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 for the formation of 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 benefit of non-traditional forms of the lesson is 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 revealed contradictions made it possible to reach the research problem, which consists in the insufficient development and validity of the process of formation of cognitive independence in younger schoolchildren, 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 the 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 carried out, the main conditions for the organization of such training were identified, which will contribute to the formation of cognitive independence of younger students.

The first condition is to change the mechanism of knowledge assimilation: new knowledge is not given to students in the form of a ready-made model, 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 purposeful formation of independent search activity and the need 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 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 obligation ("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.

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.

Development of independence in children

Nikiforova Inna Nikolaevna,

teacher of the first qualification category

MBOU "Secondary school No. 169" of the Soviet district of the city of Kazan

Independence is not born by itself, it is brought up and developed. Primary school age occupies a special place in this process. Independence is a complex quality, it is expressed in freedom from external influences and coercions. This is the ability to subordinate one's behavior to one's own views, the willingness to carry out activities without relying on outside help.

The analysis shows that the independence of younger students is relatively limited. For example, when preparing homework, most of the children, in case of difficulties, willingly, without hesitation, rush to the elders for help. Fulfilling household duties, children strictly follow the received installation and do not go beyond its boundaries. Lena ran to the bakery for a loaf and returned empty-handed: “There was no loaf for 8 rubles, there were only 6.50,” she explained to her mother the futility of her trip. Misha swept the floor (the teacher asked for it), but did not wipe it off the board. To the question: “Why did the board remain dirty?” - the boy answered in bewilderment: "Maria Alexandrovna did not tell me about this."

The reasons for such phenomena lie in the psychological and age capabilities of children. The psyche of younger students is different instability and inconsistency They readily take up the matter, but insufficient development of the will leads to impulsiveness, a tendency to act under the influence of random impulses. Therefore, children are not always able to fulfill their plans, they lack perseverance, perseverance in overcoming difficulties. Among toddlers, few people do not want to have an assignment, but, having received it, many quickly lose interest in it.

Many adults often do not realize the importance and significance of developing self-reliance for personality development child. For example, to the questions: “Do you notice independence in your children?”, “Do you teach them this?” - parents of elementary school students answer: “No, I don’t especially notice”, “They don’t want any independence”, “What kind of independence is there - they are still small”. The majority gave a positive answer to the second question, but they immediately added that they do it from time to time, not systematically: “There is no time to do this.” At the same time, adults often complain that schoolchildren are not independent: “They all have to be led by the hand”, “They have to “chew everything”.

The development of independence in children is a complex and controversial process. Nevertheless, one can speak of a certain logic, highlight main stages:

First stage. Children act according to a certain pattern with the help of adults, elders, copying their actions (imitation stage).

Second phase. The guys are able to do parts of the work on their own, find some ways to implement them (the stage of partial independence).

Third stage. Younger students perform certain work independently in repetitive situations, in their favorite, most significant activities (the stage of more complete independence).

Here are some examples family upbringing situations nia , that encourage children to be independent.

Mom complains to the teacher about her daughter: “Nadya got used to the fact that her grandmother did everything for her, and now her daughter demands the same “service” from me. But I work, I can't take care of her. And I don't want to, because she has to learn something. After all, she will have to live alone: ​​there will not always be a mother and grandmother. “What exactly is she not good at?” " Never mind. Broom in the hands can not hold. Will not fit an outlet. I'm afraid to even light a match. You have no idea how much effort it took to teach her how to light matches! But anyway, the dinner itself does not warm up, it is waiting for me until the evening!”

Respectable adults forget that their self-care skills have evolved over many years from the smallest operations. Moms and dads do not attach importance to these habits and think that these skills are a trifle and a child can master them right from the cradle. Therefore, they often repeat, referring to the child: “Well, is such a trifle beyond your power? Weren't you able to do this nonsense?" And the child was really not able to cope with this “trifle”: something interfered with him, something frightened him away. He wasn't sure about something, he was afraid of something. So, in developing independent skills, you need to benevolent patience parents, multiple repetition, encouragement, joy together with the children that at least something has already begun to work out. And in no case - no screaming, irritation, reproaches. When you break into a cry, you destroy all the results of your upbringing, grounds for enmity are born. Imagine that you are doing some work for the first time or recently, and someone is standing “over your soul” and all the time urging, irritated and screaming. How will you feel? It doesn't matter... That's how the child you want to teach something and you don't have enough patience.

Every child strives for some maximalism. And parents, as a rule, put him in the position of an errand boy: “bring”, “serve”, “pour out”, “rinse”, “close”, “run away”.

In such conditions it is difficult to become independent. At some time and as early as possible, you need to cross to the transfer to the child of integralfeatures: clean the whole room, prepare breakfast, prepare a brother or sister for going to kindergarten.

When Nadia was asked to get up early and cook breakfast, she made the following suggestion: "Well, when you get up, breakfast will be on the table." Of course, none of the adults slept that morning: everyone thought how she managed there with semolina, salad, tea. And the little housewife was most concerned about how to be on time and how none of the adults would come to the kitchen ahead of schedule. “When we were invited to the table, there was not a trace left of our helpless Nadia. The real hostess bustled about in the kitchen. She was waiting for our assessments. And we are not stingy with praise. The porridge, however, was a little burnt, but we did not notice it.

Of course, there was something of the game in the preparation of breakfast itself. But this is exactly the kind of game that is needed in family communication. It is this kind of game that creates a pleasant and joyful tone of relationships, leads to a system of non-game actions that turn into a skill, become a habit.

So - more trust, more independence and encouragement - these are the simple rules for developing a child's independence in household chores. The child should feel that everything is not “pretend”, that his work is really needed by someone, it is beneficial. Then, performing it repeatedly, he will form a stable habit and will want to perform it.

Of course, in one short conversation it is impossible to talk about all the possible methods of developing independence. Moreover, it is hardly possible. After all, each family, as the child grows up, masters its educational secrets, and this is wonderful.

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 for them.

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Course work

on the topic: " The development of independence in children of primary school age in the organization of gaming activities in the educational process "

Completed by: 4th year student

Beketova Olga Alexandrovna

Scientific adviser: KPN

Associate Professor of the Department of Pedagogy

Bryzzheva N.V.

• Content
• Introduction
• 1. Independent work as the highest type of learning activity
• 1.1 Independent activity of a student in learning: analysis of various approaches. Structure of independent activity
• 1.2 The concept of "independent" work and its functions
• 2. Theoretical foundations of the game as a means of learning
• 2.1 Play as a learning tool
• 2.3 Characteristics of the main types of games and their classification
• 3. Analysis and conduct of experimental work on the research problem
• 3.1 Preparation and conduct of a pedagogical experiment
• 3.2 Analysis of the study results
• Conclusion
• List of references and sources
• Applications

Introduction

The organization of independent work, its management is a responsible and difficult work of every teacher. The education of activity and independence must be considered as an integral part of the education of students. This task appears before every teacher among the tasks of paramount importance.

The purpose of this course work is to study the organization of independent work of students in the process of playing activities of students and the conditions for their successful implementation. To consider this goal, we resorted to the analysis of various directions in the study of the nature of students' independence in learning, got acquainted with a variety of definitions and found out what functions students' independent cognitive activity performs and why it is so necessary for the formation of a mature personality.

Speaking about the formation of independence in schoolchildren, it is necessary to keep in mind three closely related tasks. The first of these is to develop students' independence in cognitive activity, to teach them to acquire knowledge on their own, to form their own worldview; the second is to teach them to independently apply the existing knowledge in teaching and practical activities; the third is to identify different types of games in the development of independence in children of primary school age.

Independent work is not an end in itself. It is a means of fighting for deep and solid knowledge of students, a means of forming their activity and independence as personality traits, and developing their mental abilities. A child crossing the threshold of a school for the first time cannot yet independently set the goal of his activity, is not yet able to plan his actions, correct their implementation, and correlate the result obtained with the goal set.

In the process of learning, he must achieve a certain sufficiently high level of independence, which opens up the opportunity to cope with various tasks, to get something new in the process of solving educational problems.

The object of study is the student's independent activity, and the subject is the conditions for its implementation, i.e. game as a means of developing students' independence.

The relevance of this problem is indisputable, because. knowledge, skills, beliefs, spirituality cannot be transferred from a teacher to a student, resorting only to words. This process includes acquaintance, perception, independent processing, awareness and acceptance of these skills and concepts. And, perhaps, the main function of independent work is the formation of a highly cultured personality. Man develops only in independent intellectual and spiritual activity.

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

The base of the study: students of the 4th "B" class of the Municipal Educational Institution "Gymnasium No. 13" in Novomoskovsk (13 girls, 10 boys).

1. Independent work as the highest type of learning activity

1.1 Independent activity of a student in learning: analysis of various approaches. Structure of independent activity

Any science sets as its task not only to describe and explain this or that range of phenomena or objects, but also in the interests of man to control these phenomena and objects, and, if necessary, transform them. It is possible to manage and even more so to transform phenomena only when they are sufficiently described and explained. In science, the functions of control and transformation fulfill the prescriptions, which include the principles and rules for the transformation of phenomena. Thus, cognizing an object or phenomenon, we must first of all get acquainted with it, consider it as a whole. Identify the functional relationship of its parts, and only then describe. Having described an object or phenomenon, we must explain them (the functional relationship of their parts and structure as a whole), formulate the law of their existence, and then prescribe how to control them, how to transform these objects and phenomena using certain operations.

Independent work is not a form of organization of training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

The fundamental requirement of society for a modern school is the formation of a person who would be able to independently creatively solve scientific, industrial, social problems, think critically, develop and defend his point of view, his convictions, systematically and continuously replenish and update his knowledge through self-education, improve skills, creatively apply them to reality.

Experts in this field emphasized that it is important for students to be given a method, a guiding thread for organizing the acquisition of knowledge, which means equipping them with the skills and abilities of the scientific organization of mental labor, i.e. the ability to set a goal, choose the means to achieve it, plan work in time. For the formation of a holistic and harmonious personality, it is necessary to systematically include it in independent activity, which in the process of a special type of educational tasks - independent work - acquires the character of problem-search activity.

There are many different directions in the study of the nature of activity and independence of students in learning. The first direction originates in antiquity. Its representatives can be considered even the ancient Greek scientists (Aristosene, Socrates, Plato, Aristotle), who deeply and comprehensively substantiated the importance of the child's voluntary, active and independent mastery of knowledge. In their judgments, they proceeded from the fact that the development of human thinking can proceed successfully only in the process of independent activity, and the improvement of the personality and the development of its ability through self-knowledge (Socrates). Such activity gives the child joy and satisfaction and thereby eliminates passivity on his part in acquiring new knowledge. They are further developed in the statements of Francois Rabelais, Michel Montaigne, Thomas More, who, in the era of the dark Middle Ages, at the height of prosperity in the practice of the school of scholasticism, dogmatism and cramming, demand to teach the child independence, to educate in him a thoughtful, critically thinking person. The same thoughts are developed on the pages of the pedagogical works of Ya.A. Kamensky, Zh.Zh. Russo, I.G. Pestalozzi, K.D. Ushinsky and others.

In pedagogical work, scientists theorists, in unity with philosophers, psychologists, sociologists and physiologists, explore and theoretically substantiate this aspect of the problem in the light of the main personality traits of a representative of the modern era - initiative, independence, creative activity - as the main indicators of the comprehensive development of a person of our days.

Studying the essence of independent work in theoretical terms, there are 3 areas of activity in which the independence of learning can develop - cognitive, practical and organizational and technical. B.P. Esipov (60s) substantiated the role, place, tasks of independent work in the educational process. In the formation of students' knowledge and skills, the stereotypical, mostly verbal way of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works of Ya.A. Comenius. Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem is teaching, the activity of the teacher without a sufficiently deep study and analysis of the nature of the activity of the student himself. Within the framework of the didactic direction, the areas of application of independent work are analyzed, their types are studied, the methodology for their use in various parts of the educational process is steadily improved. The problem of the relationship between pedagogical guidance and the independence of the student in educational cognition is becoming and to a large extent being solved in the methodological aspect. The practice of teaching was also enriched in many respects by informative materials for organizing independent work of schoolchildren in the classroom and at home.

The third direction is characterized by the fact that independent activity is chosen as the subject of research. This direction originates mainly in the works of K.D. Ushinsky. The studies that developed in line with the psychological and pedagogical direction were aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of activity. However, with all the achievements in the study of this area of ​​independent activity of the student, its process and structure have not yet been fully disclosed.

However, there are some structural principles for analyzing the meaning, place and function of independent activity. There are 2 options, close in essence, but having their own content and specifics: they determine (under the condition of their unity) the essence of the independent coloring of activity.

First group:

- content component: knowledge expressed in concepts, images, perceptions and representations;

- operational component: a variety of actions, operating skills, techniques, both externally and internally;

- effective component: new knowledge, methods, social experience, ideas, abilities, qualities.

Second group:

- content component: allocation of a cognitive task, the purpose of educational activity;

- procedural component: selection, definition, application of adequate methods of action leading to the achievement of results;

- motivational component: the need for new knowledge that performs the functions of word formation and awareness of activity.

The actual process of independent activity is represented as a triad: motive - plan (action) - result.

So, in social terms, independent activity can be considered in a very wide range. In any relation of the individual to the world around him, in any form of his concrete interaction with the environment.

The problem of independent work has always attracted the attention of our scientists and practicing teachers. And this is natural: one of the conditions for the effectiveness of education is to instill in students the skills of independent work on educational material, which is explained by the goals and objectives that our school currently faces: to prepare the younger generation for life, for active participation in work.

These skills are necessary for them during the period of study and after graduation. Consequently, the problem of activating the independence of students in the process of educational work is one of the urgent problems of both pedagogical science and practice.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. Such definitions are given to us by the Explanatory Dictionary of the Russian Language. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one's views and motives.

