Cognitive abilities and features of their formation in primary school age
Human cognitive abilities are the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are four main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: memory, thinking, imagination, attention. In our work, we relied on the definitions of R.S. Nemov, who believes that memory is the process of remembering, preserving, reproducing and processing various information by a person; thinking - the psychological process of cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; attention - a state of psychological concentration, focus on any object.
When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.
The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of training and education. A great contribution to the study and development of cognitive abilities was made by such scientists as: JI.C. Vygotsky, A.N. Leontiev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein and others.
The scientists presented above developed various methods and theories of the development of cognitive abilities (the zone of proximal development - L.S. Vygotsky, developmental education - L.V. Zankov, V.V. Davydov and D.B. Elkonin). And now, in order to successfully develop cognitive abilities in extracurricular activities, it is necessary to look for more modern means and methods of education. This is impossible without considering the features of the main components of the cognitive abilities of younger students.
One of the components of cognitive abilities is memory. Memory is the most important psychological component of educational cognitive activity. Mnemic activity during school age becomes more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is uneven. Memorization of visual material is retained throughout primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize complex, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization.
In the process of learning at the primary level of the school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:
1. The role and proportion of verbal-logical, semantic memorization is increasing (compared to visual-figurative memorization);
2. The child masters the ability to consciously manage his memory, regulate its manifestations (memorization, reproduction, recall)
And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim and what in general terms).
The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized. The uncriticality of memory, which is combined with uncertainty in memorizing the material, is typical for a younger student. Younger students prefer verbatim memorization to retelling. Children's memory improves with age. The more knowledge, the more opportunities to form new connections, the more memorization skills, and therefore the stronger the memory.
Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically related meanings, the teacher contributes to the development of their thinking
The development of thinking in primary school age has a special role. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under its influence, are intellectualized and acquire an arbitrary character.
The thinking of a child of primary school age is at a turning point in development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child’s mental activity a dual character: concrete thinking, associated with reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available
M. Montessori notes that the child has "absorbent thinking." He absorbs the images of the world around him, provided by his senses, unconsciously and relentlessly.
M. Montessori compares the child's thinking with a sponge absorbing water. In the same way that a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts images of the outside world, not dividing them into “good” and “bad”, “useful” and “useless”, etc. d. In this regard, the subject and social environment surrounding the child is of particular importance. An adult must create for him such an environment in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, "absorb" the correct speech, socially acceptable ways of emotional response, patterns of positive social behavior, ways of rational activity with items
At primary school age, attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures focus at a given time on some object (object, event, image, reasoning). The predominant type of attention of a younger student at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new, unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.
The attention of a younger student is closely connected with mental activity - students cannot focus their attention on the obscure, incomprehensible. They quickly get distracted and move on to other things. It is necessary to make the difficult, incomprehensible for the student simple and accessible, to develop volitional effort, and with it voluntary attention.
The arbitrariness of cognitive processes in children of 6-8 and 9-11 years old occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still difficult for him to organize his mental activity in this way.
In addition to the predominance of involuntary attention, its relatively low stability also belongs to the age peculiarity. The processes of excitation and inhibition in the cerebral cortex are replaced by younger students rather quickly. Therefore, the attention of a child of primary school age is easily switchable and distracted, which prevents him from concentrating on one object. Studies of the distribution of attention have revealed its relationship with the age of the student. By the end of the 3rd year of schooling, schoolchildren, as a rule, increase and complete the ability to distribute and switch attention. Grade 3 students can simultaneously monitor the content of what they write in a notebook, the accuracy of writing, their posture, and also what the teacher says. They hear the teacher's instructions without stopping work
L.S. Vygotsky believes that children's interest acquires extraordinary pedagogical significance as the most frequent form of manifestation of involuntary attention. He emphasizes that children's attention is directed and guided almost entirely by interests, and therefore the natural cause of a child's absent-mindedness is always a mismatch between two lines in pedagogical work: the interest itself and those classes that the teacher offers as mandatory.
In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive in certain types of work and are absent-minded in other types of training.
Attention and imagination are closely related. A characteristic feature of the imagination of a younger student is his reliance on specific objects. So, in the game, children use toys, household items, etc. Without this, it is difficult for them to create images of the imagination.
When reading and telling, the child relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.
At primary school age, in addition, there is an active development of the recreative imagination. In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).
The main trend that occurs in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination.
The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes.
With age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.
According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, cultural sense of the word, i.e. something that is real, fictional, a child, of course, more than an adult. However, not only is the material from which the imagination builds is poorer in a child than in an adult, but the nature of the combinations that are attached to this material, their quality and variety, are significantly inferior to those of an adult. Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.
V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
Relevance. The problem of the development of cognitive activity and cognitive abilities of preschool children is one of the most relevant in the theory and practice of preschool education, since activity is a necessary condition for the formation of children's mental qualities, independence and initiative.
Relevance of the chosen topic is that the formation of cognitive abilities should begin precisely from preschool age, since they actively interact with the system of value orientations, with the purpose and results of activity, reflect the intellect, will, feelings of the individual, and are also a necessary condition for children to be ready for school.
The development of the cognitive abilities of children, as well as the formation of figurative forms of cognition, is the main line of mental development of preschoolers.
Psychologists (Vygotsky L.S., Zaporozhets A.V., Elkonin D.B., Poddyakov N.N.) argue that it is precisely at preschool age that mental development occurs especially rapidly, the pace of which gradually slows down. That is why it is necessary to maximize the potential of children for the development of cognitive abilities.
Cognitive abilities are manifested in the ability to highlight characteristic properties, differences, understand difficult situations, ask questions, observe. A necessary condition for the development of these abilities is a craving for mental effort (Panko E.A., Kolominsky Ya.L.). Cognitive abilities ensure the success of any cognitive activity.
The main idea of experience lies in the fact that the psychological and pedagogical support of the process of development of cognitive abilities in preschool childhood should take place in the most important areas of activity (cognitive, communicative, artistic). Important points while are:
- cooperation of the educator with children on a visual basis;
- taking into account the individual characteristics of the child;
- reliance on spontaneous manifestations of children's activity, reflecting the spontaneous experience of the child's interaction with the environment;
- activation of the positive moral unrest of the child in assessing his personal achievements in the process of activity.
To ensure the effectiveness of the formation of cognitive activity in preschool children, we have determined the following tasks:
1. To create a subject-developing environment - a single space in which the process of teaching and educating preschool children takes place, common approaches, a single goal for the joint activities of educators and parents, common evaluative views and actions for all participants in the pedagogical process.
2. To interest, to cultivate a craving for knowledge, to arouse a desire to act, to give an understanding that if you make a mistake, you still gain knowledge, so always create, experiment, learn.
3. Create an appropriate atmosphere in which interaction, mutual trust, mutual assistance, and humanity really manifest themselves.
4. Provide a climate of personal security for each child and opportunities for comprehensive stimulation, their creative initiative.
Scientific and methodological soil our activity is the application of methods of modern pedagogical technologies for teaching and developing children of preschool age.
In organizing work with children, we use the following methods:
- TRIZ methods, in which we successfully solve the problems of problem-based and developmental learning, encourage children to search, model, experiment. Children work in an atmosphere of freedom of thought and creativity;
- visual methods: reference schemes, tables, maps, eidetics, in which we develop memory, thinking; we form the skills of explanatory speech, the ability to substantiate our thoughts, draw conclusions, encourage children to think;
- design technology methods in which we form the ability to design our activities, use our knowledge in practice, look for answers to questions, engage in partnerships with peers and adults;
- methods of experimental research activity, in which we rely on the experience of the child, we form the sensory-perceptual sphere in children, the idea of \u200b\u200bobjects, natural phenomena.
