher, the result of the game is always an indicator of the level of achievement of students in the acquisition of knowledge or in their application.

Here are examples of didactic games that teachers use in practice.

a) Games - exercises. Play activities can be organized in collective and group forms, but still more individualized. It is used when consolidating the material, checking the knowledge of students, in extracurricular activities. Example: "The fifth extra". In a natural science lesson, students are asked to find in a given set of names (plants of the same family, animals of a detachment, etc.) one randomly included in this list.

b) Search game. Students are invited to find in the story, for example, plants of the Rosaceae family, whose names, interspersed with plants of other families, are found in the course of the teacher's story. Such games do not require special equipment, they take little time, but give good results.

c) Games are a competition. This includes contests, quizzes, imitations of television contests, etc. These games can be played both in the classroom and in extracurricular activities.

d) Plot - role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. This is a "Press Conference", "Round Table", etc. Students can play the role of agricultural specialists, historian, philologist, archaeologist, etc. The roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation. In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students.

e) Cognitive games - travel. In the proposed game, students can make "journeys" to the continents, to different geographical zones, climatic zones, etc. In the game, information new to students can be communicated and existing knowledge can be tested. A game - a journey is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Each "station" is marked.

The activation of cognitive activity through a didactic game is carried out through the selective focus of the child's personality on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and deeper knowledge, i.e. there is an interest in learning. Systematically strengthening and developing cognitive interest becomes the basis of a positive attitude to learning, increasing the level of academic performance. Cognitive interest is (search character). Under his influence, the younger student constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the search activity of the student is carried out with enthusiasm, he experiences an emotional upsurge, the joy of good luck. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

Cognitive interest is one of the most important motives for us to teach schoolchildren. Its effect is very strong. Under the influence of cognitive educational work, even weak students proceed more productively.

Cognitive interest, with the correct pedagogical organization of students' activities and systematic and purposeful educational activities, can and should become a stable feature of the student's personality and has a strong influence on his development.

Cognitive interest also appears to us as a powerful means of learning. Classical pedagogy of the past claimed - "A teacher's deadly sin is to be boring." Activation of the student's cognitive activity without the development of his cognitive interest is not only difficult, but practically impossible. That is why in the learning process it is necessary to systematically arouse, develop and strengthen the cognitive interest of students as an important motive for learning, and as a persistent personality trait, and as a powerful means of educative education, improving its quality.

Cognitive interest is directed not only to the process of cognition, but also to its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Cognitive interest is not an enemy of volitional effort, but its faithful ally. Interest includes, therefore, volitional processes that contribute to the organization, flow and completion of activities.

Thus, in cognitive interest, all the most important manifestations of personality interact in a peculiar way. Cognitive interest, like any personality trait and motive of a student's activity, develops and is formed in activity, and above all in teaching.

The formation of students' cognitive interests in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students' cognitive activity.

The first thing that is the subject of cognitive interest for schoolchildren is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, showing the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning.

First of all, interest excites and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person, as it were, seeks to look into the front. He is in a state of expectation of something new.

But the cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing imagination. More K.D. Ushinsky wrote that a subject, in order to become interesting, must be only partly new, and partly familiar. The new and unexpected always appears in the educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach students the ability to see the new in the familiar.

Such teaching leads to the realization that the ordinary, repetitive phenomena of the world around us have many amazing aspects that he can learn about in the classroom. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention.

All significant phenomena of life, which have become commonplace for the child due to their repetition, can and must acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will definitely stimulate the student's interest in knowledge. That is why the teacher needs to transfer schoolchildren from the level of his purely everyday, rather narrow and poor ideas about the world - to the level of scientific concepts, generalizations, understanding of patterns. Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main areas of scientific research, discoveries. Not everything in the educational material can be interesting for students. And then there is another, no less important source of cognitive interest - the organization and inclusion of didactic games in the lesson. In order to arouse the desire to learn, it is necessary to develop the student's need to engage in cognitive activity, which means that in the process itself, the student must find attractive sides, so that the learning process itself contains positive charges of interest.

