Development of intellectual abilities of younger students

The whole life of a person constantly puts before him acute and urgent tasks and problems. The emergence of such problems, difficulties, surprises means that in the reality around us there is still a lot of unknown, hidden. Therefore, we need an ever deeper knowledge of the world, the discovery in it of more and more new processes, properties and relationships between people and things. Therefore, no matter what new trends, born by the demands of the time, penetrate the school, no matter how programs and textbooks change, the formation of a culture of intellectual activity of students has always been and remains one of the main general educational and educational tasks.

Intelligence is the ability to think. Intelligence is not given by nature, it must be developed throughout life.

Intellectual development is the most important aspect of the preparation of the rising generations.

Success intellectual development the student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And from his ability to organize a systematic, cognitive activity, depends on the degree of interest of students in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development.

Intellectual development acts as the most important component of any human activity. In order to satisfy their needs for communication, study, work, a person must perceive the world, pay attention to various components of activity, imagine what he needs to do, remember, and think. Therefore, the intellectual abilities of a person develop in activity and are themselves special types of activity.

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

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of intellectual processes.

The process of development of the intellect is possible with the correct organization of educational and cognitive activity and is especially effective in primary school age, when personal needs for cognition are strong enough. The development of intellectual abilities, the development of independent, creative, search, research thinking is one of the main tasks of school education in general and in the primary grades in particular. Primary education should lay the basic foundations for the intellectual development of children, which would create conditions for the education of a creative, independently thinking person who critically evaluates his actions, who can compare, compare, put forward several ways to solve a problem, highlight the main thing and draw generalized conclusions; apply knowledge in non-standard conditions.

This becomes possible under the only condition: painstaking work on the intellectual development of the student.

What does intellectual ability mean?

Intellectual abilities are abilities that are necessary to perform not just one, but many types of activities.

Intellectual abilities are understood as memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks of teaching children of primary school age.

The development of the intellectual abilities of a schoolchild cannot occur without setting and solving a wide variety of tasks. The task is the beginning, the initial link of the cognitive, search and creative process, it is in it that the first awakening of thought is expressed. It is known from school practice that questions that require consideration of something from an unusual perspective often confuse children. And this is understandable: after all, they were not taught this. Meanwhile, it is more useful to look at the same subject from ten different angles than to study ten different subjects from one side.

Where and how can we develop intellectual abilities?

The main forms of work that primary school teachers use in their work are

Ø subject circle

Ø Mind games

Ø Olympiad

The success of the intellectual development of the student is achieved mainly in the classroom, when the teacher is left alone with his pupils. And the degree of students' interest in learning, the level of knowledge, readiness for constant self-education, i.e. their intellectual development, depends on the ability of the teacher to “fill the vessel and light the torch”, on the ability to organize systematic cognitive activity.

Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to show their talents, they need intelligent guidance from adults. Tasks of the teacher: using a variety of teaching methods, including games, systematically, purposefully develop children's mobility and flexibility of thinking. To stimulate the processes of restructuring, switching, search activity, to teach children to reason, to approach problems flexibly, not to cram, but to think. Draw your own conclusions, find new, original approaches, get elegant results, beautiful solutions, in order to feel the pleasure of learning.

Most scientists recognize that the development of intellectual skills is impossible without problem-based learning.

Problem-based learning methods have a positive effect on the development of the intellectual abilities of elementary school students.

Not all material is problematic. However, it should also be presented to children in the form of tasks that fulfill a functional goal. If the necessary cognitive actions are not formed among younger students, then the tasks are offered in a playful way, in the form of a didactic mini-game. Therefore, the teacher needs to specifically plan tasks for students in the lesson in which they would perform similar intellectual actions over and over again on a new information basis. The performance of the task constantly expands the information base for new knowledge. Thus, knowledge and methods of intellectual actions are acquired in the process of performing a variety of tasks. The fundamental didactic requirement of the technology of developmental education is the setting of the goal of the lesson in the form of developmental tasks, in which intellectual actions are defined that lead to an understanding of the educational material. The success of the fulfillment of developmental tasks causes strong emotional phenomena, including the so-called feeling of “mental joy”.

The following didactic requirement of the technology of developmental education is formulated as preparation for the successful completion of developmental tasks in the educational process. The developmental learning technology imposes another important requirement on the tasks used at various stages of the educational process - tasks should not only lead students to understand what is being studied, but also perform a corrective function. Due to this, the proposed learning technology can be used when working with children with high intellectual potential, as well as with children with an average level of intelligence. Tasks for the development of logical and creative thinking, recreating and creative imagination, analytical-synthetic perception and logical memory from lesson to lesson, changing their content in accordance with the topic of the lesson, repeatedly repeat the methods of performing actions, only gradually increasing their level of complexity.

In primary school age, learning is the leading activity. Therefore, it is necessary for the successful adaptation of the child to school life to carry out a smooth transition from one type of activity to another. To do this, the teacher uses various kinds of game techniques in the classroom. He can classify them both in class activities and in extracurricular activities. Games should be educational or educational in nature. Their goal is to expand their horizons, form their own worldview, interest in the knowledge of a younger student. And here it is games that are intellectual in nature that come first.

In the classroom, you can offer children tasks like: “guess”, “think”, “what has changed”, “establish a pattern”, “decipher”, “make a figure”, “solve the rebus” - which contribute to the development of students' mental activity.

Mind games.

Even greater activity among students can be observed when using special intellectual games, which, by their mechanism, require active cognitive activity from students. This category also includes the so-called tasks "for ingenuity" - charades, puzzles that are of great interest. These are widely known mysteries. Guessing riddles by younger students can be regarded as a creative process, and the riddle itself as a creative task.