An important role was assigned to independent work by N.G. Chernyshevsky, N.A. Dobrolyubov. “If our children,” N.G. Chernyshevsky wrote, “want to be people, in fact, educated, they must acquire education by self-study.”

He attached great importance to the independent work of K.D. Ushinsky. He believed that the teacher should not only give students knowledge, but also direct their mental activity. Students should "if possible, work independently, and the teacher should direct this independent work and provide material for it."

The need for independent work at school was also defended by N.K. Krupskaya. didactics self-learning game

Some issues of independent work are reflected in modern research and manuals on didactics.

Didactic issues of independent work of schoolchildren are reflected in the book of the famous Soviet teacher B.P. Esipov "Independent work of students in the classroom".

The book covers questions about the meaning of independent work, about the forms and types of independent work when explaining educational material, about independent work in order to form skills and abilities, about independent work in the process of repetition and generalization of knowledge, the question of organizing independent work and leading it by a teacher.

The author emphasizes that active independent work of students is necessary at all stages of education, and its effectiveness is due to the active mental activity of students.

Questions of independent work are considered in the article by I.T. Ogorodnikov "Didactic Foundations for Increasing the Independence and Activity of Students in the Experience of Tatarstan Schools". The author points out the importance of coordinating the presentation of the material by the teacher and the independent work of students. The combination between these elements of learning is achieved by gradually increasing the degree of difficulty in the independent work of students. The author recommends the following system of this work:

1) first, students present the material already studied;

2) then students are asked to answer questions;

3) after that, students learn to generalize what they have learned.

The problem of activating the mental activity of students in the process of independent work of students is covered in the article by M.A. Danilov "Education of schoolchildren's independence and creative activity in the learning process".

The author emphasizes that the purpose of independent work is the development of the mental abilities of students. An important role in this is played by teaching students the skills of such work.

Issues of independent study work are considered in the article by T.S. Panfilova "Independent work of students in the process of mastering knowledge." The author emphasizes that independent work is necessary at all stages of education. To teach children to learn, gain knowledge, formulate the necessary conclusions - this is the main task of independent work at school.

Similar provisions are contained in the article by A.F. Solovieva "Independent work of students with a textbook in the classroom."

The article gives examples of such tasks for independent work with a textbook, such as reading a textbook (paragraph), answering questions, drawing up a paragraph plan, formulating a conclusion from a paragraph, etc.

These are the considerations of the authors of these works on the didactic issues of independent work. These considerations are the pedagogical basis on which one should also rely when solving issues of independent work in specific academic subjects.

1.2 The concept of "independent" work and its functions

Analysis of monographic works devoted to the problem of organizing independent work of schoolchildren, P.I. Pidkasistogo, I.A. Zimnyaya, showed that the concept of independent work is interpreted ambiguously:

Independent work is such work that is performed without the direct participation of the teacher, but on his instructions, at a time specially provided for this, while students consciously strive to achieve the goal, using their efforts and expressing in one form or another the result of mental or physical (or both) actions. Independent work, in our opinion, is most fully defined by A.I. Winter. According to its definition, independent work is presented as purposeful, internally motivated, structured by the object itself in the totality of the actions performed and corrected by it according to the process and result of the activity. Its implementation requires a sufficiently high level of self-consciousness, reflectivity, self-discipline, personal responsibility, gives the student satisfaction as a process of self-improvement and self-knowledge.

First, this definition takes into account the psychological determinants of independent work: self-regulation, self-activation, self-organization, self-control, etc.

Let's try to define more precisely what is essentially included in the concept of "independent activity".

"Independence" is a very multifaceted and psychologically difficult phenomenon, it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria. Independence - as a characteristic of a student's activity in a specific learning situation, is a constantly manifested ability to achieve the goal of an activity without outside help.

"Amateur activity" is a subjective, actually individual self-governed activity, with personally conditioned components: a goal, a leading need, motivation and methods of implementation.

"Self-activation" is a subjectively correlated internal motivation of activity.

"Self-organization" - the property of a person to mobilize himself, purposefully, actively use all his abilities to achieve intermediate and final goals, rationally using time, effort, and means.

"Self-regulation" - initially psychological support of activity, in the subsequent development acquiring personal meaning, i.e. actual psychic content.

"Self-control" is a necessary component of the activity itself, which carries out its execution at the personal level.

Secondly, attention is focused on the fact that independent work is connected with the work of the student in the classroom and is a consequence of the correct organization of educational and cognitive activity in the classroom.

A.I. Zimnyaya emphasizes that the independent work of a 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. For the teacher, this means a clear awareness not only of his plan of educational activities, but also the conscious formation of it among schoolchildren as a certain scheme for mastering a school subject in the course of solving new learning tasks. But in general, this is a parallel existing employment of a schoolchild according to a program chosen by him from ready-made programs or by himself, developed by him for the assimilation of any material.

Thirdly, 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 effectiveness of the educational process of cognition is determined by the quality of teaching and the independent cognitive activity of students. These two concepts are very closely related, but independent work should be singled out as a leading and activating form of learning due to a number of circumstances.

Firstly, knowledge, skills, abilities, habits, beliefs, spirituality cannot be transferred from a teacher to a student in the same way as material objects are transferred. Each student masters them through independent cognitive work: listening, understanding oral information, reading, parsing and understanding texts, and critical analysis.

Secondly, the process of cognition, aimed at revealing the essence and content of what is being studied, obeys strict laws that determine the sequence of cognition: acquaintance, perception, processing, awareness, acceptance. Violation of the sequence leads to superficial, inaccurate, shallow, fragile knowledge, which practically cannot be realized.

Thirdly, if a person lives in a state of the highest intellectual tension, then he will certainly change, form as a person of high culture. It is independent work that develops a high culture of mental work, which involves not only the technique of reading, studying a book, keeping records, but above all the mind, the need for independent activity, the desire to delve into the essence of the issue, to go deep into problems that have not yet been solved. In the process of such work, the individual abilities of schoolchildren, their inclinations and interests are most fully revealed, which contribute to the development of the ability to analyze facts and phenomena, teach independent thinking, which leads to creative development and the creation of their own opinions, their views, ideas, their position.

From all that has been said above, it can be seen that independent work is the highest work of the student's educational activity and is a component of a holistic pedagogical process, therefore, it has such functions as upbringing, educational, and developmental.

2. Theoretical foundations of the game as a means of learning

2.1 Play as a learning tool

Primary school age is the most important stage of school childhood. The high sensitivity of this age period determines the great potential for the versatile development of the child ...

The game in the forms in which it existed in preschool childhood begins to lose its developmental significance at primary school age and is gradually replaced by learning and work activities, the essence of which is that these types of activities, in contrast to the game, which simply provide pleasure, have a specific goal. The games themselves become new. Of great interest to younger students are games in the learning process. These are games that make you think, provide an opportunity for the student to test and develop his abilities, including him in competitions with other students.

The participation of younger students in such games contributes to their self-affirmation, develops perseverance, the desire for success and various motivational qualities. In such games, thinking is improved, including the actions of planning, forecasting, weighing the chances of success, choosing alternatives.

The question of the nature and essence of the game worried and still continues to attract the attention of many researchers, such as Galperin P.Ya., V.L. Danilova, Zaporozhets A.V., Elkonin D.B.

Different approaches to children's play are reflected in many works. Among these approaches, one can single out an explanation of the nature of the essence of children's play, as a form of communication (M.I. Lisina), or as a form of activity, including the assimilation of adult activities (D.B. Elkonin), or as a manifestation and condition of mental development (Piaget J.).

Each of these approaches, highlighting some side of the game, ultimately turns out to be insufficient to explain the essence, the specifics of children's play as a whole.

Despite the fact that play activity is the leading one in preschool age, its significance does not decrease in children of primary school age. L.S. Vygotsky noted that at school age, play and lessons, play and work, form the two main channels along which the activity of schoolchildren flows. Vygotsky L.S. I saw in the game an inexhaustible source of personal development, a sphere that defines the "zone of proximal development".

Hence, the essence of the problem lies in the influence of the game on the development of children's independence, creative abilities, and personal qualities. The game creates a positive emotional background, against which all mental processes proceed most actively. The use of game techniques and methods, their sequence and interconnection will contribute to solving this problem.

The relevance of the raised problem is caused by the need of psychologists, teachers, parents in improving methods of psychological and pedagogical influence on the emerging personality of the child in order to develop children's independence, intellectual, communicative and creative abilities.

The game does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of the child, it itself is formed under the influence of adults. In the process of the child's interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, a truly human children's game arises.

The game in any historical era attracted the attention of teachers. It contains a real opportunity to educate and educate a child in the joy of Zh.Zh. Russo, I.G. Pestalozzi tried to develop the abilities of children in accordance with the laws of nature and on the basis of activities, the desire of which is inherent in all children. The center of F. Fröbel's pedagogical system is the game theory.

According to Frebel, children's play is a "mirror of life" and "a free manifestation of the inner world. Play is a bridge from the inner world to nature." Nature was presented to Fröbel as a single and diverse sphere.

D. Ushinsky was inclined to understand the immense creative possibilities of man. He separated learning from play and considered it an indispensable duty of a schoolboy. “Teaching based only on interest does not allow the self-control and will of the student to grow stronger, since not everything in the teaching is interesting and much will come that will have to be taken by willpower.” However, agreeing with the need for strong-willed efforts in learning, we will not reduce the importance of play and interest.

The value of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to manifest and develop his personality. There is reason to talk about the impact of the game on the life self-determination of schoolchildren, on the formation of a communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

The game always acts as if in two time dimensions: in the present and the future. On the one hand, it provides the individual with momentary joy, serves to satisfy urgent needs. On the other hand, the game is directed to the future, as it either predicts or simulates life situations, or fixes the properties, qualities, skills, abilities necessary for the individual to perform social, professional, creative functions. V.L. Sukhomlinsky wrote: "Let's take a closer look at the place occupied by the game in the life of a child ... For him, the game is the most serious matter. In the game, the world is revealed to the children, the creative abilities of the individual are revealed. Without them, there is, and cannot be, full-fledged mental development. Game - this is a huge bright window through which a life-giving stream of ideas, concepts about the world around flows into the spiritual world of the child. The game is a spark that kindles the flame of inquisitiveness and curiosity". V.L. Sukhomlinsky also noted that "... the spiritual life of a child is full only when he lives in the world of play, fairy tales, music, fantasy, creativity."

Meanwhile, over the years, the game has occupied an increasingly less significant place in the life of groups where school-age children predominate. One of the reasons for this is insufficient attention to the development of the theory of the game of schoolchildren. The brightest example of the game position of the teacher is the activity of A.M. Makarenko. He wrote: "I consider the game to be one of the most important ways of education. In the life of the children's team, a serious, responsible and businesslike game should occupy a large place. And you, teachers, must be able to play."

We can say that the game is a method of knowing reality. It is directed by internal forces and allows the child to quickly master the initial, but very extensive foundations of human culture. Perhaps the game seduces the child with its incomprehensible variety of situations that require him to actively display individuality, ingenuity, resourcefulness, creativity, and independence. The Soviet writer Vasily Belov in his book "Lad" expressed the idea: "Every child wants to play, that is, to live creatively."

When studying the development of children, it is clear that in the game more efficiently than in other types of activity, all mental processes develop. The changes in the child's psyche caused by play are so significant that in psychology (L.S. Vygotsky, A.N. Leontiev, D.B. activities in elementary school.

A.N. Leontiev noted that new, progressive formations develop in the game and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.

L.S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates all the activity of the student. "At school age, - he noted - the game does not die, but penetrates in relation to reality. It has its own internal continuation in schooling and work ...".

2.2 General characteristics of the younger student, his learning and play 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.

So, during infancy (up to 1 year), the leading activity is directly - emotional communication. In early childhood (from 1 to 3 years) - subject activity, in preschool - play, in primary school age - study, in adolescence - communication with peers.

The essence of the game as the leading type of activity lies in the fact that children reflect in it various aspects of life, the characteristics of adult relationships, and clarify their knowledge of the surrounding reality.

Psychological properties that appear in a child in last years preschool childhood, before coming to school, during the first four years of schooling, they develop, consolidate, and by the beginning of adolescence, many important personality traits have already been formed. The individuality of the child at this age is also manifested in cognitive processes. There is a significant expansion and deepening of knowledge, the skills and abilities of the child are improved. This process progresses and by grades III-IV leads to the fact that most children show both general and special abilities for various types of activities. General abilities are manifested in the speed with which a child acquires new knowledge, skills and abilities, and special abilities are manifested in the depth of studying individual school subjects, in special types of work and in communication.

Further development of abilities by the end of primary school age generates a significant increase in individual differences between children, which affects their academic success and is one of the grounds for making psychologically and pedagogically sound decisions regarding the differentiated education of children with different abilities. In working with children who have discovered the most developed abilities, starting from this age, teaching methods characteristic of adults can be used, since the cognitive processes of gifted children, their perception, attention, thinking, memory and speech by grades III-IV of the school are fully formed. .

Of particular importance for development at this age is the stimulation and maximum use of the motivation to achieve success 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 twofold benefits: firstly, a vitally very useful and fairly stable personality trait is fixed in the child - the motive for achieving success, which dominates the motive for avoiding failure: secondly , this leads to the accelerated development of a variety of other abilities of the child.

At primary school age, new opportunities open up for stimulating the mental development of the child through the regulation of his relations with the people around him, especially with teachers and parents, to whose influence the child is still quite open at this age. This allows adults to develop and use the social motives of the child in education to have a positive impact on him. We are talking about such motives as recognition, approval from significant adults, the desire to receive high marks, and a number of others.

By the end of primary school age, grades III-IV of the school, relationships with peers become more important for children. Here, additional opportunities open up for the active use of these relations for educational purposes, in particular, for stimulating the mental development of the child through public approval in the presence of comrades of his actions and achievements, through competition with peers, through many other actions and situations affecting the social prestige of the child.