Directions our work with children:
- development of cognitive abilities of children;
- development of creative abilities;
- development of speech abilities;
- education of patriotism and humanity in preschool children.
We implement these directions in various forms of work:
- group, individual, subgroup lessons;
- projects, competitions, holidays, entertainment, trainings, group work, experiments and observations, "research apron";
- search messages, the use of reference maps, diagrams, models;
- production of collective panels, newspapers, children's books, collages.
In our practical activities with children, we see that the main condition for the development of the cognitive abilities of preschool children is their inclusion in such activities:
- game;
- educational - cognitive;
- productive (drawing, modeling, application, design);
- motor;
- labor.
Therefore, we carry out organized and independent activities of children on the basis of the inclusion of children's experimentation in all spheres of life of preschoolers. The educational process is organized in such a way that the child has the opportunity to ask questions, put forward his own hypotheses, without fear of making a mistake. Children love to experiment. In experimental activity, the work of children is carried out independently, reveals to them new aspects and properties of the object, permeates all spheres of children's life, including play.
We attach great importance to the use of research and experience in integrated classes. We have developed cycles of classes for children, which include experimental and research activities:
"Water cycle in nature";
"Unusual guests";
"Children and the sun";
"Which water tastes better?";
"Air balloons";
"Secrets of professions";
"Our corner of nature";
"My family";
"My family tree";
"History of my city";
" My native city ".
Almost all of our activities with children begin with the formulation of a problematic task. To stimulate cognitive activity, methods of doubt and reflection are used (“Can this be?”, “Is it possible?”, “Was it somehow different?”, “Could it be otherwise?”, “Do you think that will happen later?”, “What could happen?”).
Questions of a problematic nature encourage children to find ways to solve, justify their own thoughts and activities.
One of the most progressive in the development of independent thinking and cognitive abilities is TRIZ technology, described in the works of G. S. Altshuller.
We offer the following tasks for the children of our group to solve contradictions: “Do it in advance”, “Transform harm into benefit”, “Chain of words”, “Associations”, “Good - bad”, “Resolving contradictions”, “Tales in a new way”, “ Transformation of colors", "Merry little men", "Draw", "Come up with a costume for the hero of a fairy tale."
We pay considerable attention individually - differentiated approach to the education of children. The focus of our attention is the personality of the child, his individual level of training, desire and ability to work in class. This allows you to organize the work of children in such a way that each child is involved in creativity, not only at will, but also taking into account their own capabilities. We are convinced that the development of children is facilitated by both individual work and goodwill, a calm microclimate, and cooperation between the educator and the child.
Considerable attention in working with children is given to the use design technologies. The development of cognitive abilities is promoted by the participation of children in joint group projects, for example: the production of typesetting collective panels, children's books, newspapers, the preparation of holidays and performances. By participating in such activities, preschoolers have the opportunity to plan, distribute their work, generalize, classify materials, compare the quality of work. Over the past academic year, together with the children, such projects:
- "Journey through countries and continents",
- "Native Ukraine",
- "Russian souvenir"
- "Mysterious Tyrol",
- "Colors of the North"
- "Journey through Egypt"
- "Professions of our city",
- "Family",
- "Lessons of Orthodoxy",
- "Young restaurateur"
- "Queen Tassel's Lessons"
- Through the pages of your favorite fairy tales,
- "Spring is Red"
- "Confectioners".
It has become a tradition for us to hold various intellectual competitions with children: KVN, tournaments of scholars, experts, “The Jungle is Calling”, “Why Why”, as well as brain-rings together with parents, the game “What the children are talking about”, “Evenings of riddles and riddles” . The organization of these competitions contributes to the fact that the child turns from a passive, inactive observer into an active participant.
To develop cognitive abilities, we use a variety of educational games and exercises in particular B.P. games. Nikitin, containing an extremely wide range of tasks, both in complexity and diversity of character.
Cognitive skills are developed through artistic speech activity, which is one of the ways to improve children's speech. Children enthusiastically play fairy tales with substitutes (geometric figures) (Gavrish N.V.). We organize speech creative activity based on illustrations or schematic drawings, we widely use the eidetic method when compiling stories, descriptions, inventing fairy tales, riddles, tongue twisters, etc.
It should be noted that not all preschoolers clearly show inclinations and preferences. Children are able to often change their interests, and some do not show them at all. The main reason for this phenomenon is the insufficient formation of some means of cognition. The diagnostic results showed that the number of children with a low level of cognitive activity has significantly decreased.
Another important aspect: our long-term observations show that quite often the main reason for the low level of interest in the surrounding reality is a weak physical health. This is especially evident in the older preschool age, when mental work becomes intense due to the intensification of preparation for schooling.
In this case, we resort to individual work. We practice classes with subgroups of children, we control personal interest in the completion of the task by each child. We resort to game techniques and the use of game forms: games - experiments, games - travel, games - studies, we create problematic game, search situations and situational tasks.
Only encouragement, interest, caring attitude and emotional support from adults gives a positive result. Close contact with parents is also important: consultations, conversations, round tables, question and answer evenings. A section has been created in the parent corners, which contains information about our activities with children, advice to parents on what to read to children, to tell and in general how to help little "why".
Interest, novelty, surprise is a stimulus for cognitive activity, a kind of springboard for cognitive activity, a support for emotional memory, a stimulus for increasing emotional tone, a means of mobilizing attention and volitional efforts of the child. A lengthy experiment by the Georgian psychologist Sh. A. Amonashvili convincingly shows that even the most passive children can be made active. The method is very simple: to give the child the joy of learning, the joy of overcoming difficulties; learn to wait for an answer from him, to experience with him the happiness of an intellectual victory.
"Development of cognitive abilities of younger students"
“If you want to instill in children the courage of the mind, an interest in serious intellectual work, instill in them the joy of co-creation, then create conditions so that the sparks of their thoughts form a kingdom of thoughts, give them the opportunity to feel like rulers in it.”
Sh.A. Amonashvili.
In the materials of the Federal State Educational Standard of the second generation, one of the value orientations is "the development of the initiative, the responsibility of the individual as a condition for its self-actualization", i.e a person's desire for the fullest possible identification and development of his personal capabilities,including cognitive activity.
What is cognitive activity? Let's turn to the dictionary.
“Cognitive activity is the selective orientation of a person to objects and phenomena of the surrounding reality.”
Primary school age is one of the main periods of a child's life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development.
There are objective indicators of the level of cognitive activity. These include: stability, diligence, awareness of learning, creative manifestations, behavior in non-standard learning situations, independence in solving learning problems, etc.
All this makes it possible to distinguish the following levels of manifestation of activity: zero, relatively active, executive active and creative. The degree of manifestation of the student's activity in the educational process is a dynamic, changing indicator. It is in the power of the teacher to help the student move from a zero level to a relatively active one, etc.
Students with a zero level of cognitive activity are not characterized by aggression or a demonstrative refusal from educational activities. As a rule, they are passive, they hardly get involved in the educational work, they expect the usual pressure from the teacher. Studying with this group of students, you need to remember that they are slowly getting involved in the work, their activity increases gradually. At the time of the answer, do not interrupt them or ask unexpected tricky questions.
For students with a relatively active level of cognitive activity, they are only interested in certain learning situations related to an interesting topic of the lesson or unusual teaching methods. Such students eagerly embark on new types of work, however, in case of difficulties, they just as easily lose interest in learning. The teacher's strategy in working with relatively active students is to help them engage in learning activities. But also to maintain an emotionally relevant atmosphere for them throughout the lesson.