Mystery story- in this case about nature, the answer to which

can be obtained if the children have understood for themselves certain connections and patterns of nature.

Observation

Observation, as one of the fundamental teaching methods, has been known for a very long time, but in modern teaching methods it has not lost its relevance, but, on the contrary, has acquired new features and is mandatory for natural disciplines.

In the process of observation, students develop the ability to see, notice, explain natural phenomena. In elementary grades, direct observations of children in nature should be scientific, accessible and exciting. Nature enriches the outlook, general awareness of schoolchildren, develops observation, attention, thinking, aesthetic feelings.

multimedia presentations

One of the active forms of learning used in the work is multimedia presentations. They help convey information in a visual, easily perceived form. Changing vivid impressions from what you see on the screen allows you to keep your attention throughout the lesson. The use of multimedia presentations allows you to make lessons more interesting, includes vision, hearing, emotions, imagination in the process of perception, helps children dive deeper into the material being studied, and makes the learning process less tiring. Presentations significantly save time, increase the culture of the lesson, allow you to differentiate the approach to students, contribute to the formation of interest in the subject and, therefore, have a positive effect on the quality of education of younger students.

It is very important for the development of intellectual abilities of younger students didactic game.

The value of the game lies in the fact that it can be used not only in the classroom, but also in extracurricular activities (“Hour of Mathematical Leisure”, KVN, “Battle of Experts”, “Clever and Clever Girls”), as well as during circle classes.

Didactic games (developing, cognitive) should contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, educate students in observation, reasonableness of judgments, habits of self-examination, teach children to subordinate their actions to the task, to bring the work begun to the end.

Even Jan Amos Comenius called for making any work of a schoolchild a source of mental satisfaction and spiritual joy. The whole process of teaching the teacher must be built in such a way that the child feels: teaching is a joy, and not just a duty, learning can be done with passion. Therefore, lessons and extracurricular activities must be at a high level of interest and cognitive activity, take place in a friendly atmosphere and in a situation of success.

Teachers need to systematically use interesting tasks, puzzles, rebuses, anagrams, game psycho-trainings in the educational process. It is necessary to include in the work more tasks for the development of memory, attention, logical thinking. The development of the intellectual abilities of younger students is based on a high level of mental operations. They are known to be a condition for successful, easy, quick mastery of learning activities.

Techniques of developmental education in the classroom in elementary school

Who does not know in which harbor he sails,

there is no tailwind for that.

It is not necessary to teach thoughts, but to teach to think.

In the early 30s of the XX century. L.S. Vygotsky put forward the idea of ​​education that goes ahead of development and is focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but only a means of developing students.

The ideas of L.S. Vygotsky were developed and substantiated within the framework of the psychological theory of activity (A.N. Leontiev, P.Ya. Galperin, etc.). As a result of the revision of traditional ideas about development and its relationship with education, the formation of the child as a subject of various types and forms of human activity was brought to the fore.

One of the first attempts to implement these ideas was made by L.V. Zankov, who in the 50-60s developed system of intensive comprehensive development for elementary school. At that time, due to known circumstances, it was not put into practice.

A slightly different direction of developmental education was developed in the 60s by D.B. Elkonin and V.V. Davydov and embodied in the practice of experimental schools. Their technology focused on development of intellectual abilities child.

The development of intelligence in younger students

The system of developmental education is aimed at developing children's intellectual abilities, desires and abilities to learn, skills of business cooperation with peers. At primary school age, the child undergoes intensive development of the intellect. The nature of intelligence is dual - biological and logical at the same time. Intelligence plays a major role not only in the human psyche, but in general in his life. Intelligence (lat. understanding, understanding, comprehension, reason) is the ability to cope with the relevant tasks, to be effectively included in sociocultural life. Intelligence is a mental adaptation to new conditions. The effectiveness of the intellectual development of younger students depends on the activities of the teacher, his creative approach to teaching children, when the teacher gives preference to teaching methods and techniques that stimulate complex cognitive processes, promotes independent activities of students focused on their creativity. The formation of a harmonious mindset is one of the main tasks of the pedagogical process. Schoolchildren have different mindsets - for some, analytical, for others, visual-figurative prevails, for others, figurative and abstract components are developed relatively evenly. Therefore, it is necessary to raise the bar as high as possible for both logical and abstract thinking. To do this, the material needs to be presented in a more voluminous way, with the logical and figurative side highlighted in it. For successful learning, students must formulate 3 components of thinking:

a high level of elementary mental operations: analysis, synthesis, comparison, generalization, classification, judgment, inference;

a high level of activity, looseness of thinking, which consists in the emergence of several options for solving the problem, a large number of hypotheses, ideas.

a high level of organization and purposefulness, which are manifested in the orientation towards highlighting the essential in the phenomenon, in the use of generalized schemes for analyzing the phenomenon.