Diligence and independence, a developed ability to self-regulation create favorable opportunities for the development of children of primary school age and beyond direct communication with adults or peers. We are talking, in particular, about the ability of children of this age to spend hours alone doing what they love. At this age, it is important to provide the child with various didactic educational games.

Playing and studying are two different activities, there are qualitative differences between them. It was rightly noted by N.K. Krupskaya that "the school allocates too little space to the game, immediately imposing on the child an approach to any activity by the methods of an adult. She underestimates the organizational role of the game. The transition from the game to serious activities is too abrupt, between free play and regulated school activities, there is nothing to fill the gap. We need transitional forms." As such, didactic games act. "The game must be organized in such a way that a future lesson is anticipated in it."

The task of the teacher is to make the transition of children from play activity to learning activity smooth and adequate. Didactic games play a decisive role in this.

2.3 Characteristics of the main types of games and their classification

Game-specific children's activity is heterogeneous. Each type of game has its own function in the development of the child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. In preschool and primary school age, three classes of games are distinguished:

- games that arise on the initiative of the child - amateur games;

- games that arise at the initiative of an adult who introduces them for educational and educational purposes;

- games coming from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by species and subspecies. So, the first class includes: a game - experimentation and plot amateur games - plot-educational, plot-role-playing, directing and theatrical. This class of games seems to be the most productive for the development of the child's intellectual initiative and creativity, which manifest themselves in setting new game tasks for themselves and others who play; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection on the material of knowledge about the surrounding reality of significant experiences and impressions associated with the life experience of the child. It is amateur play that is the leading activity in preschool childhood. The content of amateur games "feeds" on the experience of other activities of the child and meaningful communication with adults.

The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual ones. All games can be independent, but they are never amateur, because independence in them is based on learning the rules, and not the initial initiative of the child in setting the game task.

The educational and developmental value of such games is enormous. They shape the culture of the game; contribute to the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of game activity appears in them. The use of didactic games as a means of teaching younger students is determined by a number of reasons:

- play activity as a leading one in preschool childhood has not yet lost its significance in primary school age (L.S. Vygotsky), therefore, reliance on play activity, play forms and techniques is the most adequate way to include children in educational work;

- the development of educational activities, the inclusion of children in it is slow;

- there are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly voluntary development of memory, the predominance of a visual-figurative type of thinking. Didactic games contribute to the development of mental processes in children;

- insufficiently formed cognitive motivation. The motive and content of educational activities do not correspond to each other. There are significant adaptation difficulties when entering school. Didactic game in many ways contributes to overcoming these difficulties.

The didactic game has a certain structure that characterizes the game as a form of learning and game activity. The following structural components of the didactic game are distinguished:

1) didactic task;

2) game actions;

3) rules of the game;

4) result.

The didactic task is determined by the purpose of training and educational influence. It is formed by the teacher and reflects his teaching activity. So, for example, in a number of didactic games, in accordance with the program objectives of the relevant subjects, the ability to compose words from letters is consolidated, and counting skills are practiced.

The game task is carried out by children. The didactic task in the didactic game is realized through the game task. It determines the play actions, becomes the task of the child himself.

Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.

In different games, game actions are different in their direction and in relation to the players. These are, for example, role-playing actions, guessing riddles, spatial transformations, etc. They are connected with the game plan and come from it. Game actions are means of realizing the game idea, but also include actions aimed at fulfilling a didactic task.

Rules of the game. Their content and orientation are determined by the general tasks of shaping the child's personality, cognitive content, game tasks and game actions.

In a didactic game, the rules are given. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children. The rules also influence the solution of the didactic task - imperceptibly limit the actions of children, direct their attention to the fulfillment of a specific task of the subject.

Summing up - the result is summed up immediately after the end of the game. It could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging behind children.

When conducting games, it is necessary to preserve all structural elements. Since it is with their help that didactic tasks are solved.

The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks, to make it gradual. From the above, we can formulate the main functions of didactic games:

- the function of forming a sustainable interest in learning and relieving stress associated with the process of adapting the child to the school regime;

- the function of the formation of mental neoplasms;

- the function of forming the actual educational activity;

- function of formation of general educational skills, skills of independent educational work;

- function of formation of skills of self-control and self-evaluation;

- the function of forming adequate relationships and mastering social roles.

Thus, the didactic game is a complex, multifaceted phenomenon. To organize and conduct a didactic game, the following conditions are necessary:

- the teacher has certain knowledge and skills regarding didactic games;

- expressiveness of the game;

- the need to include the teacher in the game;

- the optimal combination of entertainment and learning;

- the means and methods that increase the emotional attitude of children to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;

- the visualization used in the didactic game should be simple, accessible and capacious.

All didactic games can be divided into three main types:

1 - games with objects (toys, natural material);

2 - desktop printed;

3 - word games.

Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects.

The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more complicated: younger students practice defining an object according to any one quality, combine objects according to this feature (color, shape, quality, purpose ...), which is very important for the development of the abstract, logical thinking.

The game also uses items in which the difference between them is less noticeable. In games with objects, younger students perform tasks that require conscious memorization of the number and location of objects, finding the missing object. While playing, they acquire the ability to put together a whole from parts, lay out patterns from various forms.

A variety of toys are widely used in didactic games. They are clearly expressed color, shape, size, material from which they are made. This helps the teacher to exercise younger students in solving certain didactic problems.

The teacher uses games with natural material when conducting such didactic games as "Whose traces?", "What tree is the leaf from?", "Spread the leaves in descending order," etc. In such games, knowledge about the natural environment is consolidated, mental processes are formed (analysis, synthesis, classification).

Board-printed games are diverse in types: paired pictures, various types of lotto, dominoes. When using them, various developmental tasks are solved. So, for example, a game based on the selection of pictures in pairs. Students combine pictures not only by external signs, but also by meaning.

Selection of pictures on a common basis - classification. Here, students are required to generalize, to establish a connection between subjects. For example, in the game "What grows in the forest?", the compilation of split pictures is aimed at developing in children the ability, from separate parts, to compose a whole object, logical thinking.

Description, a story based on a picture showing actions, movements is aimed at developing speech, imagination, and creativity in younger students. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.)

In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.

Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental tasks: describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms in judgments, etc.

With the help of word games, children are brought up with a desire to engage in mental work. In the game, the very process of thinking proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.

For the convenience of using word games in the pedagogical process, they can be conditionally combined into four main groups. The first group includes games with the help of which they form the ability to highlight the essential features of objects, phenomena: "Guess", "Shop", etc.

The second group consists of games used to develop the ability to compare, compare, give correct conclusions: "Looks like - not like", "Who will notice more fables" and others.

Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: "Who needs what?" "Name three subjects", "Name one word". In a special fourth group, games are allocated for the development of attention, quick wits, quick thinking: "Paints", "Flies, does not fly" and others.

The third class of games is traditional or folk. Historically, they underlie many games related to learning and leisure. The object environment of folk games is also traditional, they themselves, and are more often presented in museums, and not in children's groups. Studies conducted in recent years have shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensory-motor coordination, voluntariness of behavior, symbolic function of thinking, and others), as well as the most important features of the psychology of the ethnic group that created the game.

To ensure the developmental potential of games, we need not only a variety of toys, a special creative aura created by adults who are passionate about working with children, but also an appropriate object-spatial environment.

It is important for teachers to consider the phased distribution of games, including didactic ones, in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children, to stimulate their activity. In the middle of the lesson, the didactic game should solve the problem of mastering the topic. At the end of the lesson, the game can be exploratory in nature. At any stage of the lesson, the game must meet the following requirements: be interesting, accessible, exciting, include children in various activities. Therefore, the game can be played at any stage of the lesson, as well as in lessons of various types. The didactic game is included in a holistic pedagogical process, combined and interconnected with other forms of education and upbringing of younger students.

3. Analysis and conduct of experimental work on the research problem

3.1 Preparation and conduct of a pedagogical experiment

To study independence in the process of playing at primary school age, we conducted a study that was conducted in three stages. At the first stage of the ascertaining experiment, we selected methods and conducted a diagnostic examination aimed at identifying independent activity in younger students.

In the process of studying special literature, we came to the conclusion that independence is more often regarded as the most meaningful form of mental activity, as a universal ability that ensures the successful performance of a wide variety of activities.

The mental basis of independent activity is imagination, which occurs already in the preschool period. This is the most important neoplasm of preschool childhood; the birth of personality is associated with it (L.S. Vygotsky and V.V. Davydov).

Important indicators in the development of independence functions are reliance on visibility, the use of past experience, the presence of a special internal position that allows one not to adapt to the situation, to subordinate it to oneself, to master its substantial features.

The development of independence is largely determined by the level of children's imagination. Therefore, we have selected methods aimed at studying the imagination and developing the creativity of children.

Many researchers (L.S. Vygotsky, O.N. Dyachenko, N.A. Vetlugina) pointed out the need to create such an objective environment that would serve as a trigger mechanism for an important role in specific subjects in the development of independence in children.

At the second stage of the formative experiment, we created the necessary conditions for equipping the developing environment of younger students in the educational process.

The third stage - control - was aimed at determining the effectiveness of the use of the game and game techniques as a means of forming the independence of younger students.

The study involved students of the 4th "c" class of the Municipal Educational Institution "Gymnasium No. 13" in Novomoskovsk.

During the study, the subjects were offered various didactic games in the lessons of the Russian language and mathematics. As the study showed, these lessons became the most interesting for children, they increased the productivity of completing tasks.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"MOGILEV STATE UNIVERSITY

NAMED AFTER A.A. KULESHOV"

Graduate work

Pedagogical conditions for the formation of independence in younger students

Mogilev 2013

The title of the diploma work is "Pedagogical conditions for the formation of independence of younger schoolchildren". Made by Rotkina Tatyana Vladimirovna.

The work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix. The first chapter considers the concept of "independence", describes the features of the manifestation of the independence of younger students in significant activities, as well as ways, means, forms and methods of educating students' independence. In the second chapter, the level of formation of independence in students of the 1st grade is studied. The practical part on the development of this quality in the considered age is given. In conclusion, the main conclusions on the studied problem are given, as well as a list of references used in this work.

The practical significance of the study lies in the identification of effective pedagogical conditions for the formation of independence in younger students and the development of recommendations for teachers and parents on the education of the phenomenon under study; (abstract)

Introduction

1 The essence of independence as an integrative quality of personality

2 Features of the manifestation of independence of younger students

3 Methodology for the formation of independence among students

1 Studying the level of independence of students in grade 1

2.3 Analysis of the results of experimental work

Conclusion

Literature

Appendix

Introduction

Under the influence of new socio-economic and political conditions, characterized by the democratization of society and increased requirements for personal qualities, there are profound and qualitative changes in the goals and content of the educational process. The concept of the Republic of Belarus, as one of the main tasks in achieving the goals of education in educational institutions, determines the preparation for independent life and work. Under these conditions, a person is required to be able to creatively, independently search for solutions to production problems, to useful independent initiatives, and to be organized in actions and deeds. Because of this, the need to educate the younger generation of such a socially significant quality as independence is actualized. This involves the formation of the student's position as a subject of activity, able to independently set goals, choose ways, methods and means of their implementation, organize, regulate and control their implementation.

The solution to this problem must begin as early as elementary school. Given the sensitivity of the mental development of younger students, their susceptibility to pedagogical influence, it is important to teach children to independently receive and apply knowledge, work responsibly, think and act independently, organize their own activities and behavior. From these positions, the formation of independence as a personality trait of schoolchildren becomes a kind of social order in the field of education and, therefore, has social and pedagogical significance.

Different aspects of the problem of the formation of independence in younger schoolchildren, mainly in the educational process, are devoted to the works of E.N. Shiyanov, P.I. Scientists (N.Yu.Dmitrieva, Z.L.Shintar and others) explore different types of independence . There is a tendency to identify the conditions for the formation of independence in several types of activities (L.A. Rostovetskaya).

However, the analysis of scientific sources testifies not only to the increased attention to the problem of the formation of independence of younger schoolchildren in activities, but also allows us to conclude that the factors stimulating activity have not been sufficiently studied. The contradiction between the need to develop independence among younger students in various types of activities and the insufficient development of conditions and means for purposefully achieving this goal at the initial stage of school education led to the choice of the topic of the thesis "Pedagogical conditions for the formation of independence in younger students."

Purpose of the study: to identify and experimentally and experimentally test the conditions that contribute to the effective education of the independence of younger students.

Tasks:independence personality class student

.To study the state of the problem in the literature.

.Determine the essence of the concept of "independence" in relation to primary school age.

.To reveal the level of manifestation of independence in the students of the experimental class.

4.To test the methodology for the formation of independence as the leading quality of the personality of younger students.

Object of study: teaching and educational process in elementary school.

Subject of study: independence as an integrative quality of the personality of a junior schoolchild.

Research hypothesis: the formation of independence is carried out effectively if it is provided: constant and timely diagnostics, stimulation of the student's activity in various types of activities, changing the position of the teacher in organizing the activities of children from direct guidance to indirect.

Research methods: analysis and generalization of psychological and pedagogical literature on the problem, practical pedagogical experience; survey of students, parents; pedagogical experiment. The reliability of the obtained results and conclusions is ensured by the use of statistical methods of processing the material and meaningful comparative analysis of the facts obtained.

The study was carried out on the basis of the State Educational Institution "Ordatsky Criminal Procedure Code of the School of Shklovsky District" of the Mogilev Region among students of the 1st grade. At first glance, the children in the classroom are quite independent in everyday life. They know how to dress and undress, at the request of their parents they help them with household chores. In learning activities, not all students are able to set themselves various learning tasks and solve them without the prompting, help and control of the teacher. In work, they strive to fulfill the instructions and instructions of adults, rarely show their own initiative.