Students with an active attitude towards learning tend to be liked by teachers. They always do their homework, help teachers, the main thing in them is stability and constancy. It is on this category of students that the teacher relies when studying a new (difficult) topic; it is these schoolchildren who help out teachers in difficult learning situations (open lessons). However, these students also have their own problems. They are called "crammers" for perseverance and diligence. The apparent ease with which they learn is the result of the student’s earlier efforts: the ability to focus on the task, carefully study the conditions of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat this entire chain. These students begin to get bored in class if the material being studied is simple enough. If the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational task and no longer want to or wean themselves to look for non-standard solutions. That is why the problem of activating the cognitive activity of such students is quite relevant. The main strategy of the teacher in working with students with high cognitive activity is to encourage the student to be self-active in learning.
Pedagogical work with students with a creative level of cognitive activity is focused on special techniques that stimulate the creative activity of students in general.
The main task of a teacher who forms a cognitive interest:
- be attentive to each child;
To be able to see, to notice in the student the slightest spark of interest in any side of the educational work;
To create all conditions in order to kindle it and turn it into a genuine interest in science, in knowledge.
Conditions, the observance of which contributes to the development and strengthening of the cognitive interest of students:
First condition is to exercise maximum reliance on the active mental activity of students.
Second condition involves ensuring the formation of cognitive interests and personality as a whole.
Emotional atmosphere of learning, positive emotional tone of the learning process -third important condition.
The fourth conditionis a favorable communication in the educational process. This group of conditions of the relationship "student - teacher", "student - parents and relatives", "student - team".
Educational activity should be rich in content, require intellectual tension from schoolchildren, the material should be accessible to children. It is important that students believe in themselves, experience success in their studies. It is educational success at this age that can become the strongest motive that causes a desire to learn. It is important to organize a differentiated approach to students, it is he who contributes to the disclosure of the abilities of each of them.
Project method - one of the effective forms of development of cognitive abilities
The first projects that we carry out in grade 1 were: “My family”, “Plant world. Similarities and differences”, “Who are insects? (bees, ants, ladybugs)”, “Live alphabet”.
"Brain gymnastics" 2-3 minutes.
"Head bob" (breathe deeply, relax your shoulders and drop your head forward; let your head slowly rock from side to side)
Lazy Eights Draw figure eights in the air three times with each hand and then with both hands.
Sharp Eyes With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.
"Shooting eyes" Move your eyes left and right, up and down 6 times.
Nose writing Close your eyes. Using your nose like a long pen, write or draw anything in the air.
14 slide:
non-standard tasks.To solve non-standard tasks, the student must:
Conduct an analysis of the source data,
Build a sequence of actions
Get the desired result.
The ability to navigate the text of the problem is an important result and an important condition for the overall development of the student. It is necessary to educate in children a love for the beauty of logical reasoning.
Example:
Brother and sister came to school at the same time. My brother walked faster. Which one came out first?
Reasoning order:
Since the brother walked faster, and they arrived at school at the same time, the sister left earlier.
In the second grade, we were interested in a topic in the Children's Magazines literary reading program and we were engaged in the My Journal project. At the lessons of the Russian language - "This entertaining Russian language!"
To solve the problem of developing the cognitive activity of students, it is important that they not only receive ready-made knowledge, but rediscover it. At the same time, the task of the teacher is to excite the attention of students, their interest in the educational topic, to strengthen cognitive activity on this basis.
GAMES
cheerful account
Development of thinking and attention in schoolchildren.
For this exercisea set of cards with numbers from 0 to 9 is prepared in advance for each team. The group is divided into 2 teams. Teams line up in front of the leader, in front of whom there are two chairs.
Each player receives a card with one of the numbers. After the leader for the teams reads out an example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say it was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.
Illogical pair associations
In this exercise, you need to combine in your imagination two objects that have nothing in common with each other, i.e. unrelated by natural associations.
"Try to create in your mind an image of each object. Now mentally combine both objects in one clear picture. Objects can be combined according to any association, give free rein to your imagination. Let, for example, the words "hair" and "water" be given; why not imagine hair soaked in the rain, or hair being washed? Try to paint as vivid a picture as possible."
Sample pairs for training:
Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lesson, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.
Key to the unknown
Children are invited to guess what the teacher hid in his hand. To do this, they can ask questions, and the teacher will answer. The teacher explains that questions are, as it were, the keys to the doors, behind which something unknown opens. Each such key opens a certain door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in the lesson), two or three “keys” are offered, on which keywords for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these keywords: what species is it? What properties does it have? Development of cognitive activity, purposefulness of the thought process.
Children are invited to guess what the teacher hid in his hand. To do this, they can ask questions, and the teacher will answer. The teacher explains that questions are, as it were, the keys to the doors, behind which something unknown opens. Each such key opens a certain door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in the lesson), two or three “keys” are offered, on which keywords for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these keywords: what species is it? What properties does it have?
During the year, children took part in the All-Russian Olympiad in Mathematics, the game-competition "Russian Bear Cub", "Kangaroo", in the Moscow Online Mathematics Olympiad "Olympiad "Plus", the online Olympiad "Russian with Pushkin".
And I would like to emphasize that the formation of cognitive activity is not an end in itself. The goal of the teacher is to educate a creative person who is ready to use his cognitive abilities for a common cause.
The system of classes and exercises to work on the development of cognitive abilities in younger students ensures the effective assimilation of program material. Properly organized work on the development of cognitive abilities is the basis for the successful formation of more complex skills in the relevant area in the middle and senior classes.
Ministry of Education and Science of the Russian Federation
Department of Education of the Vologda Region
State educational institution
Secondary vocational education
"Totemsky Pedagogical College"
Course work
in Pedagogy
specialty 050709 "Teaching in elementary grades"
Development of COGNITIVE ABILITIES IN JUNIOR SCHOOLCHILDREN through PARTICIPATION IN INTELLIGENT GAMES
Totma 2008
Introduction
1.4 Games for children of primary school age
Conclusion
Bibliography
Introduction
The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual ones. At the heart of the development of intellectual abilities are the development of attention, thinking, memory. The development of intellectual abilities, the development of independent thinking is especially important. In society, there is a shortage of high-level specialists who are able to think deeply and independently. Only such people can make a breakthrough in the economy, ecology, science and, finally, move society forward. According to psychologists, if by the age of 4 intelligence is formed by 50%, then in the primary grades - by 80 - 90%. Primary school age is one of the main periods of a child's life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development. It also acquires fundamental skills and abilities. It is from this period of life that the further development of the child depends. The most important task - to outline the educational route for your ward - lies on the shoulders of the teacher. It is on the rational actions of the teacher that the identification of the intellectual abilities of the younger student depends. And intellectual personality traits are understood as features of the development of the psyche of a given child, features of his thinking, memory, attention. In parallel with the development of independent thinking, the child develops speech, which organizes and clarifies the thought, allows you to express it in a generalized way, separating the important from the secondary. The development of thinking also affects the upbringing of a person. The child develops positive character traits and the need to develop good qualities in himself: working capacity, the ability to think and reach the truth on his own, plan activities, as well as self-control and conviction, love and interest in the subject, the desire to learn and know a lot. All this is essential for the future life of the child. The development of intellectual abilities relieves psychological stress in learning, prevents academic failure, and preserves health. It is equally important to note that the ideas of developing independence of thinking are included in the concept of humanity in the educational process of the school, because the implementation of these ideas is nothing more than a truly humane attitude towards the child, which allows timely help in the formation of an independent personality, creating conditions for its self-expression.