The most favorable conditions for this are created in the technology of developing education, because it is based on the participation of the child in the educational process as a subject of learning. The form of the goal, in which the student becomes the subject of educational activity, is the task. The task must be formulated in such a way that it can fulfill the function of the goal, namely, to determine the nature and method of activity. Teaching material should be problematic. Tasks offered to students should represent a problematic task. Such a task is an artificial pedagogical construction, since the educational process uses those problematic tasks that have already been solved by society and the teacher already knows this solution. For the student, the task appears as a subjective problem. If the educational material is of a problematic nature, and the children do not have a basis for solving an abstract-cogitative creative task, then in this case the teacher must construct the task in such a way that the conditions of the task become available to the direct perception of students or can be visually represented by them. Not all material is problematic. However, it should also be presented to children in the form of tasks that fulfill a functional goal. If the necessary cognitive actions are not formed among younger students, then the tasks are offered in a playful way, in the form of a didactic mini-game. Therefore, the teacher needs to specifically plan tasks for students in the lesson in which they would perform similar intellectual actions over and over again on a new information basis. The performance of the task constantly expands the information base for new knowledge. Thus, knowledge and methods of intellectual actions are acquired in the process of performing a variety of tasks. The fundamental didactic requirement of the technology of developmental education is to set the goal of the lesson in the form of developmental tasks, which define intellectual actions that lead to understanding of the educational material. The success of the fulfillment of developmental tasks causes strong emotional phenomena, including the so-called feeling of “mental joy”. The following didactic requirement of the technology of developmental education is formulated as preparation for the successful completion of developmental tasks in the educational process. The developmental learning technology imposes another important requirement on the tasks used at various stages of the educational process - tasks should not only lead students to understand what is being studied, but also perform a corrective function. Due to this, the proposed learning technology can be used when working with children with high intellectual potential, as well as with children with an average level of intelligence. Tasks for the development of logical and creative thinking, recreating and creative imagination, analytical-synthetic perception and logical memory from lesson to lesson, changing their content in accordance with the topic of the lesson, repeatedly repeat the methods of performing actions, only gradually increasing their level of complexity.

Activation of the mental and speech activity of students at the stage of the lesson "Statement of the educational task"

The principle of the child's activity in the educational process has been and remains one of the main principles in pedagogy. It consists in purposeful active perception by students of the studied phenomena, their comprehension, processing and application. This principle implies such a quality of educational activity, which is characterized by a high level of motivation, a conscious need for the assimilation of knowledge and skills, and effectiveness in accordance with the requirements of time and society.

The effectiveness of the educational process, the state of cognitive activity depend on the student's awareness of the purpose of the activity. As noted by D. G. Leites, this goal cannot arise automatically for the student, as soon as the bell rings, it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher's activity should be aimed at creating conditions for the formation of active goal-setting in the lesson. In this regard, it became necessary to develop techniques that contribute to the formation of learning motivation in the classroom.

All techniques are based on the active mental and speech activity of students. The task of the teacher is to organize and direct the activities of students.

I classify all techniques according to the predominant channel of perception.

1. Visual:

Topic question

Work on the concept

bright spot situation

Exception

conjecture

Problem situation

Grouping.

2. Auditory:

Lead-in dialogue

Collect the word

Exception

problem from the previous lesson.

Practice shows that it is possible for first-grade students to formulate a topic and determine the tasks of a lesson under certain conditions. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, student success, and conscious reflection of the lesson.

Mandatory conditions for the use of the following methods are:

- organization of perception through visual, auditory and tactile (in some cases) perception, in view of the peculiarities of the development of children of primary school age,
– taking into account the level of knowledge and experience of children,
– availability, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but necessarily justified,
- all work should be aimed at active mental activity.

The process of goal-setting forms not only the motive, the need for action, it teaches purposefulness, meaningfulness of actions and deeds, develops cognitive and creative abilities. The student realizes himself as a subject of activity and his own life. The goal-setting process is a collective action, each student is a participant, an active worker, everyone feels like a creator of a common creation. Children learn to speak their mind, knowing that it will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.

Techniques for activating the mental and speech activity of students at the stage of the lesson "Statement of the educational task"

Topic question

The topic of the lesson is formulated in the form of a question. Students need to build a plan of action to answer the question. Children put forward many opinions, the more opinions, the better the ability to listen to each other and support the ideas of others is developed, the more interesting and faster the work goes. The selection process can be led by the teacher himself in the case of subject-subject relations, or by the selected student, and the teacher in this case can only express his opinion and direct the activity.

For example, for the topic of the lesson "How do adjectives change?" made a plan of action:

1. Repeat knowledge about the adjective.
2. Determine with which parts of speech it is combined.
3. Change a few adjectives along with nouns.
4. Determine the pattern of changes, draw a conclusion.

Work on the concept

I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or find it in the "Explanatory Dictionary". For example, the topic of the lesson is "Conjugation of verbs". Further, from the meaning of the word we determine the task of the lesson. Similarly, it can be done through the selection of related words or through the search for word-component stems in a compound word. For example, the topics of the lessons "Phrase", "Rectangle".

Lead-in dialogue

At the stage of updating the educational material, a conversation is conducted, aimed at generalization, concretization, logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. Thus, a situation arises for which additional research or action is needed.

Collect the word

The technique is based on the ability of children to isolate the first sound in words and synthesize it into a single word. The reception is aimed at the development of auditory attention and at the concentration of thinking to the perception of the new.
For example, the topic of the lesson is "Verb".

- Collect the word from the first sounds of the words: "Thunder, caress, neat, voice, island, catch."
If possible and necessary, you can repeat the studied parts of speech on the proposed words, and solve logical problems.

Bright spot situation

Among the many objects of the same type, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is focused on the selected object. The reason for the isolation and generality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
For example, the topic of the lesson in grade 1 is "Number and number 6".

grouping

I suggest that children divide a number of words, objects, figures, numbers into groups, substantiating their statements. The classification will be based on external signs, and the question: "Why do they have such signs?" will be the task of the lesson.
For example: the topic of the lesson "Soft sign in nouns after hissing" can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, oven. A math lesson in grade 1 on the topic "Two-digit numbers" can be started with the sentence: "Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.

Exception

Reception can be used through visual or auditory perception.

First view. The basis of the "Bright Spot" technique is repeated, but in this case, children need to find something superfluous through an analysis of the common and different, justifying their choice.
For example, the theme of the lesson is "Wild Animals".

Mathematics Grade 1 "The number 10 and its composition."