Chapter 1. Independence of younger students as a pedagogical problem

1.1 The essence of independence as an integrative quality of personality

Independence is a concept that is often found on the pages of publications dedicated to a person. They are operated by philosophers, public and statesmen, writers, artists, politicians, sociologists, as well as psychologists and teachers. In almost every theory or concept concerning human existence, this category can be found. All this taken together allows us to say that the problems of educating an independent person have long been considered in various fields of humanitarian knowledge.

To reveal the personality of a child, it is very important to find a backbone component. As such a mechanism, scientists identify independence, which, being an integral indicator of the development of the child as a whole, allows him to relatively easily navigate in changing conditions in the future, use knowledge and skills in non-standard situations.

The development of student independence is one of the urgent tasks of modern education, and instilling in younger students the skills of independent work on educational material is one of the prerequisites for successful learning.

Independence in encyclopedic publications is defined as a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior. N.G. Alekseev defines independence as a property of a person, characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to emerging relationships with other people .

I.S.Kon includes three interrelated qualities in the concept of "independence": 1) independence as the ability to make and implement decisions on one's own, without prompting from outside, 2) responsibility, readiness to answer for the consequences of one's actions, and 3) belief in a real social opportunity and moral correctness of such behavior.

Independence as a property of a person, a character trait is a unique ability of a person to resist pressure from outside, to maintain his individuality. In modern reference literature on pedagogy, independence is defined as: one of the leading qualities of a person, expressed in the ability to set a specific goal, persistently achieve its fulfillment on their own, treat their activities responsibly, act consciously and proactively, not only in a familiar environment, but also in new conditions requiring non-standard decisions.

The dictionary-reference book on pedagogy gives the following definition: "Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out one's activities without constant guidance and practical outside help" . In the psychological dictionary there is such a definition: "Independence is a generalized property of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior." In the dictionary of the Russian language S.I. Ozhegov, "independent" is interpreted as existing separately from others, that is, independent; as a person with initiative, capable of decisive action; as an action performed by one's own forces, without extraneous influences, without the help of others.

As you can see, the interpretation of the concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. Independence can be considered as a property, quality, an integral, core quality of a person, a character trait, an ability to act. Thus, the characteristics of independence can be called: independence, determination, initiative, and independence is one of the leading qualities of a person, expressed in the ability to set certain goals for himself, to achieve them on his own. Independence means a person's responsible attitude to his actions, the ability to act consciously in any conditions, to make unconventional decisions.

All qualities of a person, in accordance with ethics and psychology, are divided into general (provide the connection of substructures), moral (reflect the social characteristics of the personality), intellectual (mental, characterizing consciousness and self-consciousness), volitional and emotional (self-regulation of the personality). In each group, integrative basic qualities are distinguished, on which the value of the entire complex of a person’s inner world depends: five basic qualities of intellect, morality, will and feelings. Together they form the rest of the diverse fund of personal qualities. The developed map of upbringing by A.I. Kochetov reflects the list of leading personality traits. . Independence itself is a complex integrative quality. It includes organization, initiative, self-control, self-esteem, pragnosticity.

As a quality of personality, independence has become a subject of study recently and is associated with the concept of "subject of learning". The younger student as a subject of learning is the bearer of educational activity, he owns its content and structure, actively participating in it together with other children and the teacher, he shows subjectivity.

Scientists note that independence always manifests itself where a person is able to see for himself the objective grounds for being active. Many scientists have pointed out the inextricable link between activity and independence. VV Davydov, for example, argued that the child's subjectivity allows him to successfully independently carry out this or that activity. At the same time, activity is understood as a more general category in relation to independence: one can be active, but not independent, while independence without activity is not possible.

In relation to a younger student, based on the concept of the dominant (basic) personality traits and their integral formation, independence can be defined as an integrative moral-volitional quality. I.F. Kharlamov notes the structural unity of all moral qualities: "Any quality as a dynamic personal formation psychologically includes the following structural components: firstly, needs that have formed and become stable in a particular activity or sphere of behavior; secondly understanding of the moral significance of a particular activity or behavior (consciousness, motives, beliefs); thirdly, fixed skills, abilities and habits of behavior; fourthly, strong-willed fortitude, which helps to overcome obstacles encountered and ensures the constancy of behavior in various conditions. structural components are inherent in any moral quality, be it hard work or collectivism, discipline or camaraderie, although the specific content and manifestation of these qualities will, of course, be specific.

The life experience of all previous generations, crystallized in the moral values ​​of mankind, helps the younger student to master the ability to independently build their relations with the outside world on a moral basis. The essence of the moral basis of independence is that people help each other achieve success, do good, and overcome difficulties. In terms of content, independence, due to the complexity of an integrative quality, includes elements of such similar in content, but having distinctive shades of qualities, such as organization, diligence, initiative, predictability (the ability to see the results of one’s own actions and deeds), as well as skills of self-control and self-assessment of behavior. In essence, these qualities together create independence and at the same time are its signs, each of which performs a specific function in the formation of a holistic quality.

The analysis of integrative qualities shows that all of them are linked together as constituent parts, components of the integral structure of the personality. It is impossible to educate the complex without forming the simple elements of which it consists. All complex social and political qualities are formed on the basis of simple, fundamental general qualities of a person. Decisiveness as a volitional quality is formed on the basis of the development of independence, exactingness towards oneself, and volitional activity of the individual. Thus, all complex specific and criterion qualities are also formed on the basis of integrative ones.

Scientists and practicing teachers have proved that the primary school is designed to provide the foundations for the formation of personality, to identify and develop the abilities of children, to develop in them the ability and desire to learn. It is impossible to solve these problems without relying on the independent activity of students.

It is wide and multifaceted in elementary school if it is skillfully organized by the teacher. In this regard, in the literature one can find a description of various types of independence, based on its consideration as 1) a way for a person to organize his actions and activities; 2) the ability of the individual to manage their activities.

The independence of younger schoolchildren in the literature is represented by:

cognitive independence, the level of formation of which in a child is judged by the range of skills to perform a variety of subject-practical and mental actions based on instrumental and sign-symbolic means that provide solutions to tasks of various complexity and subject orientation (M.A. Danilov).

mental independence, understood as the conditions for mastering the techniques and methods of mental activity (V.V. Davydov), P.Ya. Galperin, N.F. Talyzina, etc.).

Independent activity that arises at the initiative of children on the basis of sufficiently developed skills, abilities, knowledge, generalized methods for solving problems (P.I. Pidkasisty).

The integrative essence of independence, according to psychologists, is reflected in the unity of its two sides: internal and external (LI Bozhovich and others). add footnote bozovic personality and its formation in childhood

The inner side of independence is its psychological components:

need-motivational, which is a system of dominant needs and motives for self-improvement of younger students in educational activities;

emotional-volitional, which determines the stability of the student's use of educational activities for self-improvement.Z.L. Shintar).

The external side of these components is meaningfully manifested both in the leading type of activity (educational) and in other types (playing, labor) activities of a younger student. For example, in learning activities, realizing the level of their success, a student, without prompting or coercion from outside, seeks help or offers of interaction from a teacher and classmates, i.e. proactively goes beyond the educational activities organized by the teacher. Having exercised control and evaluated the results (positive or negative), he does not stop there, but continues his activities.

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 need ?motivational sphere, the efforts of schoolchildren aimed at achieving the goal without outside help.

Thus, the teacher judges the formation of the student's independence by its external manifestations, and their prerequisite is the formed internal components. The integrative essence of independence determines the integrative approach to its formation. The integrative nature of the independence of junior schoolchildren determines the dynamics of its formation, "when the student himself, as he becomes more and more active, deep and comprehensively involved in the process of education, upbringing and self-education, development and self-development, turns from a fairly passive object of the teacher's activity into a planned accomplice, into the subject of pedagogical interaction ".

Based on the analysis and generalization of the definitions proposed by various authors, we consider independence as a quality of a person, expressed in the ability to set certain goals for himself, to achieve them on his own. As well as independence, freedom from external influences, coercion, the ability to exist without outside help or support. Characteristics of independence can be called: independence, determination, initiative. Independence means a person's responsible attitude to his actions, the ability to act consciously in any conditions, to make unconventional decisions.

2 Features of independence of younger students

At primary school age, it is possible to successfully form the studied quality, based on the characteristic features of the psyche of a younger student. Psychologists note the active desire of the child for independence, manifested in the psychological readiness for independent action. Younger students have a growing need for independence, they want to have their own opinion about everything, to be independent in deeds and assessments.

Describing the independence of the younger schoolchild, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for vigorous activity and independence is determined by the characteristic qualities of the psyche of a younger student: emotionality, impressionability, mobility. At the same time, children are inherent in suggestibility and imitation. Such a feature of the character of a younger student as impulsiveness was also noted. ?the tendency to act immediately under the influence of immediate impulses, motives, on random occasions, without thinking and weighing all the circumstances. Younger students are very emotional, they do not know how to restrain their feelings, to control their external manifestation. Schoolchildren are very direct and frank in expressing joy, sadness, fear. They are distinguished by great emotional instability, frequent mood swings. Independence is a very important volitional quality. The smaller the students, the weaker their ability to act independently. They are not able to control themselves, so they imitate others. In some cases, the lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of the behavior of the teacher and the surrounding people are positive.

Age features of younger schoolchildren are characterized by the formation of such strong-willed qualities as independence, confidence, perseverance, restraint.

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 the game (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).

During the period of study in elementary school, the type of leading activity changes: the role-playing game, in which the preschooler mainly develops, gives way to teaching. ?strictly regulated and evaluated activities.

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.

In primary school age, play activities continue to occupy a large place. Play influences the development of a child's personality. It helps the younger student to form communication skills, develops feelings, promotes volitional regulation of behavior. Children entering into complex relationships of competition, cooperation and mutual support. Claims and confessions in the game teach restraint, reflection, the will to win. 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.

Role-playing games of younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them to real life. Thus, a low-performing student takes on the role of a good student and, under play conditions that are lighter than real conditions, 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.

Younger students enjoy playing didactic games. Didactic games not only contribute to the development of personal qualities, but also help the formation of learning skills. 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. Unlike the direct formulation of a learning task, as happens in the classroom, in a didactic game it arises "as a game task of the child himself. The methods for solving it are educational. The elements of the game in the learning process evoke positive emotions in students, increase their activity. Younger schoolchildren with great interest perform those labor tasks that are of a playful nature.

The manifestation of the independence of younger students is also considered in the work. In labor lessons, students often work unorganized: they are hindered by the rapid distractibility and lack of independence inherent in this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide this himself, interrupts work and immediately turns to the teacher for help. When a student acquires some elementary skills and can work independently, he begins to introduce creative moments into his work that reflect his individual characteristics.

The student will be able to work independently only when he acquires the skills and abilities necessary to perform this work, he knows how to work, he begins to apply the strengthened skills and knowledge in a new environment, deciding how to act and in what sequence. Solving practical problems, with the direct participation of the teacher, the student develops independence. Some children immediately stop working if they encounter difficulties and wait for the teacher's help. As a rule, these are the students who work only at school, they do nothing at home, they do no work. Some students, having encountered difficulties in the course of work, begin to think, seek and seek an independent solution to the problem. Lacking the proper skills and abilities, these students make mistakes, spoil the work; regardless of their capabilities, they begin to work, not thinking about what their similar activities will lead to.

Independent activity of younger schoolchildren takes place in a variety of forms. This can be an independent cognitive activity, work on educational ?experimental plot, independent reading, observation, preparation of answers to questions. When characterizing the independence of younger schoolchildren, one should also note the fairly stable nature of its manifestation.

The leading activity of junior schoolchildren is educational activity. Play remains an important activity. Based on the psychological characteristics of this age, we can conclude that independence, as a strong-willed quality of younger students, is manifested in work, play activities, in communication, in a team of peers, in a family.

All of the above should be taken into account in the formation of independence as the leading personality trait of a younger student.

3 Methods for the formation of independence in younger students

The formation of independence as a personal quality is a long and complex process that is carried out both at school (lessons, extracurricular activities, socially useful work) and in the family. Let us consider the possibilities of forming the independence of younger schoolchildren in educational activities.

Educational activity at primary school age has a great influence on the overall development, the formation of mental processes, states and properties, intellectual and personal qualities of the child, including the quality we are considering. “Education,” notes D.B. Elkonin, “as the basis for mastering the methods of action developed by society with objects, the tasks and motives of human activity, the norms of relations between people, all the achievements of culture and science, is a general form of child development. Outside of education, there can be no development". Understanding the meaning of educational activity ensures the participation of a younger student in it on his own initiative.

One of the means of forming the independence of younger students is independent work. According to P.I. Pidkasistoy, independent work is not a form of organizing training sessions and not a teaching method. It is legitimate to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

In accordance with the level of independent productive activity of students, 4 types of independent work are distinguished, each of which has its own didactic goals.

Independent work on the model is necessary for the formation of skills and their strong consolidation. They form the foundation for truly independent activity of the student.

Reconstructive independent work teaches to analyze events, phenomena, facts, forms techniques and methods of cognitive activity, contributes to the development of internal motives for cognition, creates conditions for the development of mental activity of schoolchildren.

Independent works of this type form the basis for further creative activity of the student.

Variable independent work forms the skills and abilities of finding an answer outside the known sample. The constant search for new solutions, the generalization and systematization of the acquired knowledge, their transfer to completely non-standard situations make the student's knowledge more flexible, form a creative personality.

Creative independent work is the crowning achievement of the system of independent activity of schoolchildren. These works consolidate the skills of independent search for knowledge, are one of the most effective means of forming a creative personality.

A.I. Zimnyaya emphasizes that the independent work of a 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 formation of independence of younger students occurs in various activities. The more species develop independence, the more successful its development will be. 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.