When carrying out the learning process, the teacher must naturally take into account the age characteristics of students. As you know, at preschool age, the leading activity of the child is the game. But time goes by and the child grows up, becomes a schoolboy. And in primary school age, the leading activity is study. Therefore, it is necessary for the successful adaptation of the child to school life to carry out a smooth transition from one type of activity to another. To do this, in the classroom, the teacher uses various kinds of game techniques - educational games. He can include them both in class activities and in extracurricular activities. Games should be educational or educational in nature. Their purpose is to expand the horizons, the formation of their own worldview, interest in the knowledge of a younger student. And here it is precisely games that are of an intellectual nature that come to the fore.
Games differ in content, characteristics, the place they occupy in the lives of children, in their upbringing and education. Role-playing games are created by the children themselves with some guidance from the teacher. Their basis is children's amateur performance. Sometimes such games are called creative plot-role-playing, emphasizing that children do not just copy certain actions, but creatively comprehend them and reproduce them in the created images, game actions. Construction games are a kind of role-playing games.
In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, mobile, fun games. They are based on a clearly defined program content, didactic tasks, purposefulness of training. At the same time, children's self-activity is not excluded, but it is to a greater extent combined with the guidance of the educator. When mastering the experience of the game, the development of the ability for self-organization, children conduct these games on their own.
This topic is very relevant at the present time, since the independence of the mind, intelligence is the main criterion for evaluating a person in society. Satisfaction, joy and happiness of a person in life depends on this. In turn, society requires activity and a high level of knowledge from students. This will contribute to the painless entry of the younger student into the process of social relations. Because through games that promote intellectual development, the vocabulary expands and the individual potential of the younger student is revealed. What a beautiful thing - discoveries! Different feelings are manifested when comprehending something previously completely unknown, but one thing is always present - this is surprise. As you know, thinking begins with surprise, therefore, discoveries are extremely necessary for the development of intelligence. The life of schoolchildren deprived of holidays of the mind is truly catastrophic, as this affects their further success and well-being in fate.
Purpose: to reveal the role of intellectual games in the development of children's cognitive abilities.
study the scientific and methodological literature on this topic;
to establish how, with the help of intellectual games, it is possible to develop the cognitive abilities of children;
Object: cognitive abilities (attention, thinking) of a younger student.
Subject: development of cognitive abilities of younger students through participation in intellectual games.
Research base: MOU "Nikolskaya primary school No. 1" in Nikolsk.
This work consists of an introduction, two sections, a conclusion, a bibliographic list, and an appendix.
The introduction substantiates the relevance of the topic under study. The first section discusses the psychological and pedagogical features of the development of cognitive abilities of younger students, which characterizes the age characteristics of children, as well as games aimed at developing the cognitive sphere. The second section is devoted to the influence of intellectual games on the development of cognitive abilities of younger students, which presents tables and graphs that can be used to evaluate the results of the experimental work. In conclusion, conclusions are presented on the theoretical and practical parts of the study.
Section 1. Psychological and pedagogical features of the development of cognitive abilities of younger students
1.1 Age characteristics of a younger student
Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-witted and slow-witted. They gathered from a variety of families - more developed and less developed, well-mannered and wild, caressed and those who do not get affection. All of them have the same age in common, some common features of their response to the environment.
As you know, in the lower grades, all subjects (sometimes with the exception of such as drawing, singing and physical education) are taught by one teacher, most often a teacher. She teaches and educates her pets day after day, disciplines and develops them. The attitude of primary school students to the teacher obviously has both strong and weak sides and expresses a certain stage of age development.
Such psychological features as belief in the truth of everything that is taught, imitation, trusting diligence, are an important prerequisite for primary schooling, it is, as it were, a guarantee of learning and education. The noted features are closely related to other features of age. According to N.S. Leites, freshness, brightness, children's perception and extreme responsiveness of children to the environment are known. Pupils of primary classes respond with all their being to individual moments of the teacher's statements: they react very vividly to something that is somewhat new to them, to every joke. For some real life example. For the most insignificant, it would seem, occasion, they have a state of complete interest and mental activity. Not a single episode of the lesson leaves them indifferent. The impulsiveness of children, their tendency to immediately react, give the lessons impetuousness and tension, determine their saturation. Younger students are especially responsive to direct impressions delivered by the senses. Susceptibility to figurative thinking, content is noticeable especially in the classroom in arithmetic. The immediacy of children's reactions and insatiable impressionability are very noticeable in an out-of-school setting. Along with the immediacy of reactions, there is a passing awareness of one's impressions. The imitation of many children's actions and utterances is an important source of success in early learning. In children of this age, it manifests itself mainly in external copying, repetition of what is perceived. Pupils of elementary grades willingly transfer into their games what they themselves have just learned. Therefore, the educational material is mastered and consolidated not only in the hours allotted for this.
Primary school age, the initial years of learning proper - this is a period of absorption, accumulation of knowledge.
The profound changes taking place in the psychological make-up of the younger schoolchild testify to the wide possibilities of the individual development of the child at this age stage. During this period, the potential for the development of the child as an active subject is realized at a qualitatively new level. Knowing the surrounding world and himself, acquiring his own experience of acting in this world.
Primary school age is sensitive for:
formation of learning motives, development of sustainable cognitive needs and interests;
development of productive methods and skills of educational work, the ability to learn;
development of cognitive abilities.
Also, cognitive processes must be attributed to the age characteristics of the younger student. According to Alferov A.D. , the perception of children of this age is marked by sharpness, a kind of curiosity, which is associated with the predominance of the first signal system. Little differentiation: at the beginning of school, students can inaccurately or mistakenly write letters similar in outline. They do not recognize the same geometric figure. Otherwise located on a plane. Able not to detail, but as a whole to perceive the subject. Everything bright, lively, visual is perceived better.
There is a weakness of voluntary attention, therefore, stimulation of their activity, encouragement, praise is required. And involuntary attention develops intensively, the stability of attention is small. The pace of work is often lost, there are omissions of letters. The tendency to mechanical memorization in children of primary school age is well developed. Development goes in two directions:
mental role of verbal-logical memory;
develops the ability to manage their memory.
Usually, children of this age think in specific categories, but gradually there is a transition from the knowledge of the external side of objects to their essence.
As the child develops, thinking is freed from ideas and moves on to analysis at the level of concepts. But still, it is easier for a student to go from cause to effect than from effect to cause. In the same period, the recreative and creative imagination develops. Children tend to fantasize, which is why younger students are often considered liars.
R.S. Nemov believes that for the formation and development of each psychological and behavioral property of an individual there is a specific period when it is most reasonable to start and actively lead the education and upbringing of children. But one should not think that these periods are uniquely determined for all children and times and cannot be changed as a result of improving the methods of teaching and educating children. In the psychology of the theory of child development, the driving forces of development are of great importance. The process of individual development of each child takes place in certain conditions, surrounded by specific objects of material and spiritual culture, people and relationships between them. Individual characteristics, the use and transformation into appropriate abilities of certain inclinations that are present from birth, qualitative originality and a combination of psychological and behavioral properties acquired in the process of development depend on these conditions.
Teaching plays a leading role in the development of children of primary school age. In the process of learning, the formation of intellectual and cognitive abilities takes place. The abilities of children do not have to be formed by the beginning of schooling, especially those that continue to develop actively in the process of learning.