Second kind. I ask the children a series of riddles or just words, with the obligatory repeated repetition of riddles or a proposed series of words. Analyzing, children easily determine the excess.
For example, the world around us in grade 1 on the topic of the lesson "Insects".
- Listen and memorize a series of words: "Dog, swallow, bear, cow, sparrow, hare, butterfly, cat."
What do all words have in common? (Names of animals)
Who is the odd one out in this line? (Of the many, well-founded opinions, the correct answer is sure to sound.)

conjecture

1) The topic of the lesson is proposed in the form of a diagram or an unfinished phrase. Students need to analyze what they see and determine the topic and task of the lesson.
For example, for a Russian language lesson in grade 1 on the topic "Offer", you can offer a scheme:

2) The topic of the lesson and the words "helpers" are proposed:

Let's repeat
Let's study
Learn
Let's check

With the help of the words "helpers" children formulate the objectives of the lesson.

3) An active cognitive activity is organized to search for patterns in the construction of a number of constituent elements and the assumption of the next element of this series. To prove or disprove an assumption is the task of the lesson. For example: for the topic "Number 9 and its composition", an observation is made on a series of numbers: 1, 3, 5, 7, ...

For a Russian lesson on the topic "Future tense of verbs", I offer children a series of words:

4) Determine the reason for the combination of words, letters, objects, analyzing the pattern and relying on your knowledge. For a mathematics lesson on the topic "The order of arithmetic operations in expressions with brackets," I offer the children a series of expressions and pose the question: "What unites all expressions? How to calculate?"

(63 + 7) / 10
24 / (16 – 4 * 2)
(42 – 12 + 5) / 7
8 * (7 – 2 * 3)

Problem situation(according to M.I. Makhmutov).

A situation of contradiction between the known and the unknown is created at the stage of actualization. At the same time, the knowledge necessary for learning new material is repeated. The sequence of application of this technique is as follows:
– Self solution
– Collective verification of results
– Identification of reasons for discrepancies in results or implementation difficulties
– Statement of the task of the lesson.
For example, for a mathematics lesson on the topic "Division by a two-digit number" for independent work, I offer a number of expressions:

12*6 14*3
32:16 3*16
15*4 50:10
70: 7 81: 27

For a Russian language lesson on the topic "Spelling words with b and b separating marks", you can invite those who wish to write down a number of words on the board and, if possible, explain the spelling (Children can write words according to the visual experience of getting to know them): family, jam, porch, blizzard, shooting.

The problem of the previous lesson

At the end of the lesson, the children are offered a task, during which there should be difficulties with the implementation, due to lack of knowledge or lack of time, which implies the continuation of work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.

The concept of "intelligence", which passed into modern languages ​​from Latin in the 16th century and originally meant the ability to understand, has become an increasingly important general scientific category in recent decades. . The specialized literature discusses the intellectual resources of individual groups of the population and the intellectual needs of society as a whole.

It can be said without exaggeration that the vast majority of empirical research in pedagogy is related to the study of the cognitive sphere of personality. As you know, the cognitive sphere of personality is investigated with the help of tests.

The concept of "test" as a system of short standardized tasks designed to objectively measure the level of development of certain mental processes and personality traits was first introduced by the famous English psychologist Francis Galton. .

The ideas of Francis Galton were further developed in the works of the American psychologist Cattell James McKean, who developed test systems for studying various types of sensitivity, reaction time, and short-term memory.

The next step in the development of testing was the transfer of the test method from measuring the simplest sensorimotor qualities and memory to measuring higher mental functions, denoted by the term "mind", "intelligence". This step was taken by the famous psychologist Alfred Binet, who developed in 1905, together with Theodomre Simomnes, a system of tests to measure the level of development of the intellect of children.

On the basis of test methods, an indicator of mental development is obtained - an intelligence quotient (eng. Intellectual quotient, abbr. IQ). The system of tests for determining IQ includes both tasks that require a verbal answer to the questions posed, and tasks for manipulation, for example, folding a whole figure according to its parts. It is required to solve (with a time limit) simple arithmetic problems and examples, answer a number of questions, determine the meaning of some terms and words. Responses are scored on a predetermined scale. The total score obtained on all tasks is translated into the corresponding IQ score.

In 1921, the journal "Psychology of Learning" organized a discussion in which the leading American psychologists took part. They were each asked to define intelligence and name the best way to measure intelligence. As the best way to measure intelligence, almost all scientists have named testing, however, their definitions of intelligence turned out to be paradoxically contradictory to each other. Intelligence was defined as "the ability for abstract thinking" (Lev Sergeevich Termen), "the ability to give good answers according to the criterion of truth, truth" (Edward Lee Thorndike), a body of knowledge or the ability to learn, providing the ability to adapt to the surrounding reality "(Stephen Colvin) and etc.

At present, in the theory of testology, approximately the same situation remains as in the 1920s and 1940s. There is still no agreement on what intelligence tests should measure); as before, testers build their diagnostic systems on the basis of conflicting models of intelligence.

For example, the modern American psychologist F. Freeman builds a theory according to which intelligence consists of 6 components:

Ability for digital operations.

Vocabulary.

The ability to perceive similarities or differences between geometric shapes.

fluency of speech.

Reasoning ability.

Here, both the general mental function (memory) and such abilities that are clearly direct consequences of learning (the ability for digital operations, vocabulary) are taken as components of intelligence. The English psychologist Hans Jorgen Eysenck essentially reduces a person's intellect to the speed of mental processes.

American psychologists Raymond Bernard Cattell and J. Horn single out 2 components in the intellect: "fluid" and "crystallized". The "fluid" component of intelligence is hereditarily predetermined and manifests itself directly in all spheres of human activity, reaching its peak in early adulthood and then fading away. The "crystallized" component of the intellect is actually the sum of life-formed skills.