Thus, the practical application of various types of independent work contributes to the improvement of the ability to work independently and the development of the student's independence. However, any work should begin with students' awareness of the purpose of actions and methods of action. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the student's work with the book. Doing writing exercises, writing essays, short stories, poems, and the like? These are independent creative works that require more activity and efficiency.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problem situations in the educational process. A. M. Matyushkin characterizes the problem situation as "a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new knowledge or methods of activity previously unknown to the subject" . In other words, a problem situation is a situation in which the subject (student) wants to solve some difficult tasks for himself, but he does not have enough data and he must look for them himself. A problematic situation arises when the teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain. It is possible to deliberately collide the life ideas of students with scientific facts using various visual means, practical tasks, during the implementation of which students will definitely make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

An effective tool for the development of independence in primary school students is a group form of education. The use of group forms leads to the fact that students increase cognitive activity and creative independence; changing the way children communicate; students more accurately assess their abilities; children acquire skills that will help them in later life: responsibility, tact, confidence. It is necessary to organize the educational process in such a way that each student can realize his abilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself, as one of the main personality traits.

A special role in the formation of a creative, independent personality, capable of highly productive work in the future, is assigned to labor activity. In order for labor training lessons to contribute to the development of labor activity of younger schoolchildren, it is necessary, when choosing teaching methods, to focus on those that stimulate the cognitive and active activity of children, broaden their horizons, contribute to the development of independence and promote the development of a creative personality. Such methods are problem - search, partial search, problem, research. Together with explanatory-illustrative and reproductive methods, they contribute to the qualitative improvement of labor processes in the performance of educational tasks. The upbringing of independence is one of the leading factors in the development of children's creativity, since creativity is the highest form of human activity and independent activity. It is well known that the main obstacle in the organization of creative activity in labor training lessons is the low level of students' independence. It is necessary to create conditions that allow schoolchildren to independently perform and look for ways to implement creative tasks. In the process of solving the tasks set, younger students develop the ability to analyze the condition and, on the basis of this, build their practical activities, create and implement interesting ideas.

Of particular importance in the formation of creative independent activity of a younger student is applied activity, which is characterized by the freedom to realize ideas through the use of various materials and technologies in the creation of original products. Artistic and design activity allows you to expand the child's ideas about the surrounding reality, enrich his life experience, focuses on a transformative attitude to the world. A systematic approach to the development of art and design activities by children gives them the opportunity to accumulate aesthetic, technological, social, labor experience, thereby ensuring the development of the child's creative activity at the highest level. In a child of primary school age, the emotional and motivational-value spheres of the personality are formed, which are characterized by cognitive activity, curiosity, the need to make independent decisions and their practical implementation. In children's creativity, two types of design are distinguished: technical and artistic, which enable children to express their attitude to the depicted object, to show their imagination and thereby independence. The assimilation of this complex of knowledge forms a sense of style, an aesthetic attitude to the world of things, a special way of thinking. This kind of thinking is called productive. The productivity of thinking provides an independent solution of new problems, deep assimilation of knowledge, i.e. success in the implementation of educational activities. Solving constructive problems, children learn to analyze their conditions and find independent solutions.

Home study work is a form of organization of independent, individual study of educational material by schoolchildren during extracurricular time. The importance of homework, especially in primary school, is as follows. Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in the lesson and it becomes more clear to him what he knows and what he does not understand.

N.K. Krupskaya in the article "Methods of setting home lessons" wrote: "Home lessons are of great importance. Properly organized, they accustom to independent work, bring up a sense of responsibility, help to acquire knowledge and skills.

Specialists consider children's independence in the process of its formation. “In school practice,” notes A.A. Lyublinskaya, “the independence of the child has nothing to do with his spontaneous behavior. Behind the independence of the child is always the leading role and requirements of the adult.” The author believes that the teacher should find a reasonable combination of pedagogical guidance and independent activity of students. Pedagogical skill is to put the child in front of the need to make an independent decision, constantly monitor and evaluate the results of their work.

The teacher, who forms the independence of younger schoolchildren, contributes to a favorable situation for the development of the child, building his life prospects, i.e. realizes the goal of education, because the result of his pedagogical activity is the personality of the student as "an active creative principle that generates the world, projects reality and its own future, which goes beyond itself in its actions and deeds".

According to V.B. Leontieva, an effective method in shaping the independence of children of this age is the preparation and holding of holidays, which makes it possible to show initiative, creativity and independence.

The teacher has great opportunities for the development and manifestation of the independence of students in the classroom and in extracurricular work.

According to Z.L.Shintar, the interaction between the teacher and the student is of great importance in the formation of the independence of the younger student. The child can independently establish joint activities if something is not able to be performed individually. An example of this type of children's independence is the questions of a child to an adult. In this case, it is worth talking about independence as a manifestation of the child's initiative in building educational relationships with the teacher. Independence acts as an initiative action of the child towards pedagogical influence.

At least three main types of joint activities of the teacher and students are presented. The first type is built on instructive and executive principles. The adult appears to the child as the bearer of a socially given amount of knowledge, skills, and habits that the child must learn by copying and imitation under strict control by the teacher. In this type of joint activity, it is hardly possible to discern the sources of the child's independence.

In the second type of joint activity, the educational content is outwardly clothed by adults in a problematic form. ?takes the form of various kinds of tasks that are offered to the child. In this case, an imitation of search and decision-making takes place. With such joint activity, the task of fully assimilating culture, which ensures the spiritual growth of the child, cannot be solved: although the form of presentation of educational content undergoes a certain change, a detailed relationship does not develop between the child and the adult.

The third type of joint activity is radically different from the first two: the child does not know the principle of solving the problem assigned to him, the adult is interested in the way children search and discover this principle. In the context of the third type of joint activity, it becomes possible for the child to be creatively introduced to culture, his independent action.

Public assignments, assistance to 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.

Important, in the formation of the independence of the younger schoolchild, according to G.S. Poddubskaya, is the family. Indeed, between the level of independence of the schoolchild and the nature of assistance, the measure of guidance for the independent activities of children in the family, there is the closest relationship. In this regard, in order to ensure a unified position of the family and the school in the formation of the leading qualities of the personality of a younger student, parents should: be involved in cooperation with children; create a humane style of relationships in the family, taking into account the "principle of measure", in which there should be a combination of affection and severity, closeness to children and "distance", the independence of the child and the help of elders; create conditions for the independent activity of the child; introduce a system of permanent labor assignments in the family; involve children in various types of domestic self-service work (cleaning, shopping, cooking, simple clothing repair, growing plants, caring for younger children, and others).

In view of the foregoing, it is possible to determine the following means and methods of developing independence in children of this age. The child needs to be instructed, to do more things on his own and, at the same time, to trust him more. Welcome every desire of the child for independence and encourage him. It is extremely important from the first days of schooling to make sure that the child does his homework and chores on his own. Favorable for the development of this quality in children is such a socio-psychological situation in which the child is entrusted with some responsible business and, doing it, he becomes a leader for other people, peers and adults, in joint work with them. Good conditions for the realization of this task are created by group forms of learning and work.

Thus, all of the above ways, means, forms and methods of educating independence, with their systematic, correct use, form the quality we are studying in students.

Conclusions for chapter 1

Analyzing the pedagogical and psychological literature on the research problem, the following can be noted:

The concept of "independence" is devoid of unambiguity, there are many different definitions of this quality. The quality we are studying is considered as a property, quality, character trait, integral, core quality, ability to act. The presence of various points of view indicates the diversity of the phenomenon under study.

A number of works are devoted to the problem of forming the independence of a younger student, in which the studied quality is studied in separate or several types of activity.

The formation of independence occurs at different age stages, and each period of age development, according to psychologists, is characterized by features determined by mental neoplasms. Primary school age is no exception in this regard. At this time, the most intensive assimilation of moral norms and rules of behavior takes place, many of the leading qualities of the personality are laid and developed, which form its foundation in subsequent years of training and education, including independence.

For the formation of the studied quality at a given age, there are many forms, methods, ways and means. With their correct, purposeful, continuous use, as well as with the activity of the student himself, independence is formed.

Chapter 2

2.1 Studying the level of independence of students in grade 1

The problem of independent activity of a younger student has a rich history in theoretical coverage and implementation of its main provisions in the practice of school work. On this basis, we planned and conducted an experiment that took place on the basis of the State Educational Institution "Ordatsky Criminal Procedure Code, Doctor of School of Shklovsky District among students in grade 1. 16 students took part in the study.

The purpose of the experiment: to study the level of independence as a personality trait of a younger student and its formation.

The student's study program is not limited to observations and a simple statement of facts. The complexity of the internal structure of any quality. The interrelation and interdependence of qualitative characteristics and the task of a holistic study of personality require a set of methods that would provide comprehensive knowledge about the child. The method of interrogation, the "map of upbringing," etc., successfully serve these purposes. The system of diagnostic techniques includes a set of research methods, on the basis of which conclusions are made about the state of development of quality and its features. In our work, the dynamics of a student's upbringing was assessed in different ways.

So, when studying the ideas of children about the formed quality, the method of questioning students was used.

Targetthis method ?

After the survey, the following data were obtained: 19% of students answered the question what is independence. 37% know what kind of person is called independent. When analyzing the third question, it is clear that 44% of the guys from the class can be called independent. 37% of students consider themselves independent, but some find it difficult to answer the question why. To the fifth question, 44% of students answered that their independence is manifested in attending school (they go to school without being accompanied by their parents). During the survey, many students repeated the answers of their classmates, this is due to their imitation. It was difficult for the children to define the very concept of "independence", why they consider themselves independent. This is due to their small ideas about the concept of independence, an independent person.

Since all the leading qualities of a personality are linked together as components of its integral structure, it is better to diagnose the formation of independence against the background of a general diagnosis of the upbringing of a schoolchild, using maps of the upbringing of a schoolchild (Appendix 2). The upbringing map of a younger student includes a list of the leading personality traits (collectivism, diligence, independence, honesty, curiosity, emotionality), which are evaluated and formed at a given age, on the basis of which one can judge the upbringing of the child. The teacher fills out the card, agreeing with the parents. The strength of the quality is assessed according to a five-point system: 5 - volitional quality is very highly developed, 4 - highly developed, 3 - developed, 2 - very poorly developed, 1 - volitional quality is not inherent in this subject. For each quality (criterion), an assessment is given depending on its manifestation. Then the arithmetic mean mark is displayed, as a result, each student has 6 marks. After assessment, a summary map of upbringing is compiled, in which the grades of all students in the class are entered. The results of the formation of the studied quality are presented in Appendix 3.

Method "Unsolvable problem"

Target: To identify the level of independence of students.

)Low level - realizing that they cannot decide, they quit their job.

After carrying out the method, we obtained the following results:

% of the children worked independently and did not seek help from the teacher. 10 - 15 minutes worked independently, and then asked for help 45% of the students. 36% of the guys realized that they could not decide and quit their jobs. For clarity, the results of the methodology are shown in Appendix 4.

Self-esteem is a component of consciousness, which includes, along with knowledge about oneself, a person's assessment of himself, his abilities, moral qualities and actions. True self-esteem involves a critical attitude towards oneself, constant comparison and correlation of one's capabilities, actions, qualities and deeds with the requirements of life.

In order to consider how primary school students assess their level of self-development, we used the "Assessment of self-sufficiency" methodology. The purpose of this technique is to determine the level of assessment of one's own independence. To do this, the students were asked to redraw a five-step ladder, at the top of which supposedly stands the most independent person, and at the bottom the most dependent. It is stipulated what independence is and what kind of person can be called independent or dependent. Then the task "And now it is necessary to designate by a" point "on which step you are standing" is offered. The number of points scored is equal to the selected step number. At the same time, the teacher is also asked to evaluate the manifestation of students' independence on a five-point scale. If independence is always manifested in activities, it gets 5 points. Not always, but often enough - 4 points. Sometimes it shows up, sometimes it doesn't - 3 points. It appears rarely - 2 points. Does not appear at all - 1 point. The levels of independence are determined as follows: 5 points - high level, 4 points - medium high, 3 points - medium, 2 points - medium - low, 1 point - low.

After conducting the "Assessment of one's own independence" methodology, we compared the student's choice with the teacher's opinion in order to see how critical the students are in assessing their volitional quality. If the assessment of the student and the teacher coincided, we are talking about an adequate self-assessment of the quality under study. If the assessment of the student's volitional quality is higher than the teacher's assessment, this indicates inadequate, overestimated self-esteem. If the student rated the manifestation of volitional quality lower than the teacher, this indicates inadequate, low self-esteem. The results of the methodology are presented in Table 2.1.1

Table 2.1.1. Comparison of the teacher's assessment and the student's self-assessment on the manifestation of independence

Last name, first nameStudent assessmentTeacher assessmentDasha E. 3 3Maxim D. 3 2Nikita M. 3 3Alesya V. 4 4Karolina K. 4 3Andrey K. 3 2Nikita P. 2 2Artem M. 3 3Ilona M. 5 5Aleksey L. 3 2Diana Sh. 5 5Igor D 3 2Kristina K. 4 4Tatiana K. 4 3Elena B. 5 5Svetlana N. 3 2

As can be seen from the results of the methodology, students are dominated by an overestimated self-esteem of the manifestation of volitional quality. This may be due to the incomplete meaning of the concept of "independence", "independent person", as well as the inability to evaluate one's actions and deeds. After conducting and analyzing all the methods, in accordance with the degree of formation of independence among students, the class was conditionally divided into three groups based on the following criteria:

The degree of formation of knowledge, ideas about independence (their depth, complexity), understanding the importance of independent activity;

Practical - effective manifestation of independence in various activities, the ability to organize independent activities.

The first group consisted of guys (Ilona M., Diana Sh., Elena B.), therefore, with a high level of independence, who have a pronounced desire for independent activity. Successfully apply knowledge in a new, non-standard situation. Motivation is manifested, often associated with plans for the future, they know how to plan activities, act independently without direct and constant control in accordance with the plan, bring the work they have started to the end, are able to control and evaluate their actions and deeds themselves, show initiative, activity in the process of activity, communication and relationships.