Abilities are such psychological characteristics of a person on which the success of acquiring knowledge, skills, and abilities depends. But which themselves are not reduced to the presence of this knowledge, skills, abilities. Otherwise, the answer would have been at the blackboard, the successfully or unsuccessfully completed control work would have made it possible to draw a final conclusion about the child's abilities. Abilities are found only in activities that cannot be carried out without the presence of these abilities. From the standpoint of considering this problem, A.V. Petrovsky, it is impossible to talk about a child's ability to draw if they did not try to teach him to draw, if he did not acquire any skills necessary for visual activity. A serious psychological mistake of the teacher is hasty statements without serious verification. That the child has not yet mastered the necessary skills, solid knowledge, established methods of work. Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, that is, in how, other things being equal, the process of mastering knowledge, skills that are essential for this activity is carried out quickly, deeply, and easily. .
The development of cognitive abilities is due to the fact that each child goes through his own path of development, acquiring on it various typological features of higher nervous activity. An individual approach creates the most favorable opportunities for the development of cognitive forces, activity, inclinations and abilities of each student.
Thus, when changing the content and conditions of education, as well as introducing a new type of activity in the classroom (play), it is possible to form a fairly high level of abilities for generalizations and abstractions in younger students.
1.2 Play as a means of developing the child's individual abilities
As you know, the game, as the leading type of activity, appears at preschool age. Children of this age spend most of their time in games, and during this time games go through a rather significant development path: from subject and symbolic to role-playing with rules.
From the moment the child enters school, learning becomes the leading activity, and the game fades into the background. During the formation of educational activity in younger schoolchildren, they form and develop a central neoplasm of a given age - the foundations of theoretical consciousness and thinking and the foundations of the abilities associated with them (reflection, analysis, planning, etc.).
The assimilation of theoretical knowledge through learning activities is fully accomplished when it is combined with the game. The prerequisites for the need for educational activity in the form of cognitive interests arise in a child of primary school age in the process of developing a plot game, within which imagination and symbolic function are intensively formed. The role-playing game contributes to the emergence of cognitive interests in the child. The fulfillment by a child of rather complex roles implies that, along with imagination and symbolic function, he also has various information about the world around him, about adults, the ability to navigate this information according to their content. A necessary element of the game - an imaginary situation is a transformation of the stock of ideas accumulated by the child.
The image of fantasy acts as a program of game activity. Role-playing games that give rich food to the imagination allow the child to deepen and consolidate valuable personality traits (courage, determination, organization, resourcefulness). Comparing one's own and other people's behavior in an imaginary situation with the behavior of the imagined real character. The child learns to make the necessary assessments and comparisons.
At primary school age, children's games gradually acquire more perfect forms, turn into educational ones, their content changes, enriches due to newly acquired experience. Individual object games acquire a constructive character, new knowledge is widely used in them, especially from the field of natural sciences. As well as the knowledge that children have acquired in the classroom at school.
Group, collective games are intellectualized. At this age, it is important that the younger student is provided with a sufficient number of educational games at school and at home, and having time to practice them. Games at this age continue to take second place after learning as a leading activity and significantly influence the development of children.
"The game is the need of a growing child's body. In the game, the physical strength of the child develops, the hand becomes stronger, the body is more flexible, or rather the eye, quick wits, resourcefulness, and initiative develop."
A game for a child is not only recreation and entertainment, but also a type of activity: without a game, a child cannot grow and develop normally. In games, the child develops physically and mentally, to face the world of modern technology. The game develops industriousness, perseverance in achieving the goal, observation, ingenuity. It is necessary to constantly find and apply such games that contribute to the development of children. All games in the aggregate must necessarily lead to certain pedagogical goals and achieve them. Starting to organize games in a children's team, it is necessary to rely on the already achieved level of development of the children, their inclinations, habits, abilities. And then smoothly adjust and rebuild the existing interests of children to the desired ones, raising the requirements for them, patiently and persistently working on their spiritual transformation.
You can not equate the game with entertainment. Let some games be fun entertainment, a way to pass the time. But the degree of usefulness of most games as a means of development depends on the methodology and technique of their organization, on the style of the game, and most importantly, on its nature and goals. The whole essence of the child is manifested in games. And if these games are chosen thoughtfully, carried out correctly, then it is in games that you can achieve a lot, which is very difficult to achieve through conversations, meetings and other methods and techniques of influencing the child, which are very tiring for him. Watching the children during the game, the teacher can correct the child in time, help him. In games, children discover their positive and negative sides, seeing and comparing which the teacher gets a great opportunity to properly influence everyone together and each individually.
Thus, the game is one of the components of the means, methods and forms used for development. The game causes a cheerful and cheerful mood, brings joy. Carried away by a lively, emotional game, children more easily learn and acquire various skills, abilities and knowledge that they will need in life. That is why games should be widely used in working with children. There are two main types of games:
games with fixed and open rules;
games with hidden rules.
An example of games of the first type is the majority of cognitive, didactic and outdoor games, as well as educational (intellectual, musical, fun games, attractions).
The second type includes games in which social relations or material objects are freely and independently reproduced on the basis of life or artistic impressions.
Typically, the following types of games are distinguished: outdoor games - diverse in design, rules, and the nature of the movements performed. They promote the health of children, develop movement. Children love outdoor games, listen to music with pleasure and know how to move rhythmically to it; building games - with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering labor skills and skills in the future; didactic games - specially developed for children, for example, loto to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which children imitate everyday, labor and social activities of adults, for example, games at school, daughters, mothers, a store, a railway. Story games, in addition to cognitive purpose, develop children's initiative, creativity, observation
1.3 Didactic game as a means of intellectual development
Recently, teachers and parents often face the difficulty of introducing children to outdoor activities. Playing remains one of the most accessible forms of active leisure.
Intellectual and creative games for younger schoolchildren enjoy great success. The following types of such games can be distinguished:
Literary games: form students' interest in reading. Having become acquainted with any book, the children prepare their homework as a whole class and come to the game, which includes intellectual, creative, mobile tasks and competitions. The purpose of such games is the formation of cognitive interest among students, the development of individual abilities, the development of skills in collective activity.
combination games: these are games such as tangram, games with matches, logic tasks, checkers, chess, puzzles and others - provide the ability to create new combinations from existing elements, parts, objects.
planning games: mazes, puzzles, magic squares, games with matches - are aimed at developing the ability to plan a sequence of actions for any goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later.
games for the formation of the ability to analyze: find a pair, find the extra, riddles, continue the series, entertaining tables - provide the ability to combine individual items.
Intelligence in a broad sense - all cognitive activity, in a narrower sense - the most generalized concept that characterizes the sphere of human mental abilities. These qualities include the ability to analyze, synthesize and abstract, the presence of which means that the intellect has sufficient flexibility of thinking and creativity; the ability for logical thinking, manifested in the ability to see cause-and-effect relationships between events and phenomena of the real world, to establish their sequence in time and space; as well as attention, memory, speech of the child.
From the point of view of N.S. Leites, the most significant thing for the human intellect is that it allows you to reveal regular connections and relationships in the world around. Anticipating upcoming changes makes it possible to transform reality, as well as to know one's mental processes and influence them (reflection and self-regulation). Of paramount importance is the need-personal side of the signs of intelligence.
Mental activity is a characteristic feature of childhood. It appears not only in external manifestations, but also in the form of internal processes. The significance of activity for the success of mental development has long been noted in psychology.
The originality of didactic games is that it is at the same time a form of education, which contains all the structural elements (parts) that are characteristic of children's play activities: the idea (task), content, game actions, rules, results. But they manifest themselves in a slightly different form and are due to the special role of didactic play in the upbringing and education of preschool children.
The presence of a didactic task emphasizes the educational nature of the game, the focus of its content on the development of children's cognitive activity.
In contrast to the direct formulation of the task in the classroom in the didactic game, it also arises as a game task of the child himself. The importance of the didactic game is that it develops independence and activity of thinking and speech in children.