The author of one of the most famous methods of studying intelligence, the American psychologist David Wexler, interprets intelligence as a general ability of the individual, which manifests itself in purposeful activity, correct reasoning and understanding, and in adapting the environment to one's capabilities. For the famous Swiss psychologist Piaget, Jean essence acts in structuring the relationship between the environment and the organism.

German scientists-teachers Georg Herbert Mehlhorn. and Melhorn H. Herbert call intelligence a set of abilities that characterize the level and quality of a person's thought processes. They believe that the function of the intellect is to mentally solve objectively existing problems. Directed problem thinking is the expression of the most developed form of intelligence. It creates new knowledge for the development of the surrounding world. Problem thinking leads to a more or less large and qualitative expansion of the horizons of knowledge, which makes possible a conscious impact on nature and society in accordance with human thoughts.

Educators and psychologists suggest that IQs derived from various tests are difficult to compare with each other, since different concepts of intelligence are at the heart of different tests, and different tasks are included in the tests.

At present, many scientists are seeing more and more clearly the imperfection of their means of assessing intelligence. Some of them are trying to improve the testing procedure by widely using mathematical and static methods not only in compiling test systems, but also in developing intelligence models underlying these tests. So, in testing, a direction has become widespread, representatives of which, when characterizing and measuring intelligence, use the method of factor analysis.

Representatives of this trend rely on the work of Charles Edward Spimrman, who back in 1904, based on the analysis of the results of passing a number of intellectual tests by subjects, put forward a theory according to which intelligence consists of a common factor "G" - "general mental energy" - involved in solving all intellectual tests, and a number of specific factors - "S", each of which operates within the limits of this test and does not correlate with other tests.

Representatives of the factorial approach in testology proceed from the real observation that some people who perform well on some tests may fail to act when solving others. Consequently, different components of intelligence are involved in solving different tests.

Guilford experimentally singled out 90 factors (abilities) of intelligence (out of 120 factors theoretically, in his opinion, possible). In order to get an idea of ​​the intellectual development of the subject, it is necessary, according to Guilford, to investigate the degree of development of all factors that make up intelligence.

Loomis Lemon Thurstone, in turn, developed a model of intelligence, consisting of 7 factors:

Spatial ability.

Perception speed.

Ease of handling digital material.

Understanding words.

associative memory.

fluency of speech.

understanding or reasoning.

In general, intelligence (from the Latin intellektus - understanding, concept) - in a broad sense, all cognitive activity of a person, in a narrower sense - thinking .. In our work, we will focus on the definition of intelligence as a set of cognitive processes from sensations and perceptions to thinking and imagination inclusive .

The leading role in the structure of the intellect is occupied by thinking, which organizes any cognitive process. This is expressed in the purposefulness and selectivity of these processes: perception is manifested in observation, memory captures phenomena that are significant in one respect or another and selectively “feeds” them in the process of thinking, imagination is included as a necessary link in solving a creative problem, i.e. each of the mental processes is organically included in the mental act of the subject. The intellect is the highest product of the brain, and is the most complex form of reflection of objective reality, which arose on the basis of simpler reflections and includes these simpler (sensory) forms. A qualitative leap in the development of human intellect occurred with the emergence of labor activity and the appearance of speech. Intellectual activity is closely connected with human practice, serves it, is tested by it. Abstracting from the individual, generalizing the typical and essential, the human intellect does not deviate from reality, but more deeply and fully reveals the patterns of the existing.

The social nature of human activity ensures its high intellectual activity. It is aimed not only at the cognition of objective reality, but also at its change in accordance with social needs. This nature of intellectual activity ensures the unity of cognition itself (thinking), attitude to the cognizable (emotions) and practical implementation (will) of this action.

The development of the child's intellect requires the comprehensive development of his cognitive abilities (the breadth and subtlety of various sensations, observation, exercises of various types of memory, stimulation of the imagination), but especially the development of thinking. The upbringing of the intellect is one of the central tasks of the comprehensive harmonious development of the personality. The pedagogical encyclopedia emphasizes that "intellectual education is the most important aspect of preparing for the life and work of the younger generations, which consists in guiding the development of intellect and cognitive abilities by arousing interest in intellectual activity, arming with knowledge, methods of obtaining and applying them in practice, instilling a culture of intellectual labor ". Concern for the education of a growing intellect is the task of the family, school and pedagogical science along the entire path of their historical development. It has been proved that intellectual development is a continuous process that takes place in learning, work, games, life situations, and that it occurs most intensively in the course of active assimilation and creative application of knowledge, i.e. in acts that contain especially valuable operations for the development of the intellect.

It is possible to identify typical features of a developed intellect, the knowledge of which is important for understanding the process of intellectual development. The first such feature is an active attitude to the surrounding world of phenomena. The desire to go beyond the known, the activity of the mind find expression in the constant desire to expand knowledge and creatively apply them for theoretical and practical purposes. The activity of intellectual activity is closely related to observation, the ability to single out in phenomena and facts their essential aspects and interrelations.

A developed intellect is characterized by a systematic approach that provides internal links between the task and the means necessary for its most rational solution, which leads to a sequence of actions and searches. The systemic nature of the intellect is at the same time its discipline, which ensures accuracy in work and reliability of the results obtained. A developed intellect is also characterized by independence, which manifests itself both in cognition and in practical activities. The independence of the intellect is inextricably linked with its creative nature. If a person is accustomed in the school of life to executive labor and imitative actions, then it is very difficult for him to gain independence. Independent intelligence is not limited to using other people's thoughts and opinions. He is looking for new ways of studying reality, notices previously unnoticed facts and gives them explanations, reveals new patterns.