The path to it lies, first of all, through the inclusion of didactic games.

Organization of educational and cognitive activities. The main components of the organization of educational and cognitive activity of younger students.

Under the organization of educational and cognitive activity of students understand a certain order of the didactic process in the structural and functional sense, giving this process the necessary form for the best implementation of the goal.

I will consider various approaches to the concept of "organization".

"Organization" - from the late Latin "organiso" - I report a slender appearance, I arrange. In the explanatory dictionary of SI. Ozhegov's organization is interpreted as "a good, thoughtful arrangement, internal discipline." According to the "Philosophical Encyclopedia" organization - "ordering, establishing, bringing into the system ... an object, the ratio of parts of an object." In the same place, the duality of the concept of "organization", its subject part (the location and interconnection of the elements of the whole) and the functional part (the actions and interactions of these elements) are distinguished.

Pedagogical science is based on the basic concepts of the theory of scientific organization of labor. According to V.P. Bogolepov, an organization can be characterized as a certain order in the structural and functional sense: the relationship and mutual arrangement of the elements of a certain complex (the subject and structural parts of the organization); actions and interactions of the elements of the complex (functional part), due to the unity of goals or the functions they perform and certain circumstances of place and time. . According to this theory, the organization is considered as one or another order.

I will consider the concept of "organization of educational and cognitive activity." As a result of the analysis of the literature in relation to the concept of "organization of educational and cognitive activity" of primary school students, there are three approaches to its definition:

1) as an activity only of a teacher (V.I. Zagvyazinsky, L.P. Knysh, V.P. Strezikozin, N.A. Semenov, V.P. Tarantei, etc.);

2) as an activity only for students (M.A. Danilov, M.S. Zagorodnaya, S.F. Zbanduto, V.I. Esipov, T.M. Nikolaeva, T.I. Ogorodnikov, O.S. Tesemnitsina) ;

3) as a relationship, the interaction of a teacher (management) and a student, as well as the interaction of students with each other (V.Ya. Golant, K.B. Esipovich, N.N. Kazantsev, N.V. Popov, I.Ya. Lerner , E. I. Mashbits, A. Ya. Savchenko, R. A. Khabib, V. A. Vykhrushch, G. I. Shchukina, V. K. Dyachenko).

The main components of the organization of educational and cognitive activity of younger students.

Teacher activities:

1. Activities that promote understanding, awareness and acceptance by students of the goals and objectives of education.

2. Information activity (acquaintance with new knowledge), formation of skills of educational and cognitive activity.

3. Management of the process of acquiring knowledge, the formation of skills of educational and cognitive activity.

4. Management of the process of cognition of the scientific picture of the world.

5. Management of the process of transition from theory to practice.

6. Organization of practical and creative classes aimed at developing competence.

7. Verification and evaluation of the competence acquired by students in educational and cognitive activities.

Student activities:

1. Understanding, awareness, acceptance of the set goals, awareness of the motives of activity.

2. The acquisition of new knowledge, the formation of learning skills.

3. The process of sensory cognition, the acquisition of ideas and knowledge for the formation of concepts.

4. Knowledge of the scientific picture of the world.

5. Acquisition of skills of educational and cognitive activity.

6. Practical application of knowledge, skills of educational and cognitive activity in the surrounding world.

7. Formation of skills for analysis and self-control of the results obtained in educational and cognitive activities.

As you can see, approaches 1 and 2 are only different aspects of the concept under consideration, and only approach 3 contributes to a correct understanding of the issue. This is due to the fact that educational and cognitive activity is binary in nature, therefore, in its organization two interrelated and interdependent activities - teachers and students - should be considered.