The second group included children (Dasha E., Nikita M., Alesya V., Karolina K., Artem M., Kristina K., Tatyana K.) with an average level of independence. They are distinguished by the desire for independent actions and deeds in the activities of interest to them, they freely apply knowledge in a familiar, standard situation. One but stable motive is characteristic (the desire to learn new things, a sense of duty, etc.). They know how to plan upcoming activities, but sometimes help is needed, they act in accordance with the plan, but in order to complete the work begun, external control is required. The ability for self-control and self-esteem is also manifested in matters of interest. Actions and deeds are active - imitative, little initiative.

The third group consisted of other children (Maxim D., Andrey K., Nikita P., Alexey L., Igor D., Svetlana N.) with a low level of independence. The guys rarely have a desire for independent activity, they can only perform actions according to the model (copying). Motives are situational in nature and are usually associated with external motivation. Without help, they cannot plan and carry out upcoming affairs. They act in accordance with the proposed plan and follow the rules of conduct only under constant supervision, with the direct participation of elders. Without the help of adults, they cannot evaluate either their own actions, or the actions, or the activities and actions of others. They are characterized by passive - imitative and non-initiative actions and their corresponding behavior. The results of the distribution of grade 1 by levels of self-development are presented in the table.

Table 2.1.2. Distribution of students in the experimental class according to the level of self-development

Level Number of students in absolute numbers. in % High 3 19 Medium 7 44 Low 6 37

For clarity, the division of the experimental class according to the levels of self-development is shown in diagram 2.1.1.

Diagram 2.1.1. The level of independence of the students of the experimental class

2 Formation of independence in younger students

The goal of the formative stage of the experimental study was to form independence in younger students with the help of specially selected forms, means, ways and methods. The work was carried out in several stages.

The basics of the methodology of educational work with younger students presuppose a reasonable combination of pedagogical guidance, the activity of students in their independent activities, taking into account the age characteristics of the period, knowledge of the child's inner world and the changes that occur in it under the influence of external influences. Because of this, in a long and complex process of holistic formation of quality, we distinguish several stages, each of which is aimed at the formation of certain signs of independence, differs in the system of cases and the measure of pedagogical leadership.

First stage ?education of "primary" or performing independence. This is "copying" independence. The work of the teacher at the first stage requires his direct supervision of all the affairs of schoolchildren, is associated with the constant training of children in independent actions and behavior. It is aimed at revealing the essence of independence, arousing the need for independent actions, arming with knowledge and skills in organizing activities.

Second phase ?the formation of the foundation of independence and its leading components in the main activities of a younger student. This stage is characterized by a noticeable decrease in pedagogical leadership. Schoolchildren are involved to a small extent in the organization of activities. The third stage is characterized by the most complete manifestation of independence. This stage is distinguished by an even more indirect nature of pedagogical leadership. Conditions are created conducive to the development of children's self-government, and situations when a child is forced to act independently and make decisions become more frequent.

In the process of learning, students received a variety of knowledge about independence, about its significance in the life of every person and society as a whole. Rich material in this direction is contained in the subjects in the primary grades. Taking into account the peculiarities of the content of subjects in elementary school, students were introduced to the concept we studied at reading lessons, extracurricular reading, extracurricular activities, labor training lessons, mathematics, and others.

At the first stage of our study, a variety of work was carried out to form the concepts of "independence", "independent person" among students. The children formed a desire to become independent, and also developed the concept that independent activity is important and necessary in life.

So, in the optional reading classes, thanks to the special emotionality that the artistic word carries, the students acquired a certain moral experience of a positive attitude towards independent people. When reading program works, they always paid attention to the behavior and actions of the main characters, whether it be a fairy tale or a poem. Drawing the attention of students to the fact that the favorite heroes of fairy tales, stories studied in the classroom, achieve success in life, happiness and well-being due to their high moral qualities, and above all - independence, hard work and many others contributed (due to the special susceptibility of younger students, their the desire to imitate) the development in schoolchildren of the desire for independent actions, work. At the lessons, students got acquainted with works, the heroes of which are independent people. Taking into account the fact that younger schoolchildren still have a poor life experience and their understanding of this concept is limited, work was carried out that expanded their knowledge in the process of getting to know works of art. When analyzing the works, the students paid much attention to how the author characterizes independent people, how this quality is reflected in their appearance and behavior. For example, when working on a fairy tale - true story "The Pantry of the Sun" by M. M. Prishvin, they discussed the independent life of orphans, Nastya and Mitrasha. This tale taught not only independence, but also helped to understand and love nature.

Great opportunities in the formation of independence (including the independence of the reader) brought the lessons of extracurricular reading. At these lessons, for the formation of independence, literary competitions were held, individual oral presentations of students about what they read (students were given the task to take the book they liked in the library, read it, and at the next lesson tell their comrades about it, what they liked and whether the others should read it). These lessons provided a great opportunity not only to reveal the meaning of "independence", but also developed the independent activity of the students themselves. Also, independent work was carried out at the lessons of reading and extracurricular reading.

The nature of these works was determined by the content of the educational material, the didactic purpose and the level of development of students. More often, such forms as retelling, drawing up a plan, oral drawing, oral composition, etc. were used. Different types of retellings were widely used in the work: 1) A detailed retelling is a work of a reproducing nature. 2) Selective retelling - the work of a reproductive and creative nature. 3) Creative retelling - partly exploratory work.

A detailed retelling is a job that almost all students did. This type of retelling is based on the development of perception and memory. The students were active in doing this type of work.

Selective retelling involved an elementary analysis of the work, the selection of the necessary material. This type of work was of a reproductive and creative nature and caused difficulty for some students.

Creative retelling (brief, on behalf of some hero, characterization of the heroes, their actions, etc.) - partially exploratory in nature, required students to be able to analyze the work, make comparisons, select the necessary material, and develop speech skills. In our class, the first two types of retellings were practiced more. First, in order for the students to understand what a retelling is, what its essence is, the work was carried out on familiar works that were close to the children (tales "Gingerbread Man", "Turnip", etc.). And later they tried to retell new, passed works. Students were included in creative independent work: reading parts of texts, characterizing the characters and their actions. And the comparison of several works: heroes, events, actions, etc. taught creative research activities. So the students came to the conclusion that all Russian fairy tales have repetitions, there are beginnings "Once upon a time ....", "In a certain kingdom ....", "Once upon a time there was ..." and the ending "And I was there ...." and so on. The performance of these tasks also contributed to the formation of students' independence.

Literary games are interesting and useful for schoolchildren, especially games based on the recognition of works of art from individual passages, the reconstruction of lines and stanzas from given words, the setting and solving of "tricky" questions about books read (quizzes, crossword puzzles), guessing the names of literary heroes, titles of books and works by a series of questions (charades, literary opinions), reproduction of characters and books by description. For example: Look and answer: Who is this? From what book? Who wrote the book? Or: Think and answer: What is missing here? Why is this book interesting?

In the process of literary games of this kind, the intellectual, moral, volitional qualities of the personality of the players developed, their horizons were manifested and improved, inclinations and abilities were activated.

Art competitions for the best drawing for the read work successfully served to develop the independence of younger schoolchildren. In the lessons of extracurricular reading, independence was formed when the meaning of this concept was revealed and expanded. For this, for example, the story of Yu.V. Centurion "How I was independent" (Appendix 5). The students liked the story. Some guys even imagined themselves in the place of the protagonist, and for some this situation was familiar. When analyzing the work, everyone from the class tried to express their opinion about what kind of person we can call independent, what independence is, how it manifests itself. The guys even tried to bring cases from their lives when they had to be independent. Also, in order to reveal the meaning of the concept under study, poems and stories were used in the work (Appendix 6).

At class hours, the meaning and importance of independence helped the children to realize the conversations "On Independence", "The student is his own servant, he does not need a nanny", "What does it mean to be independent?" Conversations were built taking into account the gradual accumulation of knowledge by students. The concept of "independent" was also associated with other qualities (conscious, persistent, responsible, conscientious, etc.).

An important step in the formation of independence is the ability of a younger student to organize a workplace - this is the ability to relate to external organization and is a prerequisite for the formation of internal organization, independence. To form this skill, the following work was carried out: students were introduced to the workplace, taught to select the necessary educational supplies, showed how to correctly place everything that is necessary for the lesson on the desk; taught to maintain order in the workplace. The ability to organize your workplace is the first and necessary step in shaping students' accuracy, foresight, independence and internal readiness for the upcoming work. In order for the children to form a strong skill in organizing the workplace, game exercises were carried out, during which the children learned to select the necessary educational supplies and place them correctly on the desk. The attention of the children was drawn to how to prepare for the next lesson faster and more conveniently, while spending a minimum of time and effort. Schoolchildren learned what things are on the desk all the time, and what needs to be changed depending on the next lesson. From time to time, competitions were held "Which row is better prepared for the lesson." Row - the winner said the words: "We have a motto like this: everything you need is at hand!" or "Our books and notebooks should always be in order," etc. The ability to navigate in time and save it is of great importance and is one of the main signs of independence. For these purposes, accessible and interesting tasks were used, which clarified the orientation of children in time, brought up a careful attitude towards it. For example:

a) raise the flag at the same time as the teacher, and lower it yourself when it seems that a second, a minute has passed; b) think about what can be done in a minute; c) show students the clock and invite them to sit silently until a minute passes; then tell what happened in that minute (how many .... the plant, factory, etc.) produced d) check how many examples can be solved in a minute (mathematics), how many words can be written off in a minute (letter) e) doll "Minute where instead of a body there is a watch. While the arrow passes the circle, the children must complete the task (prepare the workplace, readiness to perform the next task). It is important to use competitions, game moments, rewards, etc. in orienting children in time, quickly engaging in work.

The student should be able to set himself various educational tasks and solve them, acting on his own conscious impulse: “This is interesting to me”, “I need to do this”, without constant prodding from parents and teachers standing above the soul: “Do it like this ...”, " Do it…". This is where student autonomy lies. Important qualities of the child here are activity in cognition, interest, initiative, the ability to plan their work and the ability to set goals. The student will not learn right away to make the right decisions and find the right course of action. He should hint that success depends on his own efforts, on the independence of the child, his initiative.

To develop independence, the use of special memos for performing various tasks successfully served, which taught the children to form a certain algorithm in various situations (for example, how to solve problems, memorize, prepare reading, self-study memo, etc.) (Appendix 7)

At the second stage, the teacher's control over the activities of the students gradually decreased, and they could show their independence. This was noticeable in the lessons of labor training, as well as in socially useful work. In the first couple, the guys strictly followed the instructions of the teacher and, with detailed instructions, did the work together with the teacher. At each lesson, the children learned to set affordable goals, predict their work, take on feasible tasks, and think over the sequence of their actions themselves. The students were given more independence, and the control on the part of the teacher weakened. Any work began with the awareness of the tasks and the search for their rational solution. At the lesson, they analyzed the sample, then jointly developed an action plan, which was written on the board. Later, the children could independently complete the work on the technological map. (Appendix 8).

In order to successfully, effectively and efficiently, children learn the skills and initial skills of planning, organizing and self-control of their work, they systematically explain to students such concepts as: "the purpose of the action" - an idea of ​​the results of labor activity that meets certain requirements; "methods of action" - a system of operations with the help of which the labor process is carried out; "conditions of action" - the task that is put before the child; "result of action" - the final stage to which the student comes as a result of his labor activity, etc. There were also various assignments. With their help, children were taught to act positively and to be independent. In the first couples, the assignments were controlled by the teacher, the children received advice on how best to complete this assignment, where to start, etc. But over time, the control of the teacher weakened, and the students themselves solved all the problems that confronted them. The guys had a good opportunity to show their independence in the performance of daily tasks. So, the attendants cleaned the classroom, watered the flowers, checked the readiness of the class for the lesson, kept order. The orderlies observed the cleanliness of hands, the neatness of clothes. The children performed tasks and assignments that were feasible for their age. For example, for the classroom, the students needed to grow a flower without the help of adults. Most of the children coped with this task and the cool green corner was replenished with new plants.

Contributed to the work on the formation of independence and educational activities. Competitive programs were widely used, which allowed the child to form an adequate self-esteem, develop his volitional qualities, and cultivate an aesthetic taste. The following competitions were held in the experimental class: Competition of drawings on asphalt, competition "Etiquette in the dining room", competition of drawings according to the rules of the road, competition of figures from acorns and cones. Children also participated in the organization and holding of holidays. The independence of the students was manifested when choosing a festive costume, it was proposed to think and decide on their own: what materials would be better to make a costume than to decorate it. All this aroused the enthusiasm and interest of the students. According to their parents, by each holiday the children showed their independence: in advance and without the help of their parents they learned songs and poems for the holiday, invented stage costumes for themselves.

Parents have also made a significant contribution to the formation of independence. In connection with the importance of parental participation in the formation of children's educational and not only independence, parents were given recommendations on the formation of schoolchildren's independence. For this purpose, a list of assignments for the children was proposed, which they could change and adjust depending on the opportunities and living conditions. For example: wash dishes; wash clothes; go shopping; set the table; wipe the dust; taking out the trash; clean your room; take care of plants and animals; takes care of the younger ones, etc.

During the school year, at meetings, parents shared information: where and how the independence of the children is manifested. For example, (according to the parents of the students) after the class worked on the school flower bed under the guidance of a teacher, the children became interested in this activity and later they showed independence and grew onions and garlic at home.