In modern science, it is generally accepted that learning leads to intellectual development. However, the problem of connection and interaction between the schoolchild's teaching and his intellectual development has not yet been sufficiently studied. The very concept of intellectual (mental) development is interpreted by different researchers in different ways. Sergei Leonidovich Rubinshtein and Borims Gerasimovich Ananiev were among the first to call for research into general mental development and general intelligence. So, Borims Gerasimovich Ananiev spoke about these categories as such a complex mental trait of a person, on which the success of learning and work depends.

This problem has been studied in various directions. Among these studies, it is worth noting the studies of Anamniev Natan Semenovich, who notes that general mental abilities, which primarily include the quality of the mind (although they can also significantly depend on volitional and emotional characteristics), characterize the possibility of theoretical knowledge and practical human activity. The most essential thing for the human intellect is that it allows you to reflect the connections and relationships of objects and phenomena of the surrounding world and thus makes it possible to creatively transform reality. As Ananiev Natan Semenovich showed, some activities and self-regulation are rooted in the properties of higher nervous activity, which are essential internal conditions for the formation of general mental abilities.

Psychologists are trying to uncover the structure of general mental abilities. For example, Levitov Nikolai Dmitrievich believes that general mental abilities, first of all, include those qualities that are designated as quick wits (quickness of mental orientation), thoughtfulness, criticality. N.A. Menchinskaya fruitfully investigated the problem of mental development with a group of her colleagues. These studies proceed from the position formed by D.N. Bogoyavlensky and N.A. Menchinskaya that mental development is associated with two categories of phenomena. Firstly, there must be an accumulation of a fund of knowledge - P.P. Blonsky drew attention to this: "An empty head does not reason: the more experience and knowledge this head has, the more capable it is of reasoning" Thus, knowledge is a necessary condition for thinking . Secondly, to characterize mental development, those mental operations with the help of which knowledge is acquired are important. That is, a characteristic feature of mental development is the accumulation of a special fund of well-developed and firmly fixed mental techniques that can be attributed to intellectual skills. In a word, mental development is characterized both by what is reflected in consciousness, and even more so by how reflection occurs.

This group of studies analyzes the mental operations of schoolchildren from various points of view. The levels of productive thinking are outlined, determined by the levels of analytical and synthetic activity. These levels are based on:

• a) links between analysis and synthesis,
• b) the means by which these processes are carried out,
• c) the degree of completeness of analysis and synthesis.

Along with this, mental techniques are also studied as a system of operations specially formed to solve problems of a certain type within the same school subject or to solve a wide range of problems from different fields of knowledge (E.N. Kabanova-Meller).

The point of view of L.V. Zankov is also of interest. For him, decisive in terms of mental development is the integration into a certain functional system of such modes of action that are characteristic in nature. For example, senior schoolchildren were taught analytical observation in some lessons, and generalization of essential features in others. We can talk about progress in mental development when these diverse ways of mental activity are united into one system, into a single analytical-synthetic activity.

In connection with the above, the question arises of the substantive criteria (signs, indicators) of mental development. The list of such very general criteria is given by N.D. Levitov. In his opinion, mental development is characterized by the following indicators:

• 1) independence of thought,
• 2) the speed and strength of the assimilation of educational material,
• 3) the speed of mental orientation (resourcefulness) in solving non-standard tasks,
• 4) deep insight into the essence of the phenomena being studied (the ability to distinguish the essential from the non-essential),
• 5) the criticality of the mind, the lack of a tendency to biased, unreasonable judgments.

For D.B. Elkonin, the main criterion for mental development is the presence of a properly organized structure of educational activity (formed educational activity) with its components - setting a task, choosing means, self-control and self-examination, as well as the correct ratio of subject and symbolic plans in educational activity.

ON THE. In this regard, Menchinskaya considers such features of mental activity as:

• 1) speed (or, accordingly, slowness) of assimilation;
• 2) the flexibility of the thought process (i.e., the ease or, accordingly, the difficulty of restructuring work, adapting to changing task conditions);
• 3) close connection (or, accordingly, fragmentation) of visual and abstract components of thinking;
• 4) different levels of analytical and synthetic activities.

E.N. Kabanova-Meller considers the main criterion for mental development to be a wide and active transfer of mental activity techniques formed on one object to another object. A high level of mental development is associated with an interdisciplinary generalization of mental techniques, opening up the possibility of their wide transfer from one subject to another.

Of particular interest are the criteria developed by Z.I. Kalmykova in the laboratory with N.A. Menchinskaya. This is, firstly, the pace of progress - an indicator that should not be confused with the individual pace of work. Speed ​​of work and speed of generalization are two different things. You can work slowly but generalize quickly, and vice versa. The pace of progress is determined by the number of exercises of the same type needed to form a generalization.

Another criterion for the mental development of schoolchildren is the so-called "economical thinking," that is, the number of arguments on the basis of which the students identify a new pattern for themselves. At the same time, ZI Kalmykova proceeded from the following considerations. Students with low level intellectual development weakly use the information contained in the conditions of the problem, often solve it on the basis of blind trials or unreasonable analogies. Therefore, their path to a solution turns out to be uneconomical, it is overloaded with concretizing, repeated and false judgments. Such students constantly require correction and outside help. Students with a high level of mental development have a large fund of knowledge and ways to operate with it, fully extract the information contained in the conditions of the problem, constantly control their actions, so their path to solving the problem is concise, concise, rational.

An important task of modern science is to build objective, scientifically based indicator psychological methods that can be used to diagnose the level of mental development of schoolchildren at various age stages.

To date, some methods have been developed for diagnosing the intellectual development of schoolchildren in the learning process. These methods are associated with the assessment and measurement of such parameters of mental activity as:

methods of mental activity;

the ability to independently acquire knowledge, etc.