Consequently, the organization of educational and cognitive activity should be understood as a special ordering of educational and cognitive actions of students and teachers that meets the goals, motives and tasks and proceeds in a certain mode. The term "special order" should be considered as a set of forms of educational and cognitive activity, goals, methods, means, learning outcomes, which are determined by the teacher in accordance with the requirements for the content of education.

The expedient organization of educational and cognitive activity ensures the conjugation of external conditions, actions, with those internal processes that create a favorable "internal environment" (motivation, activity of mental, emotional, perspective and other processes important for cognition), contributing to the intensive development of the individual ... From the organization educational and cognitive activity depends on the general tone of teaching, the discipline of thought, composure, decency and clarity of students in independent educational work, mutual assistance in learning.

I will single out the following primary signs of the organization of educational and cognitive activity of trainees (according to G.I. Khozyainov):

1. A clear formulation of the goal, setting goals and bringing them to the attention of the trainees;

2. Construction of learning as a system for organizing educational and cognitive activity of students at different stages of the lesson. The choice of the most rational types of activities for students to master the educational material.

3. The choice of teaching methods in accordance with the tasks, content and capabilities of the trainees.

4. The system of organizing independent classroom and extracurricular educational activities, the formation of cognitive independence.

5. Accounting for the individual characteristics and capabilities of trainees. Individualization and differentiation in the organization of educational activities.

Kapko Svetlana Vasilievna

Naumova Tatyana Nikolaevna

Development of independence in children

primary school age

The relevance and formulation of the research problem, the successful solution of complex problems of education and upbringing in a modern school, in particular, is inextricably linked with the problem of intensifying the pedagogical process, the search for the most effective methods, forms and techniques of working with students. The task in modern conditions is the implementation in the educational process of maximum independence of primary school students. An analysis of studies on the problems of the effectiveness and optimization of education, as well as the practice of schools, makes it possible to make sure that one of the main conditions for improving the quality of education is the formation of independent thinking in younger students, the ability to independently extract and analyze information.

The formation of independence already at primary school age can be called one of the priority tasks of the school. Activation of the independence of schoolchildren in educational and other activities is one of the urgent problems of modern pedagogical theory and practice. Independence is considered in two different, but interrelated aspects: as a characteristic of the student's activity and as a personality trait. Independence, as a characteristic of a student's activity in a particular learning situation, is the ability he constantly demonstrates to achieve the goal of the activity without outside help. In activities and communication with adults and peers during this age period, such volitional character traits as independence, self-confidence, perseverance, and endurance are formed. In this connection, the search for teaching methods that contribute to the development of skills for independent solution of educational and life difficulties becomes an urgent problem. An analysis of pedagogical and psychological research indicates that the problem of stimulating the independence of schoolchildren attracts many researchers.

Primary school age, like any other, is characterized by the fact that a child who has become a schoolboy wants to become a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, which suppresses momentary desires.

Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. An analysis of psychological and pedagogical research shows a variety of approaches to the definition of the concept of "independence": the student's intellectual abilities and his skills that allow him to study independently; the readiness of the student to advance in the acquisition of knowledge on his own; a property of a person, manifested in the desire to master knowledge and methods of activity on their own.

The available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities: in play, in work, in cognition, in communication. Each period of a child's life and development is characterized by a certain leading type of activity. In primary school age, the leading activity is educational activity. In educational activities, he develops the skills of self-control and self-regulation.

On the basis of a theoretical study of research on the problem of the formation of independence of schoolchildren, a system of pedagogical conditions for stimulating the independent activity of schoolchildren was developed, consisting of the following elements:

diagnosing the levels of independent activity of students.

modeling a stimulating effect on the process of independent activity of younger schoolchildren and organizing independent activity of students on the basis of a set of incentives;

analysis and correction of independent cognitive activity of schoolchildren, modeling of a new situation.

From the work experience, a Memo for parents was created:

Five simple rules that will help our children become more independent:

1) Follow the daily routine.

2) Seeing off the child on the ground floor in the morning, check whether you have given all the things to him. Don't go up to the second floor. Don't go to class.