An effective means of forming independence that was used is a group form of education. In pedagogical work, the emergence of microgroups occurs at every step, but often they are not taken into account, the patterns of their occurrence and existence are not analyzed. Although, in fact, it is in them that the roots of the success of the educational process are hidden. After all, the internal relationships of members of microgroups are informal. Children here are connected by joint games, knowledge, shared life experiences and secrets. And all this is an excellent ground for transferring knowledge to each other, mutual assistance in learning. Within each such group, favorable conditions arise for comparing their knowledge, skills, capabilities with the knowledge, skills, capabilities of their comrades, as well as for their assessment. The emergence of such a situation is extremely important, because only with it can a sharp leap in the development of self-consciousness occur, which will allow the child to set a task for himself, to find ways to solve it. At the same time, he has relatively little baggage to assess his capabilities, so he needs to try and try a large number of solutions in practice. And he can judge the correctness of these decisions only by comparing the results of his actions with the successes and failures of other children. Such an assessment contributes to the further activation of the child much more than an assessment from the outside - "good", "bad". More often, the main form of education at school is teacher-student education. The teacher gave an instruction - the child carried it out more or less successfully; the child had difficulties - the teacher helped. Each student, in such a tandem, looks at the teacher as the main source of information, adapts to his requirements to the best of his and his abilities.

Considering all this, for better contact of the children, group work of students was organized, which were divided into subgroups of 4-6 people and placed around the tables facing each other. Tables for this were drawn up 2-3 together. Subgroups were formed according to the personal desires of the students. Assistance from the teacher was provided only when necessary. With such work, it was more convenient for students to navigate, prompt, help each other, look into the work of comrades, etc. During the games, subgroups-teams competed with each other. Competitions were held for ingenuity, for tricky questions like "Do you know ...", etc. The teams were kept during outdoor games and physical culture breaks.

The division into subgroups facilitated the disciplinary moment. The children interacted with the comrades sitting across from them in a more restrained manner than was the case in the classroom, when everyone was sitting facing the blackboard. The kids were less naughty. The students were very enthusiastic about group work. On the one hand, they could give themselves and others an account of their capabilities, and on the other, they were interested in the capabilities of others.

However, in group work it was very important to maintain a common pace and rhythm, because the students began to adapt to the rhythm and pace of each other's actions and thus controlled their own actions, which from involuntary, impulsive became arbitrary, controlled. The ability to observe the work of others, the ability to identify the main components in action is necessary for self-education of younger students. As well as the ability to tell others about their observations, the ability to organize, plan their actions in a group discussion. Each subgroup, accepting the teacher's tasks or choosing the type of task itself, held discussions in the following sequence. First of all, the "problem" was discussed. The students talked about what they already know (general conversation); then the refinement of knowledge followed, the guys set specific goals for themselves, looked for ways and means of solving them (business conversation); and, finally, the place of each in this activity was discussed, the students found a suitable style and plan of action for themselves (individual conversation). To reach an individual conversation on a chosen problem, it is necessary to master the two previous types of communication. Only under such a condition did the activity become understandable, necessary, and own for the child. And this is the activation of each in activity.

The activity of the child in activities and confidence in success were provided by conversations and conversations in which the students could freely and boldly take part. Direct instruction from an adult did not give the desired results, since it did not correspond to the patterns and mechanisms of development of students of a given age. The more favorable conditions were created for the exchange of opinions between schoolchildren, the more their communication became more active (the desire to speak out to their friend, a group of children).

As already mentioned, in the process of communication, children used three types of conversations: general, business and individual conversations. General conversations are a conversation of all students around a topic in a free form. The conversation was based on the existing knowledge, desires, interests of children. The teacher here needs to be an attentive listener and intervene in the conversation only when absolutely necessary, indirectly with guiding remarks, and the students need to be able and willing to listen to each other, to speak out about this topic of conversation. Through general conversations, the teacher learns what knowledge and experience the students have, on the basis of which business conversations are built in the future.

As part of a business conversation, new knowledge was given, existing knowledge and experience were clarified; intentions and plans were discussed, it was spoken out how to carry out this or that action.

Individual conversations were a personal internal preparation of the student for independent activity, activation of his abilities and knowledge, awareness of his desires. Schoolchildren, if necessary, asked clarifying questions to their comrades, adults, told how they would perform this or that task. Such work made a valuable contribution to the formation of independence.

Work on the formation of independence continued with the organization of student self-government. Finding and developing an optimal model of self-government in the classroom was a difficult task. This is due to the age-related psychological characteristics of younger students, as well as the lack of experience of parents in interacting with the school. Initially, a number of questions arose: 1. What version of the self-government structure is appropriate in this class? 2. What is the best way to distribute assignments in this team? 3. How to organize the work of parents?

We became "Robinsons" The goal of our collective self-government was the development of self-government principles that contribute to the formation of a creative, organized and independent personality. In the 1st grade, the children got acquainted with assignments. The basis of the organization of class self-government was the game-journey "In the footsteps of Robinson Crusoe" under the motto "Ships will lead us far to the ends of the earth." During the distance travel, the children, together with their parents, met with different heroes who helped the children acquire knowledge, skills and abilities that are important for life.

In the country of the great masters, the Horse - the sun assisted in the development of various labor skills and abilities: sewing, sewing on buttons, working with scissors, helping to clean the leaves in the school garden.

Malvina taught etiquette lessons and tried to teach children the culture of communication.

The entertainer came to visit the guys when there was a need for organizing leisure activities.

Samodelkin and Pencil taught children to draw, offered to complete assignments related to artistic activities.

Brownie Kuzya helped travelers master the skills of self-service, the secrets of a cozy and comfortable class arrangement.

Dr. Aibolit strengthened personal hygiene skills with children, taught them to take care of their health and physical development.

Robinson Crusoe provided the children with his transport to travel around Belarus, so that everyone could discover their own unique corner.

Fairy tale characters, of course, came from different works. But children like it when there is a game in their life, which corresponds to the age of the students. The game-journey has a system of alternating assignments so that each child tries himself, his strengths and capabilities. Change of instructions takes place at the end of each month at the class final hour under the motto "I am myself!" Then the work is evaluated and analyzed. It can be a pyramid, a circle of a well-aimed shooter, a teremok or other options proposed by the children. In the course of cognitive and practical activities, children comprehend the meaning of the formula of independence: "To become more independent, I must see my goal, plan to achieve it, fulfill my plan, draw conclusions and evaluate the result. I will not become independent right away: first I will repeat after someone, follow the example, then I will do it in my own way, I will add something of my own, and then I will teach someone what I know myself. The main principle of the organization of self-government is the idea of ​​cooperation between children and adults.

The children also became more independent with the help of the activities of the children's public organization - the October movement.

Participation in the October work, including planning, preparation, execution, analysis of the results of joint actions, creates real conditions for the manifestation of all signs of independence. Entering school radically changes the life of a child, becomes a new stage in the development of his personality and all mental functions. The relationship of the child with the people around him is changing, new, serious responsibilities associated with the school appear, increased demands are placed on him. All this evokes deep feelings and experiences in children of primary school age: joy, love for school, respect for the teacher. However, at first, the first grader does not yet feel like a part of the team: he is completely absorbed in his worries related to new responsibilities and status.

Initiation to public life begins with the fact that the children are received in the October, after which the pioneers, together with the teacher, begin to distribute the October assignments. Fulfillment of instructions contributes to the development of diligence, independence and organizational skills in children. During this period, great importance was given to the collection of stars. These are the first meetings in the life of the Octobrists, at which they are involved in social work. Such events aroused in children a desire to work together to complete tasks, to play together. The tasks of the Octobrists at the training camp are specific: they draw, cut out flags, stars, learn songs, play, make excursions around the school, to the library, and institutions closest to the school. Each star chooses a commander, orderly, business executive, player, flower grower, etc. the tasks in the star change after a short period of time to give the children the opportunity to experience different roles. Sometimes the assignment is given not to individual guys, but to the whole star. Completing the task together teaches first-graders to joint actions, allows each child to contribute to the common cause, feel the joy of collective activity and see the dependence of the final result on the individual efforts of each. All this unites children, opens up space for creativity, enriches communication between members of the star.

For example:

"class owners" - under the guidance of the October teacher, they air and clean the class, wipe the blackboard, put things in order in the closet and on the shelves, i.e. perform the role of attendants;

"green patrol" - together with the October teacher, they keep a weather calendar, take care of flowers, plant plants, marking their names on the plate;

"orderlies" - Octobrists take turns checking the cleanliness of the face, neck, hands, collars, note all this in the sanitary sheet;

"librarian" - the guys take care of the classroom library, which the whole class collects, give out books to read, marking them in a separate notebook.

When the time allotted for the execution of instructions ends, the commander talks about what has been done. Then the simplest intellectual games are held, riddles are made. At the end of the meeting, the teacher and the counselor evaluate the achievements of the star, since the younger student, due to his little life experience, especially needs to evaluate his work, to confirm the correctness of his behavior.

At the third stage of our experiment, external control was minimal, and the field for independent activity of students expanded. Here, various independent work was widely used both in academic subjects and in various activities.

The formation of independence of younger schoolchildren is clearly shown by the work on compiling crossword puzzles by children. At the 1st stage (grade 1) it was shown how to make a crossword puzzle, the features of compiling a crossword puzzle were told. At the parent meeting with the parents discussed these features. And with each new task, it was clear how children's crossword puzzles became more complicated, the level of independence increased.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problem situations in the educational process. A problematic situation arises when the teacher deliberately confronts students' life ideas with facts that students do not have enough knowledge and life experience to explain. It is possible to deliberately collide the life ideas of students with scientific facts using various visual means, practical tasks, during the implementation of which students will definitely make mistakes. This allows you to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in the lesson of the surrounding world on the topic "Who are birds?" The following problem has been created:

Name the distinguishing feature of birds. (These are animals that can fly.)

Look at the slide. What animals do you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified in the same group? (Not.)

Will the ability to fly be a hallmark of birds? - What did you assume? And what actually happens? What question arises? (What is the distinguishing feature of birds?)

A problem situation can be created by encouraging students to compare, juxtapose conflicting facts, phenomena, data, i.e., with a practical task or a question to push different opinions of students.

So, at the writing lesson, we offer students the following situation: - One first-grader girl wrote about herself in the newspaper. Here's what she did: "Hello! My name is Anya. I live in the city of Minsk. I like to read fairy tales. My favorite fairy-tale characters are Pinocchio, Cinderella. And I also like to play with a balloon."

Correct the mistakes. Write the last sentence in your notebook.

How did you write the word balloon in a sentence? (Different answers: ball, ball.) - Let's look at the screen. What is the difficulty? (We see that for some guys this word is written with a capital letter, and for others with a small one.) - What question arises? (Who's right?) - What needs to be done? (Stop and think).

In school practice, problem situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students encounter conflict when they are encouraged to do new tasks, new activities, in old ways. Realizing the failure of these attempts, they are convinced of the need to master new methods of action. The creation of problem situations in the classroom makes it possible to activate the mental activity of students, to direct it to the search for new knowledge and methods of action, since "the next stage of work in the classroom is the solution of the task. Children make different suggestions on how to solve the task. If children quickly offer successful (effective) decision, it is up to the teacher to decide whether it is possible to proceed to the next stage of the lesson.If the teacher has no doubt that most children understand the essence of the discovery (or this proposal was made almost simultaneously by many children), then you can move on.However, sometimes there is a situation where the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it.Then the teacher must deliberately "neutralize" the guessed children, thereby forcing the rest to continue to think."

An effective means used in the experiment for developing independence in primary school students is a group form of education. The use of group forms leads to the fact that students increase cognitive activity and creative independence; changing the way children communicate; students more accurately assess their abilities; children acquire skills that will help them in later life: responsibility, tact, confidence.

It is necessary to organize the educational process in such a way that each student can realize his abilities, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence in himself, as one of the main qualities of a person.

Independence as a quality of a person is largely formed by independent work. Independent work is a set of methods for organizing cognitive activity that takes place on assignment, at a certain time, without direct guidance and ensures an increase in independence. The cognitive independence of students develops in the process of involving them in a variety of educational and cognitive activities and, above all, in the performance of independent work. Such works not only form the studied quality, but also show how much it is formed in the child, how he can cope with this work. All types of independent activities of younger students are of great importance. It is difficult, impossible to overestimate the student's work with the book. Doing writing exercises, writing essays, short stories, poems, and the like? These are independent creative works that require more activity and efficiency.

By definition, independent work in the process of teaching younger students should teach children to think, acquire knowledge on their own, and arouse interest in learning at school. The educational process proceeds more efficiently if students perform the tasks of the teacher with a systematic, systematic decrease in his direct assistance. Since this work takes place gradually, the development of cognitive independence is formed in stages. In the lessons, for example, independent work in mathematics was used (Appendix 8).

Currently, there are many printed publications with a variety of tasks that are designed for self-fulfillment by children. In my work... I use the following tasks: "Man and the World" task cards 1st grade V.M. Vdovichenko, T.A. Kovalchuk, N.L. Kovalevskaya "Mathematics. Task cards." and etc.

Thus, the practical application of various types of independent work contributes to the improvement of the ability to work independently and the development of the student's independence. However, any work should begin with students' awareness of the purpose of actions and methods of action.

The use of various games was another important component of the formation of independence. The game only outwardly seems easy and carefree. But in fact, she is imperious and requires the player to give her maximum strength, energy, intelligence, endurance, independence. The game is not subject to strict regulation - it is an independent activity of children, however, given its huge educational impact on the child, adults direct the games of children, create conditions for their emergence and development. The freedom and independence of the child is manifested: a) in the choice of the game or its content; b) in the voluntariness of association with other children; c) freedom of entry and exit from the game, etc. In games, the freedom and independence of children is manifested in different ways. Despite the variety of rules, in all cases, the players accept them and achieve their implementation voluntarily, in the interests of the very existence of this game, since violation of the rules leads to its disintegration, destruction. Children show much greater restraint, stability of attention, patience when fulfilling the rules of the game than when fulfilling the requirements in ordinary everyday life. Rules act as a kind of mechanism for self-regulation of children's behavior. The presence of rules helps children to organize themselves in the game (distribute roles, prepare a game environment, etc.). A variety of games were held in our class: intellectual (What? Where? When?), outdoor games, five-minute games (for example, list words with the meaning "independent").