Children need to be taught how to play. Only under this condition the game acquires an educational character and becomes meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.
One of the elements of the didactic game are the rules. They are determined by the task of teaching and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he forms in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and to show emotional and volitional effort.
As a result of this, the ability to control one's actions, to correlate them with the actions of other players, develops.
The rules of the game are educational, organizing and disciplining.
teaching rules help to reveal to children what and how to do: they are correlated with game actions, strengthen their role, clarify the method of implementation;
organizing - determine the order, sequence and relationships of children in the game;
disciplining - warn about what and why not to do.
The rules of the game set by the teacher are gradually learned
children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationship in the game.
The result of a didactic game is an indicator of the level of achievement of children in the assimilation of knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.
Game tasks, actions, rules, the result of the game are interconnected, and the absence of at least one of these components violates its integrity, reduces the educational and educational impact.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge.
These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.
It is necessary to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child, serves to form his abilities.
The didactic game contributes to the solution of the problems of moral education, the development of sociability in children. The teacher puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
Successful management of didactic games, first of all, involves the selection and thinking through of their program content, a clear definition of tasks, the definition of a place and role in a holistic educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and initiative of children, their use of different ways of solving game problems, should ensure friendly relations between participants, readiness to help comrades.
The teacher outlines a sequence of games that become more difficult
The development of the game is largely determined by the pace of mental activity of children, the greater or lesser success in performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. In the future, when the game unfolds and the children are carried away, its pace accelerates. By the end of the game, the emotional upsurge seems to subside and its pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed. The accelerated pace sometimes causes confusion in children, uncertainty,
untimely performance of game actions, violation of the rules. Preschoolers do not have time to get involved in the game, they are overexcited. The slow pace of the game occurs when too detailed explanations are given, many small remarks are made. This leads to the fact that game actions seem to be moving away, the rules are introduced out of time, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional upsurge.
A didactic game as one of the forms of learning is carried out during the time allotted in the class mode. It is important to establish the correct relationship between these two forms of education, to determine their relationship and place in a single pedagogical process.
Didactic games sometimes precede classes; in such cases, their purpose is to attract the interest of children to what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in the game, summarize, summarize the material studied in the classroom.
1.4 Games for children of primary school age
At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (for D.B. Elkonin - "crisis of 7 years"). Therefore, when organizing the daily routine and educational activities of younger students, it is necessary to create conditions conducive to a flexible transition from one leading type of activity to another. Solving this problem, one can resort to the widespread use of the game in the educational process (cognitive and didactic games) and during recreation.
Younger students have just come out of a period when role-playing was the leading type of activity. For the age of 6-10 years, brightness and immediacy of perception, ease of entering into images are characteristic.
Games in the life of children of primary school age continue to occupy a significant place. If you ask younger students what they do besides teaching, they all unanimously answer: "We play."
The need for the game as a preparation for work, as an expression of creativity, as in the training of strengths and abilities, as, finally, in simple entertainment among schoolchildren is very great.
At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the student takes on a certain role and performs actions in an imaginary situation, recreating the actions of a particular person.
While playing, children strive to master those personality traits that attract them in real life. Therefore, children like such roles that are associated with the manifestation of courage, nobility. In the role-playing game, they begin to portray themselves, while striving for a position that does not work out in reality.
So the role-playing game acts as a means of self-education of the child. In the process of joint activities during role-playing, children develop ways of relating to each other. Compared to preschoolers, younger students spend more time discussing the plot and the distribution of roles, and choose them more purposefully. Particular attention should be paid to the organization of games aimed at developing the ability to communicate with each other and with other people.
In this case, the teacher must use an individual-personal approach to the child. It is characteristic that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out impromptu stories on puppets.
The educational value of plot games in younger schoolchildren is fixed in the fact that they serve as a means of knowing reality, creating a team, educating curiosity and forming strong-willed feelings of the individual. Younger schoolchildren understand the conventions of play and therefore allow a certain indulgence in their attitude towards themselves and their comrades in games. At this age, outdoor games are common. Children enjoy playing with the ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. In such games, there are usually elements of competition, which is very attractive to children.
Children of this age show an interest in board games, as well as didactic and cognitive ones. They contain the following elements of activity: a game task, game motives, and educational problem solving. Didactic games can be used to improve the performance of first grade students.
During primary school age, significant changes take place in children's games: game interests become more stable, toys lose their attractiveness for children, sports and constructive games begin to come to the fore. The game is gradually given less time, because. Reading, going to the cinema, and television begin to occupy a large place in the leisure of the younger schoolchild.
Thus, taking into account the positive value of the game for the comprehensive development of the younger student, when developing his daily routine, you should leave enough time for play activities that give so much joy to the child. Pedagogically competently organized game mobilizes the mental abilities of children, develops organizational skills, instills skills of self-discipline, brings joy from joint actions. The development of intellectual abilities has a direct connection with all the main subjects of primary education. So, for example, the intensive development of students' thinking helps to better analyze and better understand the texts they read. And the active introduction of intellectual games into the educational process is one of the most important tasks of the teacher.
Section 2. The influence of intellectual games on the development of cognitive abilities of younger students
2.1 Planning and organization of the experiment
Location of the study: Municipal Educational Institution "Nikolskaya Primary School No. 1", Nikolsk.
Tasks of the practical part of the study.
1. Select intellectual games aimed at developing the cognitive abilities of younger students.
2. Conduct them with schoolchildren.
3. Evaluate the results of the work done.
Hypothesis: intellectual games contribute to the development of cognitive abilities (thinking, attention) in younger students.
Research methods:
1. testing (test "What is superfluous?"), testing according to the method of Munstenberg;
2. game therapy;
3. methods of mathematical processing of the received data.
Class characteristic.
Our study involved students of the 2nd "B" class, aged 8 to 9 years. The level of development of cognitive abilities and general educational skills of students is not high, due to the fact that psychological classes were not conducted with children to develop the cognitive sphere due to the absence of a teacher-psychologist at school. Therefore, when participating in intellectual games, students had difficulties.
Practical work planning:
At the preparatory stage:
determine the level of development of thinking and attention in students of the 2nd "B" class, in accordance with this, select a number of intellectual games.
Main stage:
conducting intellectual games with children.
The final stage:
conducting repeated diagnostics aimed at assessing the level of development of cognitive abilities of younger students;
evaluate the results of the work done and draw appropriate conclusions.
To develop the cognitive abilities of second graders, we used the following games:
combination games - tangram, games with matches, logic puzzles, checkers, chess, puzzles and others - provide the ability to create new combinations from existing elements, parts, objects;
planning games - mazes, magic squares, puzzles - are aimed at developing the ability to plan a sequence of actions to achieve a goal. The ability of planning is manifested in the fact that students can determine which actions are performed earlier and which later;
games for the formation of the ability to analyze - find a pair, find the extra, riddles, continue the row, entertaining tables - provide for the ability to combine individual objects into a group with a common name, highlight common features of objects, the ability to describe an object according to the principle "what it consists of, what it does."
In our opinion, the material of search and creative tasks of non-educational content creates favorable conditions for educating younger students in a culture of thinking, which is characterized by the ability to independently manage mental activity, take the initiative, set goals and find ways to achieve them (see Appendix 1).
2.2 Analysis of the results of experimental work
At the first stage of the study, we carried out diagnostic procedures using the Munstenberg method to assess the level of development of attention in second-graders, and to assess the level of development of thinking - the test "What is superfluous?".