3) Do not give extra things to school.

4) When picking up a child from school, call the class, or the class mobile phone.

5) Ask your child about a day at school. Praise him even for small successful independent steps.

The available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various activities.

Each period of a child's life and development is characterized by a certain leading type of activity. In domestic psychology, the leading activity is understood as one in the course of which qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits occurs, and mental neoplasms appear that are characteristic of this particular age. In primary school age, the leading activity is educational activity.

The formation of the independence of the child is carried out in educational activities, which are purposeful, productive, mandatory, arbitrary. It is evaluated by others and therefore determines the position of the student among them, on which his inner position, and his well-being, emotional well-being depend. In educational activities, he develops the skills of self-control and self-regulation.

The independence of the student in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, task and find an approach to solving them. It manifests itself, for example, in the ability to approach the analysis of complex learning tasks in one's own way and to complete them without outside help. The independence of the student is characterized by a certain criticality of the mind, the ability to express their own point of view, independent of the judgments of others.

A.I. Winter emphasizes that independent work the student is a consequence of his properly organized learning activities in the classroom, which motivates its independent expansion, deepening and continuation in his free time. Independent work is considered as the highest type of educational activity, requiring a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility from the student, and giving the student satisfaction, as a process of self-improvement and self-awareness.

The teacher has great opportunities for developing the independence of students in the classroom and in extracurricular work. Public assignments, helping comrades, collective affairs - all this should be organized so as not to replace the initiative of the children, but to give schoolchildren the opportunity to show their independence.

At primary school age, play activities continue to occupy a large place. Independence is found in the design and development of the plots of complex collective games, in the ability to independently perform a difficult and responsible task assigned to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other children.

At this age, role-playing games of children continue to occupy a large place. While playing, younger students strive to master those personality traits that attract them to real life. Thus, a poorly performing schoolboy takes on the role of a good student, and in play conditions, which are lighter in comparison with real ones, he is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, a role-playing game can be considered as a way to encourage a younger student to self-education.

At primary school age, children also enjoy playing didactic games (plot, subject, competitive). They contain the following elements of activity: a game task, game motives, and educational problem solving. As a result, students acquire new knowledge on the content of the game. In contrast to the direct formulation of an educational task, as happens in the classroom, in a didactic game it arises as a game task for the child himself. Ways to solve it are educational. Elements of the game in the learning process cause positive emotions in students, increase their activity. Younger students with great interest perform those labor tasks that are of a playful nature.

So, at primary school age, you can use the game as a means of developing independence in the educational and labor activities of children.

At primary school age, in addition to educational, labor activity also influences the formation of the most important personality traits. The separation of labor into independent, responsible activity changes its character and content. Labor acquires the character of an extended activity, consisting of a series of actions.

It is very important to develop in labor lessons such a strong-willed quality as independence. A feature of the younger student at the beginning of education is the interest not in the result, but in the labor process. Due to the great distractibility, involuntariness at first, the student often does not follow the model, receives some random details and begins to invent it himself. Teaching planning, drawing up drawings, and operational actions teaches younger students to act consistently, purposefully, develops arbitrariness.

Of great importance for the formation of junior schoolchild independence in work activities have feelings associated with successfully completed work. The child experiences joy, satisfaction from the fact that he does something with his own hands, that he is good at this or that thing, that he helps adults. All this encourages him to active labor activity. The praise of the teacher, parents, etc. is important here.

Experience shows that those schoolchildren who carry certain labor duties in the family, as a rule, study better and they form a positive attitude towards educational work. Adults organize and direct labor activity, and their task is to achieve maximum independence, mental activity of the child in the labor process.

Of particular importance for development at this age is the stimulation and maximum use of independence in the educational, labor, and play activities of children. The strengthening of such motivation, for the further development of which the primary school age is a particularly favorable time of life, brings two benefits: firstly, a vitally useful and fairly stable personality trait is fixed in the child - independence; secondly, it leads to the accelerated development of various other abilities of the child.