In modern pedagogical literature there is no single approach to the classification of learning skills. Some scientists believe that "skills and skills are divided into generalized (interdisciplinary) and private (specific for individual subjects), intellectual and practical, educational and self-educational, general labor and professional, rational and irrational, productive and reproductive, and some others" . However, the division of skills into types is to a certain extent conditional, because. often there is no sharp boundary distinguishing them. Therefore, we decided that the following classification proposed by N.A. Loshkareva is more accurate. According to this classification, the educational work of schoolchildren is provided by educational-organizational, educational-intellectual, educational-informational and educational-communicative skills. Yu.K.Babansky gives the same classification. We will dwell in more detail only on educational and intellectual skills, using the term "intellectual" in our work.

Features of the intellectual development of younger students

Stepannikova E.P.

Candidate of Pedagogical Sciences, VKK teacher,

MBOU gymnasium named after academician N. G. Basov, Voronezh

Keywords: intellectual development, younger schoolchildren, educational activity, intellectual activity, cognitive processes, thinking, perception, attention, memory.

In the modern system of education, primary school age covers the period of a child's life from about six to eleven years old. Currently, most researchers agree that the optimal period of intellectual development is preschool and especially primary school age. This age stage of the child has its own readiness for the development of certain aspects of the intellect. This readiness is determined by the presence of certain physiological and psychological prerequisites that can provide a high result when interacting with favorable pedagogical conditions.

An analysis of the psychological and pedagogical literature made it possible to identify a number of common features of primary school age, which give reason to believe that this age is sensitive for intellectual development.

Under the intellectual development of younger students, we understand the process and result of their mental activity, which implies a positive attitude towards it, the formation of logical mental actions, the ability to self-regulate, the presence of a developed ability to adequately transform and apply the information received. .

When a child comes to school, he has the skills and abilities of learning activities. The task of an elementary school is to teach him how to learn. In the process of learning activities, primary school students not only acquire knowledge, skills and abilities, but also learn to set goals, find ways to assimilate and apply knowledge, monitor and evaluate their actions.

At primary school age, learning motives, cognitive needs and interests begin to form, techniques and skills of intellectual activity develop, individual characteristics and abilities of children are revealed; skills of self-organization, self-control, self-regulation and self-esteem begin to develop.

Intellectual activity is such an activity that turns the child on himself, requires reflection, an answer to the questions: “what I was” and “what I became”. The student gradually learns to look at himself as if through the eyes of another person from the outside, to evaluate himself.

Under the influence of education, junior schoolchildren undergo a restructuring of all cognitive processes. Younger students gradually begin to master their mental processes, learn to control perception, attention, memory, and thinking.

In psychology, age-related intellectual development refers to qualitative shifts in human thinking. At primary school age, it is thinking that becomes the dominant mental function. In the development of thinking of younger schoolchildren, psychologists distinguish two main stages. At the first stage, students analyze the educational material mainly in a visual-effective and visual-figurative plan.A sufficient level of its development enables the child to solve problems without the use of practical actions, objects, but only on the basis of mental representations. This kind of thinking allows the use of schematic representations,perform actions to yourself - mentally, i.e.visual-figurative thinking is improved in younger schoolchildren, the foundations are laid for the formation of verbal-logical thinking and an internal plan of action as one of the neoplasms of this period of development.This means that the intellectual development of younger students has risen to a new level, they have formed an internal plan of action.

At the second stage of the development of thinking, children master the generic relationships between the individual features of concepts, i.e. classification, they form an analytical-synthetic type of activity, master the action of modeling. This means that logical thinking begins to form.

Rapid sensory development of the child in preschoolat a certain age leads to the fact that the younger student hasa sufficient level of development of perception: he has a high level ofvisual acuity, hearing, orientation to the shape and color of the meta. To At the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This is stimulates further development of perception, appears observation as a special activity, observation develops as a character trait.

The memory of younger schoolchildren develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or memory images, etc. But they are already able to purposefully, arbitrarily memorize and the material is not interesting to them. Every year, more and more training is based on arbitrary memory.

At the early school age, attention develops. Students in elementary school are already able to focus on uninteresting activities, but they still have involuntary attention. It is still difficult for them to concentrate on incomprehensible complex material, to penetrate into the essence of things (events, phenomena), and it is also difficult for them to control their activities. The attention of younger schoolchildren is characterized by a small volume, low stability.

The development of voluntary attention of younger students is facilitated by a clear organization of the child's actions using a model and also such actions that he can manage independently and at the same time constantly control himself. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing arbitrariness of attention also affects the development of other properties of attention.

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

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important.As the child develops the ability to control his mentalimagination becomes more and more controllableprocess, and its images arise in line with the tasks thatputs before him the content of educational activity. The prerequisites are being created for creative development logical imagination.

Thus, we came to the conclusion that primary school age is a sensitive period for intellectual development. At this age, motives for learning are laid; cognitive interests; the skills and abilities of intellectual activity begin to form; reveals the individual characteristics and abilities of children; the process of assimilation of moral, social norms begins; developing communication skills with peers. There is an intellectualization of all aspects of mental development (memory, perception, attention, thinking, imagination), their awareness and arbitrariness. Takes on great importance such a neoplasm of this age as abstract-theoretical thinking, a generalized picture of the world is formed, relationships are established between various areas of the studied reality. The reflection of skills and abilities begins to take shape, self-organization, self-control, self-regulation and self-esteem develop. All of these psychological features of the development of younger students are closely related, complement and partially mutually condition each other.

Knowing and taking into account the age-related psychological characteristics of younger students allows the primary school teacher to choose different forms, methods and means of teaching that have great potential in the intellectual development of younger students.