The Munstenberg technique is aimed at determining the selectivity of attention, as well as for diagnosing the concentration of attention and noise immunity. The students were offered a form with an alphabetic text, where there were words, the task of the subjects was to look through the text as quickly as possible and underline these words, for example:
RUKLBUJOYAPORDLLD.
Table 1. Initial diagnostic data (Munstenberg method).
| F.I. students | Highlighted words | Mistakes | Missing words |
| 1. Tolya S. | 7 | 1 | 9 |
| 2. Lisa K. | 3 | 14 | |
| 3. Serezha S. | 6 | 1 | 10 |
| 4. Vika K. | 6 | 1 | 10 |
| 5. Nikita V. | 4 | 13 | |
| 6. Tanya S. | 5 | 1 | 11 |
| 7. Vanya K. | 2 | 1 | 14 |
| 8. Zhenya P. | 8 | 1 | 8 |
| 9. Lena Ts. | 8 | 9 | |
| 10. Lyosha Ch. | 2 | 1 | 14 |
| 11. Olya Ch. | 6 | 1 | 10 |
| 12. Lena P. | 6 | 11 | |
| 13. Sasha K. | 3 | 14 | |
| 14. Andrey I. | 2 | 15 | |
| 15. Natasha P. | 7 | 10 | |
| 16. Kolya K. | 3 | 1 | 13 |
| 17. Dima K. | 7 | 10 | |
| 18. Matvey L. | 7 | 10 |
Graph 1. The number of mistakes made by students when performing the Munstenberg method.
According to the diagnostic results, it was found that the majority of students made 7 to 12 mistakes (61.1%), a small part of the children made 13 to 17 mistakes (39.9%). Therefore, we can conclude that attention is unstable and the level of its concentration is low.
Test "What is superfluous?" allows you to judge the degree of formation of thinking, the ability to find the essential features of objects, the ability to compare and generalize. The result is evaluated in points:
9 - 10 points - high level (the child correctly solved all tasks in less than 1.5 minutes).
7 - 8 points - above average (the child completed the task in 2 minutes).
5 - 6 points - average level (the child copes with the task in 3 minutes; perhaps he does not complete one of the tasks).
3 - 4 points - below average (the child does not complete 2 - 3 tasks in 3 minutes).
0 - 2 points - low level (the child does not cope with the task in 3 minutes or performs only one of the tasks).
Table 2. Initial diagnostic data (test "What is superfluous?")
| Students | State of the art | Points |
| 1. Tolya S. | below the average | 4 |
| 2. Lisa K. | below the average | 4 |
| 3. Serezha S. | average | 6 |
| 4. Vika K. | below the average | 4 |
| 5. Nikita V. | average | 6 |
| 6. Tanya S. | short | 2 |
| 7. Vanya K. | average | 6 |
| 8. Zhenya P. | average | 6 |
| 9. Lena Ts. | average | 6 |
| 10. Lyosha Ch. | short | 2 |
| 11. Olya Ch. | below the average | 4 |
| 12. Lena P. | average | 6 |
| 13. Sasha K. | average | 6 |
| 14. Andrey I. | below the average | 4 |
| 15. Natasha P. | short | 2 |
| 16. Kolya K. | short | 2 |
| 17. Dima K. | below the average | 4 |
| 18. Matvey L. | average | 6 |
Graph 2. The level of development of thinking in second-graders based on the results of the initial diagnosis
Based on the data obtained, it can be concluded that the level of development of thinking in students of this class is low and below average.
And only 44% of children have an average level of development of thinking.
Thus, according to the results of diagnostics, we can say that students need classes aimed at developing cognitive abilities.
Therefore, at the second stage of our study, we consider it expedient to conduct intellectual games outside school hours.
Within 5 weeks, a variety of games were held with younger students to develop cognitive abilities, namely, thinking and attention.
After that, repeated diagnostic procedures were carried out with the children - the test "What is superfluous?" and the Münstenberg method.
We got the following results:
Table 3. Data of repeated diagnostics (Method of Munstenberg)
| F.I. students | Highlighted words | Mistakes | Missing words |
| 1. Tolya S. | 10 | 1 | 6 |
| 2. Lisa K. | 5 | 11 | |
| 3. Serezha S. | 9 | 8 | |
| 4. Vika K. | 10 | 1 | 6 |
| 5. Nikita V. | 7 | 10 | |
| 6. Tanya S. | 10 | 7 | |
| 7. Vanya K. | 5 | 12 | |
| 8. Zhenya P. | 14 | 1 | 2 |
| 9. Lena Ts. | 13 | 4 | |
| 10. Lyosha Ch. | 6 | 11 | |
| 11. Olya Ch. | 8 | 1 | 8 |
| 12. Lena P. | 6 | 11 | |
| 13. Sasha K. | 7 | 10 | |
| 14. Andrey I. | 7 | 1 | 9 |
| 15. Natasha P. | 8 | 9 | |
| 16. Kolya K. | 5 | 1 | 11 |
| 17. Dima K. | 8 | 9 | |
| 18. Matvey L. | 9 | 8 |
Graph 3. The number of mistakes made by students when performing the Munstenberg technique (re-diagnosis)
Graph 4. Comparative control data of the results according to the Munstenberg method
Based on the data obtained, after conducting intellectual games with children, we see that the result is significantly different from the original; namely, the concentration of attention has increased, it has become more stable, this is evidenced by the increase in the number of correctly selected words.
And by identifying changes in the level of development of thinking of students, the following results were obtained:
Table 4. Data of repeated diagnostics (test "What is superfluous?")
| Students | State of the art | Points |
| 1. Tolya S. | average | 6 |
| 2. Lisa K. | average | 5 |
| 3. Serezha S. | above average | 7 |
| 4. Vika K. | average | 5 |
| 5. Nikita V. | average | 6 |
| 6. Tanya S. | below the average | 3 |
| 7. Vanya K. | average | 5 |
| 8. Zhenya P. | above average | 7 |
| 9. Lena Ts. | above average | 7 |
| 10. Lyosha Ch. | below the average | 4 |
| 11. Olya Ch. | average | 6 |
| 12. Lena P. | average | 6 |
| 13. Sasha K. | above average | 7 |
| 14. Andrey I. | average | 6 |
| 15. Natasha P. | below the average | 4 |
| 16. Kolya K. | below the average | 3 |
| 17. Dima K. | average | 6 |
| 18. Matvey L. | above average | 7 |
Graph 5. Comparative control data of the results (test "What is superfluous?")
As a result of the output diagnostics, we can conclude that the results shown by the children have generally increased, the ability to find the essential features of objects, the ability to compare and generalize have been formed. After conducting intellectual games, we see that the majority of children have an average level of development of thinking, even 27.7% of students have a level of development of thinking above the average, which was not observed during the initial diagnosis.
Conclusions and recommendations: Analyzing the study, we can judge the effectiveness of the use of intellectual games for the development of cognitive abilities, namely attention and thinking in younger students. The results of our diagnostics serve as confirmation of the above - the concentration of attention has increased, it has become more stable, the ability to find the essential features of objects, the ability to compare and generalize have been formed. The formation and development of forms of consciousness and self-control occurs in students, the fear of erroneous steps disappears.
Conclusion
Today, more than ever, the responsibility of society for the upbringing of the younger generation is widely recognized. The transformation of the general education and professional schools aims at using all the possibilities and resources to improve the efficiency of the educational process.
Not all pedagogical resources are used in the field of education and development of the child. Play is one of these little-used means of education.