1. Independence is defined as one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them on their own. Independence provides for a responsible attitude of a person to his behavior, the ability to act consciously and proactively, not only in a familiar environment, but also in new conditions, including those requiring non-standard solutions. Considering independence as a property of the individual, modern researchers emphasize that its integrative role is expressed in the unification of other personal manifestations with a common focus on the internal mobilization of all forces, resources and means for the implementation of the chosen program of action without outside help.

2. Age characteristics of younger students are characterized by the formation of such strong-willed qualities as independence, confidence, perseverance, restraint. External signs of students' independence are their planning of their activities, the fulfillment of tasks without the direct participation of the teacher, systematic self-control over the progress and results of the work performed, its correction and improvement. The inner side of independence is formed by the need-motivational sphere, the efforts of schoolchildren aimed at achieving the goal without outside help.

3. The leading activity of junior schoolchildren is educational activity. Play remains an important activity. The independence of schoolchildren is formed in labor, play activities, in communication in a team of peers and under the influence of the authority of a teacher as a significant person.

Parents try to do everything for the child, but this is no better for anyone, the baby will not become independent. He learns to rely on others, faith in his own strength is undermined. Independence itself is not formed, it develops.

There are stages in the development of independence:

stage of imitation. The child copies all the actions and images of adults.

The stage of partial independence. Children do some of the work themselves.

The stage of more complete independence. Some work is done independently.

Often, parents themselves refuse to develop independence in children, it is more convenient and easier for them. There is no need to worry if the child does something without the knowledge or permission of the parents. If the child follows the instructions of the parents, he will not look for ways to interact differently with the parents. No matter how the parents punish, the child will still hope for guardianship.

As the child grows up, independence develops. At each stage, it is necessary to moderately encourage children's independence. It is undesirable to limit independent activity, as it will lead to negative reactions.

The process of developing autonomy in teachers requires considerable patience. It is important to teach children: responsibility, accept and adequately respond to criticism, desire for social activities, internal discipline. It is the internal discipline that forms independence.

It is impossible to educate independence without providing it. Learning activities should show their results. To get a result, the child needs to be aware of it as a goal. Many people wonder if first-graders can be independent? This is one of the tasks of mental development. Not only independence is developed, but also mental development.

The level of development of independence of thinking contributes to making balanced and deliberate decisions, a life strategy is formed, the ability to predict the future.

The main task of the teacher is to form the components of educational activity. Signs of independent activity:

Teacher Guides

Task of the teacher

Student autonomy

Complete the task without the intervention of the teacher

Student activity

When working independently, it is better for a teacher to use memos, methodological recommendations. When performing tasks, constantly pay the attention of schoolchildren to memos, algorithms. Students will quickly acquire the ability to master the material.

The most effective type of independent work is creative activity. An important condition in the formation of creative activity is motivation, which is based on the educational and cognitive process. To improve efficiency, diagnostics are carried out. Diagnosis can be started from the 2nd grade, by the method of questioning. For example, you might ask: “Is it better to solve one difficult problem or several simple ones? »

There are some conditions for the formation of the practice of independent activity:

·Availability of the system to use the task.

· Develop task planning, in content and form.

· The level of complexity of tasks should correspond to the level of educational abilities of younger students.

· Compliance with the duration of independent work.

· Consistent complication of tasks.

· A clear combination of control and self-control, the formation of task goals.

Day after day, teachers calmly, consistently teach all students in the class how to organize a workplace and prepare for a lesson, completing assignments. Repetition will not harm anyone, some students are only being mastered, formed, and more intelligent children “reinforce”. Discipline and irritable tone are unacceptable. This contributes to a negative perception of the school and the teacher, excessive stress in the classroom. Independent activity is organized based on images that set the sequence of actions. Choral pronunciation of work methods will help to expand and consolidate the experience of independent work.