In the didactic game, the independence of students is formed and manifested. It equally contributes to both the acquisition of knowledge and the development of many personality traits. The purpose of didactic games is to develop the cognitive processes of schoolchildren (perception, attention, memory, observation, intelligence, etc.) and to consolidate the knowledge acquired in the classroom. Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental tasks: describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find illogisms in judgments, etc. A game day was held in our class.

The independence of students is also manifested in the writing of various creative works. From the first grade, a lot of work has been done to develop the ability of students to write essays. First-graders make proposals on a specific topic (on the questions of the teacher, supplement the plot, independently come up with events that precede or follow the depicted ones). All these tasks help the development of independence of students. From the first grade, children were trained to write essays: they were taught to draw illustrations for a story in sequence, divide the text into parts, express the main idea, ask questions, draw up a plan, etc. The following tasks were also used in the work:

Imagine that you are present together with the artist in those places that are depicted in the picture. Tell:

what surrounds you;

what did you especially like;

what makes you sad;

How do you start writing an essay?

Examples of children's work:

Reasoning: I love my mother because she loves me.

Narration: A dog barks at passers-by.

Description: The cat has soft paws and a fluffy tail.

Since the formation of independence is a long, purposeful process of more than one year, for the further development of the studied quality, recommendations were given to parents and teachers:

The student should be able to set himself various educational tasks and solve them, acting on his own conscious impulse: “This is interesting to me”, “I need to do this”, without constant prodding from parents and teachers standing above the soul: “Do it like this ...”, " Do it…". It is necessary to help the child in identifying and shaping the most important qualities: activity in cognition, interest, initiative, independence, the ability to plan their work and the ability to set goals.

Constant control over the child will not contribute to the development of independence. It is worth considering whether too often the child hears phrases like "It's none of your business", "Don't get involved in the conversations of the elders", or that it is too early for him to know that he will not succeed, that he is still too small. If a child is so carefully controlled, he will gradually cease to be responsible for his actions and will shift his blame to adults (“Grandma didn’t,” “You didn’t remind me,” etc.).

At first, while the child still does not know how to set goals for himself, for the development of independence, you can give him options for action. For example, if a child has a dictation in Russian, you need to ask him what needs to be repeated first of all, what needs to be done at the end of the dictation, what to pay attention to and offer options. Or if he fails the task, offer options for him to choose, for example, call a classmate or do the lessons that he has first, etc.

The child will not learn right away to make the right decisions and find the right course of action. But he should hint that success does not depend on the efforts of adults, but also on his own, on the independence of the child and his initiative.

To develop independence, it is necessary to use special memos for performing various tasks that teach you to form a certain algorithm in various situations (for example, how to learn a new rule, how to solve a difficult problem, how to work on mistakes, etc.).

If a child shows any initiative when completing a task, for example, solves an additional task, or finds additional material in preparation for the lesson, he must be praised.

During the years of primary education at school, in the process of work and education, such qualities as independence and diligence are also fixed in children. This happens when the child, having made certain efforts to achieve the result, and having received encouragement for these efforts, reaches the goal.

The fact that at the beginning of educational activity, children have to cope with many difficulties associated with the educational process (difficulties in learning to write, read and count), getting used to new living conditions (new requirements, responsibilities, daily routine) and new worries (it was possible to play before , having come from kindergarten, and now you need to do homework), also contributes to the development of independence and diligence in the child.

The child's belief in his own success is of great importance, it must be constantly supported by the teacher. The lower the level of a child's aspirations and self-esteem, the more strongly the people raising him (teachers, parents) should support him.

How can students develop independence? First of all, welcome his aspirations for independence, trust him to do more things on his own.

From the very beginning of schooling, help with homework should be kept to a minimum so that the child can do everything himself. For the development of such a quality, one can, for example, create a situation, suitable conditions for which are available in group forms of work and education: the child is entrusted with some important task, and if he successfully completes it, then he turns out to be a leader for others.

It is necessary to divide the work between the student and the teacher. In elementary school, children should not only learn to act according to instructions, plans, algorithms, but also learn to build their own plans and algorithms, follow them.

The system of educational tasks should be built on the basis of the gradual advancement of schoolchildren from actions in cooperation with the teacher to completely independent ones.

3 Analysis of the results of experimental work

The final stage of the experimental work was a re-examination of the level of independence of students in grade 1 to verify the effectiveness of the work done. For this, the same methods were used as at the ascertaining stage.

A survey of students was conducted, the purpose of which was to identify children's ideas about independence, independent people. According to the results of the survey, the following results were obtained: 50% of students were able to answer the question what is independence (at the beginning of the experiment, only 19% answered this question). 63% of students answered the second question (37% at the beginning of the experiment). According to the results of the third question, 69% of the students in the class can be called independent (44% at the beginning of the experiment). 75% of students consider themselves independent (indicator of the first survey - 37%). And 70% of students answered that their independence is manifested in various activities: in housework, preparing lessons, working in class, etc. (baseline 44%). As you can see, the indicator of independence of students in grade 1, according to the results of the survey, has increased significantly. This is due to the clarification and expansion of the meaning of the concepts of "independence", "independent person". However, this may also be due to the fact that, due to its imitation, there were many similar answers to the last question.

Then we turned to the map of the upbringing of the younger student. After agreeing with the parents and, on the basis of the teacher's observations, changes in the manifestation of qualities in students were recorded (Appendix 10).

As you can see, the level of formation of individual qualities has increased. For clarity, we will display these indicators in the diagram.

Diagram 2.3.1. Formation of volitional qualities of pupils of the 1st grade according to the results of the analysis of education maps.

Next, we turned to the implementation of the methodology "Unsolvable problem". The purpose and technology of this technique are described in paragraph 2.1, we will present the results obtained. They are as follows: 30% of the children worked independently and did not turn to the teacher for help. 10 - 15 minutes worked independently 45% of the students, and then asked for help. 25% started working, but realizing that they could not cope, they quit their jobs.

There were also observations. Special situations were created where the children needed to show the quality we were studying. Observation was carried out in educational, labor activity. For example, when organizing the cleaning of their workplace after fine arts lessons, most of the children from the class showed their independence and initiative and began work without the teacher's command, of their own free will. They tried not only to clean up after themselves, but also to help their comrades. With participation in the competition "Decorate your class for the New Year" all the students took an active part. Having received a homework assignment, they cut out snowflakes on their own, made garlands. Then the class suggested where and how to place the decorations, helped each other in doing this work. They also showed independence in work: they watered the flowers in the classroom, washed the blackboard. In the extended day group without prodding, the teachers sat down to read books and cleaned up the toys. It was evident that independence is manifested in various activities, the students themselves are interested in this activity.

Based on the complex of diagnostic methods carried out, after mathematical calculations, the distribution of students in the experimental class looked as follows:

Table 2.3.1. Distribution of students in the experimental class according to the level of formation of independence at the final stage of the study

Level Number of students in absolute numbers. in % High 5 31 Medium 7 44 Low 4 25

In order to see what changes occurred in the experimental class at the beginning and end of the study, let's turn to Table 2.3.2.

Table 2.3.2. comparative table of the level of self-development of students of the experimental class

Level At the beginning of the research stage At the end of the research stage Number of students Number of students in absolute number in percent in absolute number in percent High 3 19 5 31 Medium 7 44 7 44 Low 6 37 4 25

For clarity, the results are shown in Diagram 2.3.2.

Diagram 2.3.2. The level of formation of independence of the experimental class at the beginning and end of the study

As can be seen from the diagram and table, the level of independence of students in grade 1 at the beginning and end of the study has changed. The indicator of formation of the studied quality at a high level has increased. At the initial stage of the study, it was 19%, by the end of the experiment it increased to 31%. The indicator of the average level of independence remained unchanged, but the indicator of the low level of formation of independence decreased. At the beginning of our experiment was 37%, and by the end of the study was 25%. Such changes are due to the fact that some students (Dashi E., Nikita M.,), after the work carried out, increased the level of the studied quality. Became significantly lower indicator of independence formed at a low level. This is due to the fact that, for example, such students as Svetlana N. and Igor D. have increased their level of independence, due to the work done.

Thus, the independence of students in activities is manifested and formed more successfully when creating special pedagogical conditions.

.Of particular importance for the development of younger schoolchildren 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, reinforces a vitally useful personality trait - independence.

.A significant role in the development of independence is played by the practical application of a variety of teaching methods and modern pedagogical technologies (group forms of student work), didactic games, problem situations, tasks that support the child's confidence in success; creation of conditions for positive experiences of success, reward system.

.The organization of a stimulating environment determines the success of the process of forming the independence of younger students in various types of activities.

The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can one speak of independence as a quality of a person, independent of a particular activity.

Thus, we can say that the process of formation of independence is carried out successfully if there is a reliance on the student's own activity, his inclusion in the system of basic activities. At the same time, it is very important that the field of activity of the children gradually expand, and the cases in which children participate become more complicated. Of course, independence as an integrative quality has not yet been fully formed among younger schoolchildren, and each of its features can only perform its function in conjunction with other personality traits. Regarding the primary school age, experts talk about the formation of the prerequisites necessary for the comprehensive development of the individual. The prerequisites at each stage of psychological development create personal formations that have enduring significance.

Conclusion

The intensity of the development of our society, its democratization increase the requirements for the formation of an active, creative personality. Such a person independently regulates his own behavior and activities, determines the prospects for his development, ways and means to achieve his goals. The more independence is developed, the more successfully a person sets his future, his plans, and the more successfully he acts, realizing them.

Work on the formation of independence must be purposefully carried out in elementary school, since it is there that the foundations of the emerging personality are laid, the leading qualities are formed.

The purpose of our study was to identify the pedagogical conditions for the formation of independence in the activities of younger students.

Thus, a theoretical analysis of research on the topic under study made it possible to reveal the content of the concept of "independence", which is considered as the leading quality of a person, expressed in the ability to set certain goals and achieve them on their own, while planning their activities, obeying any regime and rules. In the course of the study, the conditions for the formation of independence of younger schoolchildren in activities were determined. These studies give grounds to identify the most significant pedagogical conditions for younger students that contribute to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the task, the successful completion of independent activities, the friendly relations that develop between students and the teacher in the activity, the feasibility of the work and the evaluation of its results. Recommendations for parents and teachers were developed. Analysis of the study gives grounds to assert the truth of the proposed assumption. Indeed, the formation of independence is carried out effectively if it is provided: stimulating the activity of the student in various types of activities, changing the position of the teacher in organizing the activities of children from direct guidance to indirect. During the experimental work, the goal and objectives of the study were achieved, and the hypothesis was confirmed. The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can one speak of independence as a quality of a person, independent of a particular activity.

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Appendix 1

Oral survey of students

Target:to reveal children's ideas about independence, independent people.

Students are asked to answer the following questions:

What is independence?

What kind of person is called independent?

Who in the class can be called independent?

Do you consider yourself independent? Why?

What is your independence?

Annex 2

Summary sheet of the 1st grade upbringing map at the beginning of the study

Personality qualities (final assessments) General final assessment of the Owl of 3 Dash, E.334333 2Maxim d.232213 3NIKTA M.333343 3ALEY V.344333 3 CAROLINA K.332333 2andra K.322123 24Artem 3artem M.333333312 4ILON M.DILONA L. Sh.444423 4Igor D.322243 2Kristina K.332324 3Tatiana K.434333 3Elena B.433434 4Svetlana N.223223 2General final assessment of personality quality333333

To ?collectivism and humanism; T ?diligence; H ?honesty; With ?independence and organization; L ?curiosity; E ?emotionality.

Appendix 3

Summary sheet of the 1st grade upbringing map at the end of the study

Personal qualities (final grades) Overall final grade F.I. ученикаКТЧСЛЭДаша Е.444443 4Максим Д.332223 3Никита М.443443 4Алеся В.3444334Каролина К.4324233Андрей К.3222232,3Никита П.3222242,5Артем М.4334323,1Илона М.4445344Алексей Л.3222232,3Диана Ш.4445434Игорь Д.3323232,6Кристина K.3323343Tatyana K.4343333,3Elena B.5435344Svetlana N.3333233General final assessment of personality traits43.43433

K - collectivism and humanism; T - diligence; H - honesty; C - independence and organization; L - curiosity; E-emotionality.

Appendix 4

Unsolvable problem

Target: to identify the level of independence of students.

The children were asked to solve a puzzle problem (first one that is easy to solve, and then one that cannot be solved). When deciding to observe the children and note the time: how many minutes they acted independently; when they asked for help; who did immediately; who tried to decide to the end; who, realizing that they cannot decide, quit their jobs, etc.

Based on the methodology, conclusions are drawn:

)High level - schoolchildren worked independently, did not turn to the teacher for help;

)Intermediate level - worked independently for 10-15 minutes, then asked for help;

)Low level - realizing that they could not decide, they quit their job.

Annex 5

F.I. Student Level of Independence Dasha E.MediumMaxim D.LowNikita M.Medium Alesya V.MediumKarolina K.MediumAndrei K.LowNikita P.LowArtem M.MediumIlona M.VysokyAleksey L.LowDiana Sh.VysokyIgor D.LowKristina K.MediumTatyana K.MediumElena B.Vysoky .Short

Appendix 6

Results of the technique "Unsolvable problem"

F.I. student Level of independenceDasha E.HighMaxim D.LowNikita M.HighAlesya V.MediumKarolina V.MediumAndrei K.LowNikita P.LowArtem M.MediumIlona M.VysokyAleksey L.LowDiana Sh.VysokyIgor D.MediumKristina K.MediumTatyana K.MediumElena B.VysokySvetlana N. Average

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