Literature

1. Asaulyuk E. P. Interdisciplinary integration as a means of intellectual development of younger schoolchildren: Dis ... candidate of pedagogical sciences.- Voronezh, 2012. - 211 p.

2. Leites N. S. Psychology of giftedness in children and adolescents. / N. S. Leites.- M., 1996 - 416 p.

3. Kholodnaya M. A. Psychology of intelligence. Research paradoxes / M. A. Kholodnaya. - 2nd ed., revised. and additional - St. Petersburg: Peter, 2002. - 272 p.

4. Elkonin D. B. Psychology of teaching younger students / D. B. Elkonin. - M.: Pedagogy, 1974. - 315 p.

1.4.4 Intellectual development of children of primary school age

To date, in psychology, there are different approaches to the definition of the concept of "intelligence". The study of the features of the development of intellectual abilities of children of primary school age is carried out, as a rule, within the framework of an approach that interprets intelligence as "a system of all cognitive abilities of an individual: sensations, perception, memory, etc."

It is generally accepted that children with impaired activity of analyzers, uneven and asynchronous intellectual and psychomotor development, and those whose intellectual capabilities are approaching the lower limit of the norm, are the most prone to adaptation disorders. Ordinary school workloads and the requirements for them are often excessive or unbearable.

At the same time, primary school age contains a significant potential for the intellectual development of children. Younger students distinguish color, shape, size of objects, their position in space. They can correctly name and depict the proposed shapes and colors, correctly correlate objects by their size. However, the perception of children of this age is not yet perfect: firstly, significant difficulties are caused by the analysis of the perceived object, the isolation of individual elements in its structure; secondly, perception is closely connected with action (for a primary school student, to perceive an object means to do something with it, somehow change it, take it, touch it); thirdly, such a property of perception as generalization is poorly developed in many children.

Despite the development of the ability to arbitrarily control their behavior, involuntary attention still prevails among primary school students. Everything new, unexpected, bright, interesting in itself attracts the attention of students without any effort on their part. Children may miss essential details in educational material and pay attention to non-essential ones just because they attract attention. According to Nikolskaya I.M. and Granovskaya P.M. Voluntary attention fully develops only by the age of 12-16.

In addition to the predominance of involuntary attention, an age-specific feature is the relatively low stability of this mental process over time. First graders and, to some extent, second graders still do not know how to concentrate on work for a long time, especially if it is uninteresting and monotonous; their attention is easily distracted. As a result, children may not complete the task on time, lose the pace and rhythm of activities. Only by the third grade can attention be maintained continuously throughout the entire lesson.

At primary school age, certain properties of attention develop: stability, distribution, switchability, attention span.

The leading types of memory in younger students are emotional and figurative. Children quickly and firmly memorize emotionally colored material. But, despite the fact that emotional memory provides a quick and lasting memorization of information, it is far from always possible to rely on the accuracy of its preservation.

Figurative memory also has its limitations. Indeed, children retain specific persons, objects, and events in memory better than definitions, descriptions, and explanations. However, during the period of retention in memory, the image may undergo a certain transformation. Typical changes that occur with the visual image in the process of its storage are: simplification (omitting details), some exaggeration of individual elements.

Involuntary memorization continues to play a significant role in the accumulation of information by younger students, but it is no longer enough. When mastering the curriculum, the ability to arbitrarily memorize and reproduce the material is required. Observations show that younger students often use this type of arbitrary memorization as verbatim memorization. As a rule, only by the third grade does the child have “his own words” when reproducing educational material.

With purposeful independent memorization, elementary school students often use the technique of repetition. However, more complex mnemonic techniques are gradually being taught, such as generalization, grouping material according to meaning, drawing up a plan, etc.

The main type of thinking in primary school age is visual-figurative. The process of developing conceptual thinking, overcoming the limitations characteristic of the pre-conceptual stage, proceeds rather slowly.

Revealing the features of thinking at 6-8 years old, Vygotsky L.S. noted that children can combine a group of objects by similarity, but cannot recognize and name the features that characterize this group.

Direct and inverse operations are not yet combined into fully reversible compositions, and this predetermines defects in understanding. The main one is insensitivity to contradiction.

At the beginning of schooling, children rarely use a chain of judgments - inferences, but they can already establish causal relationships. The earliest and most frequently used form of proof is the example. However, under the influence of training, third-grade students are already able to provide reasonable evidence, detailed argumentation, and build the simplest deductive conclusion.

The development of conceptual thinking becomes possible due to the process of decentration, the development of the ability to distinguish a subjective point of view from objective relations. As a result, there is an expansion of the mental field, it becomes possible to build a system of relations and classes that are not dependent on the position of one's own "I".

Already in the period of primary education at school, gender differences in the development of the intellectual abilities of students are manifested. Boys are much better oriented in spatial-visual relations, girls have higher rates of verbal intelligence.

Thus, at the age of 7-10 years, intensive intellectual development of children takes place, which is primarily associated with the formation of voluntary regulation of cognitive mental processes. However, the features of the development of the intellectual abilities of boys and girls have been little studied.

So, at present, the psychological literature provides a detailed description of the personal properties of children of primary school age that determine their neuropsychic stability, reveals the features of general self-esteem, lists the motives that underlie learning activities and factors that affect the status of a child in a peer group, and the features of the development of intellectual abilities during the period of study in elementary school are also noted. However, there is no information about the specifics of school anxiety, the development of private self-esteem, social-perceptual abilities, communicative reflection and other properties and abilities of children 7-10 years old. In addition, gender differences in the development of intellectual and personal characteristics that determine the success of the socio-psychological adaptation of primary school students are described extremely briefly.

Conclusions on the first chapter

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