Diagnosis of schoolchildren is carried out carefully. Many children are independent in life. They dress themselves, undress, help their parents, they can even go to the store. They easily find friends and communicate. However, at school, the child may behave differently. The teacher complains that the child is passive, he needs to be regularly pushed and hurried to work. It is necessary to understand what is the independence of the younger student in their studies.

The student needs to learn to set goals and objectives for himself, to be able to solve them from his own motivation. The child should feel that he is interested in what needs to be done. Then there will be no constant control and standing over the soul by the parents. Diagnostics of the development of younger schoolchildren lies in this. Teachers believe that an important quality of a child is interest, activity in learning, the ability to plan their work, initiative and the ability to set goals. At first glance, it may seem to parents that the baby is still small to make decisions and complete tasks. Parents do not take care of the child all his life, so he needs to reveal the qualities of independence.

The constant control of parents hinders the development of independence of younger students. The child does not need to often hear from adults such phrases as “Do not interfere in the conversations of the elders”, constantly repeat that he is still small and the like. If a student is so controlled, then he will cease to be responsible for his actions and will shift the blame onto others.

If the child has not yet learned to set goals for himself, he needs to give options for action. Lessons for younger students will help develop and reveal independence. For example, a dictation in Russian. The baby should be asked what needs to be done first, what to repeat, what needs to be done at the end of the dictation, etc. Perhaps the child will not immediately understand what needs to be done first: go for a walk or do homework or wait until the parents come.

Parents should not expect that the baby will immediately learn to make decisions and solve problems. He can be hinted that the path to success is not parental efforts, but his own initiative and independence.

To develop independence, teachers recommend making reminders for the child. The memos contain an algorithm in different situations. For example, how to solve a difficult problem, learn a new rule, work on mistakes. Memos are drawn in the form of a drawing or diagram. It is hung over the desktop and the child can already check the algorithm. So the development of independence of younger schoolchildren will begin to move forward from the “dead point”.

In teaching, self-control is an important skill. Due to inattention, children often make mistakes. The student should be able to find out how to find the spelling of words in the dictionary, remember the content of the paragraph, check the correctness of mathematical calculations. At home, at school in the lesson, you need to have a self-test scheme at hand. When the baby learns to check himself, then there will be fewer mistakes made.

Entering school for a child is a new stage of personal growth and development. Now learning activities are involved in the development of independence. Business qualities are manifested in adolescence. And they are formed in the process of learning. Motivation to achieve success depends on business qualities.

Tips for parents in raising the independence of a young child.

The child needs to be taught how to fulfill household obligations. He can help with the housework, then in the future there will be a personal duty, for which only the child is responsible. For example, set the table, water the flowers, take out the trash, etc.

The child must take care of himself. The requirements for children must be adequate, due to age. You do not need to do the work for the child if he is able to cope with it himself. Otherwise, the child will easily get used to the fact that the parents will remind you a couple of times and still do it themselves, and at the same time will stop responding to the words. If the kid is told several times to collect and prepare clothes, but he does not, then let the student worry tomorrow when he will be late for school.

The child can be involved in the discussion of general plans, let him express his opinion, which must be taken into account. If there is a conflict, discuss together, you need to find a solution to the problem, come to a compromise.

· You do not need to stand over the child and control all the time, so he will never learn to be independent. The child is doing business, do not bother, just from time to time to see how things are progressing. If the baby is distracted, it is worth asking how progress is in work.

The child's questions must be answered, but "not chewed." You should ask the kid how they did this or that task at school. Parents can pretend that they have forgotten how this is done, because so much time has passed. For example, finding synonyms can be looked up together in a dictionary. So the child learn to use the dictionary and reference books.

· So that the younger student is less distracted, a schedule is drawn up. The child will be able to control his time. For example, how much and what time it takes for lunch, doing homework, etc.

The kid wants to take a walk or watch an interesting program, again, together you need to calculate the time in order to have time to do everything. A completed task is considered done if it is accurate and complete.