Meanwhile, pedagogy and psychology see in the game such important
features like:
polyfunctionality - the ability to provide the individual with the position of the subject of activity instead of a passive "consumer" of information, which is extremely important for the effectiveness of the educational process.
the game refers to an indirect method of influence: the child does not feel himself an object of influence of an adult, he is a full-fledged subject of activity.
the game is a means where education turns into self-education.
the game is closely connected with the development of the personality, namely, during the period of its especially intensive development in childhood, it acquires special significance.
game - the first activity, which plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.
When organizing intellectual games, it is necessary to take into account the age characteristics of students, since primary school age is a period of positive changes and transformations. Therefore, the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not acquire the ability to learn, it will be much more difficult to do this in the future and will require immeasurably higher mental and physical costs.
In the game, the child develops an imagination that includes both departure from reality and penetration into it. The ability to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play a path is laid from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the personality in the roles that the child, while playing, take on, expand, enrich, deepen the very personality of the child are collected, manifested in it and through it are formed.
In the game, to one degree or another, the properties necessary for learning at school are formed, which determine the readiness for learning.
At different stages of development, children are characterized by different games in regular accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.
In order for the game to be an effective means of developing and educating a child, the following conditions must be met when organizing and conducting games:
emotional (to attract the child, give him pleasure, joy);
cognitive, educational (the child must learn something new, learn something, decide, think);
games should be socially oriented.
The main goal of the teacher is to consistently manage the process of forming an independent game for each child and the team as a whole, because. only play in the form of children's independence has the greatest influence on the mental development of the child. This is its pedagogical value. It is necessary that the game does not lose its value, freedom and ease.
It is necessary to take into account individual and age characteristics.
Under these conditions, the game will serve the development and upbringing of the child.
Analyzing the study, we can judge the effectiveness of the use of intellectual games for the development of cognitive abilities, namely attention and thinking in younger students. The results of our diagnostics serve as confirmation of the above - the concentration of attention has increased, it has become more stable, the ability to find the essential features of objects, the ability to compare and generalize have been formed.
Therefore, we consider it expedient to conduct intellectual games and actively involve students in this process.
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Tatyana Abramova
Development of cognitive abilities of younger schoolchildren in the system of extracurricular activities
Development of cognitive abilities
junior schoolchildren in the system of extracurricular activities.
One of the educational activities is cognitive. What is the purpose cognitive activity? I will single out such goals: to enrich students' understanding of the surrounding activities, to form the need for education, contribute to the intellectual development of the child. There are many forms of organization cognitive activity, for example, various excursions, competitions, tournaments, olympiads, educational games...
What do they manifest cognitive the needs of the child and if they are at all? Of course there is, but as the main manifestation cognitive needs, I think, you can highlight the INTEREST.
Interest is expressed in the orientation of the child to a certain activity that is of particular importance for his personality. Interest is formed if the object of the surrounding reality has an emotional appeal. It is worth remembering this when organizing your activities not only for the subject teacher, but also for the educator.
Interests are of great importance in a child's life. Since interests are manifested in the positive emotions of the child, they cause feelings of satisfaction from work. They make it easy to focus on work, increase performance. IP Pavlov considered interest as something that activates the state of the cerebral cortex. It is well known that any educational process is the more successful, the greater the student's interest in learning. I believe that the teacher should organize his work so to and after hours, time extracurricular activities, not only maintain, but increase the student's interest in various subjects of the educational cycle.
For development the child is very important to the formation of many interests. It should be noted that for a schoolchild is generally characterized by a cognitive attitude to the world. Him "everything is interesting". Such a curious orientation has an objective expediency. Interest in everything expands the child's life experience, introduces him to various activities, activates his various capabilities.
One of the main tasks work team of teachers schools is to create conditions for the realization of creative possibilities and students' abilities.
Creativity is a complex mental process associated with character, interests, personality abilities. A new product received by a person in creativity can be objectively new (i.e. a socially significant discovery). And subjectively new (i.e. discovery for oneself). In most children, we most often see products of creativity of the second kind.
Although this does not exclude the possibility of the creation of children and objective discoveries. Development The creative process in turn enriches the imagination, expands the meaning, experience and interests of the child.
Creative activity develops children's senses. Carrying out the process of creativity, the child experiences a whole range of positive emotions, both from the process of activity and from the result obtained. Creative activity promotes optimal and intense development higher mental functions such as memory, thinking, perception, attention. Creative activity develops the child's personality, helps him to assimilate moral and moral norms - to distinguish between good and evil, compassion and hatred, courage and cowardice, etc. Creating a work of creativity, the child reflects in them his understanding of life values, his personal properties, comprehends them in a new way, penetrates their importance and depth. Creative activity develops aesthetic sense of the child. Through this activity, the aesthetic susceptibility of the child to the world, the appreciation of the beautiful, is formed.
All children, especially junior schoolchildren who love to make art. They sing and dance with enthusiasm, perform on stage with pleasure, participate in concerts, competitions, exhibitions, quizzes. Therefore, in extracurricular activities the teacher should use elements of children's creativity. It is necessary to help the child try his hand at various areas of creative activity in order to find himself, not to lose the inclinations laid down by nature; All this is feasible in the process of collective creative activity. So let's set question: which extracurricular event will help development his creativity? Of course, various contests, quizzes, KVNs, tournaments, educational games, in which you need to try as best as possible to combine the educational (additional) material and an entertaining form of conduct, so that develop the interests and abilities of children.
Our students now receive a huge amount of different information. I believe that the teacher's task is to convey useful information to the child in such a form that, firstly, it is well absorbed, and secondly, it could help the student in the future both in the lessons on a particular subject, and outside schools. Of course, when preparing assignments for subjects, the teacher should seek advice from the subject teacher. In this case, there will be no risk of overcomplicating tasks.
I would like to tell you about some of the activities carried out in the class and having success with the guys. For example, in the 2nd grade we had an interesting literary game "Lukomorye" (to the 200th anniversary of the birth of A. S. Pushkin). The game is based on "Tic Tac Toe". So here "Lukomorye" The guys liked it so much that together we came up with new names for the cells of the playing field, for example, a black box - in this cell it was necessary to guess what object was in the black box and a charade or a riddle was given for a hint; Crossword - in this cell it was necessary to solve a crossword; field of miracles - guess the word according to the rules of the game "Field of Dreams" and others. And later they played a game with a new playing field. Great merit of the game "Tic Tac Toe" in that it can be adapted to absolutely any subject school course, for this you only need to create an appropriate playing field and tasks for the game cells.
Another literary game was held with great benefit, this is the literary Brain-ring (according to the works studied in grades 1 and 2). During the game, the guys again remembered what had already faded a little in their memory, by the end of the game I even remembered some small details. Brain - rings as a competition between two teams can be held in other subjects: mathematics, natural history ... They can be devoted to a specific topic or section studied in the lessons, of course, add additional information to expand the horizons of the children.
Games based on television programs are enjoying great success. Therefore, in the classroom you can spend your "Star Hour", "Guess the melody", "Call of the Jungle".
It was the idea of a TV game that I used to create a script for a literary and historical game "Wheel of History". In the 3rd grade, the guys got a new subject "Introduction to History", and in reading lessons, students studied history development of children's literature. Therefore, I had the idea to make the guys themselves become participants in the story. After all, in the classroom they only listen to the teacher's stories, read a book, study maps, but here they can imagine themselves as some kind of historical character, the children have a feeling of empathy with the fate of the participants in the historical event. And this is a very significant factor in the initial study of history. We get an effective remedy cognitive development activities of students, the children's interest in a new subject increases, and this promotes general intellectual student development.
Now there are more and more different developments, but I believe that each of us: a teacher, a class teacher must make his personal contribution and create something new on the basis of ready-made materials.