It is worth taking a closer look and identifying the features of the baby, observing the style of work: it “swings” for a long time when performing a task or easily joins the work, how quickly it gets tired with monotonous work, which type of activity is easier. For example, counting, writing, drawing, reading. Given these features, you can make a plan for the implementation of lessons for each day. Gradually, the student will learn how to correctly calculate his time and parents will no longer be necessary in the child's room. You will only have to control the final result of the activity. The child is equipped with a permanent place of the desktop, where it will be pleasant and convenient for him to study. It is impossible to allow the simultaneous combination of lessons and watching TV, a computer. The environment should be quiet and calm.

· The portfolio is assembled independently by the student. A list of items for a specific day will help you not to forget anything.

What parents say and promise must be carried out without fail. Otherwise, children will end up ignoring threats. They promised to put it in a corner, so let it stand.

Independent activity of students is a complex and time-consuming process. Both parents and teachers should be interested in this. Only united work can give the desired result. Although the main task lies with the parents, because they have been trying to form independence in the child since childhood. They lay down and reveal certain skills and abilities. A more or less prepared student is transferred to the experienced hands of a teacher, who helps to reveal the necessary potential in the child.

Each family develops different relationships - all parents know about this, but some do not follow it. Parents can follow their own problem-solving methods or be guided by some recommendations. When making demands on a child, it is important not to forget about his right to his own opinion, to make his own decisions and bear responsibility. If the child is from dysfunctional families, then the main share should fall on the teacher.

Both parents and teachers will have to be patient. These are just children who need help to become an independent person. After all, attention is too important to them.

The formation of independence in younger students is an urgent task of elementary school. The article discusses the concept of independence and ways of forming independence through the organization of educational, gaming and labor activities.

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FORMATION OF INDEPENDENCE

IN CHILDREN OF PRIMARY SCHOOL AGE

One of the main goals of work at school is to create conditions for the formation of independence of younger students through the organization of educational, playful and labor activities. In modern conditions, the issues of educating the younger generation, the formation of personal qualities in children necessary for successful socialization are of particular importance. The development of independence is influenced by the family, school, society. However, the leading role “remains with the child himself, i.e. education remains successful only when it becomes a program of self-education. One of the most important qualities that must be formed and developed from childhood is independence. Many children do not develop independence. It is not surprising that when children grow older, parents begin to wonder why their child is not accustomed to anything and does not know how, and sometimes they begin to blame others for this. But, first of all, everything is born in the family. Often parents themselves refuse to raise independence in a child, as it is easier and more convenient for them. For example, when a child does homework under the full control of parents and refuses to do it if adults are not at home. Or children are taught that nothing can be done without the knowledge of their parents, and therefore, without special instructions, they will not do anything around the house. Or a child wants to do something on his own, but adults, because of excessive guardianship and fear for him, do not allow him to do anything on his own. Thus, addressing the problem of the formation of independence in younger students is relevant.

The concept of independence in various sources is interpreted in different ways. So, in the Psychological Encyclopedia, independence is interpreted as "a strong-willed quality of a person, which consists in the ability to set goals on one's own initiative, to find ways to achieve them without outside help and to carry out the decisions made" . In the dictionary of social pedagogy, independence is defined as "a generalized quality of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior" . The explanatory dictionary of the Russian language by S.I. Ozhegov and N.Yu. Shvedova gives the following definitions to the word “independent”: 1) Existing separately from others, independent. 2) Decisive, possessing his own initiative. 3) Committed by one's own forces, without extraneous influences, without the help of others. .

Consequently, independence is a volitional quality of a person, which is characterized by an initiative, critical, responsible attitude to one's own activity, the ability to plan this activity, set tasks and look for ways to solve them without outside help, while relying on the knowledge and skills available in one's own experience. and skills.

Independence is formed as the child grows up and at each age stage has its own characteristics. At the same time, at any age, it is important to reasonably encourage children's independence, to develop the necessary skills and abilities. Restriction of the independent activity of the child leads to the suppression of the personality, causes negative reactions. Early school age, according to psychologists and teachers, is the key to the development of various qualities in children, with the help of which they can realize themselves in life.

Let us consider where and how the independence of younger schoolchildren can be most fully manifested and developed.

According to domestic psychologists (D.B. Elkonin, V.V. Davydov, G.A. Tsukerman, etc.), the leading activity of a junior schoolchild is educational activity. Independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate in a new situation, to see the question, task and find an approach to their solution. In order to promote the development of independence in educational activities, psychologists recommend giving the child the opportunity to express his own point of view on a particular issue and strive to ensure that he completes educational tasks without outside help. A significant role is played by assignments for independent work in the classroom at school. The degree of assistance in this case may depend on the performance of a particular child. For example, one child needs the text of the problem to solve a compound problem, another also needs a brief record of the problem, the third, in addition to the above, needs a sequence (plan) for solving the problem. The development of independence of schoolchildren is facilitated by the organization of extracurricular reading, in which children independently get acquainted with the work, and in the classroom or in extracurricular activities during quizzes, solving crossword puzzles, there is an opportunity to demonstrate their reading skills.

Playing plays an important role in the life of younger students. In the process of role-playing, children can master those personality traits that attract them in real life. For example, a student who does not study well takes on the role of an excellent student and tries, having fulfilled all the game rules, to fully comply with the role. Such a situation will facilitate the assimilation by the younger student of the requirements that must be met in order to become a successful student. Independence manifests itself and develops in the choice and deployment of plots of role-playing games, in the ability to make decisions in various situations, as well as control one's actions and deeds. The development of independence of younger schoolchildren is also influenced by their inclusion in game activities during the implementation of projects. To do this, the teacher composes search game tasks for wall newspapers, collections, designed in the process of project activities.

At primary school age, in addition to educational and play activities, labor activity has an impact on the development of independence. A feature of this age period is that the child shows interest to a greater extent not in the result, but in the labor process. Due to the fact that all mental processes at this age are characterized by involuntariness, the younger student does not always act according to the model, is often distracted, he gets some random details, he begins to invent something of his own. If a younger student takes part in collective labor activity, he develops not only independence, but also responsibility for doing the work assigned to the group. The increased independence of children is reflected in their ability to evaluate the work and behavior of other people. Feelings associated with a job well done are important. The child experiences joy, satisfaction from the fact that he does something with his own hands, that he is good at this or that thing, that he helps adults. All this encourages him to active labor activity.

The development of independence in younger students is facilitated by the creation of a situation of choice. As S.Yu. Shalova, “the situation of choice presupposes a certain degree of freedom, i. the ability of a person to determine the most appropriate variant of behavior in a given situation or a way to solve a problem, etc., and at the same time be responsible for his choice, and therefore, for the results of his activities. In the pedagogical process, it is important that it be “positive” freedom - freedom ... for the manifestation of socially and personally significant qualities, for the realization of abilities that make up the individual potential of each student.

Since the activities of the younger student are organized and directed by adults, their task is to achieve maximum independence and manifestation of activity.

List of used literature

1. Kazakova E.I. Developing potential of the school: experiences of non-linear design // New in psychological and pedagogical research. - 2013. - No. 2. - P. 37-50
2. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. - M., 2003
3. Psychological Encyclopedia / Ed. R. Corsini, A. Auerbach - St. Petersburg, 2006.
4. Mardakhaev L.V. Dictionary of social pedagogy. - M., 2002.
5. Tsukerman G.A. Joint learning activity as the basis for the formation of the ability to learn. - M., 1992.
6. Shamova T.I. Activation of the teachings of schoolchildren. - M., 1982.
7. Shalova S.Yu. Creating a situation of choice for students as a condition for the individualization of the educational process at the university // Innovations in Education. - 2013. - No. 5. - p. 97-107