Development of cognitive abilities of younger students

The current changes in public life imply the humanization of the educational process, an appeal to the personality of the child, and a focus on developing his best qualities. Concerningtraining should be developing, aimed at the formation of cognitive interests and abilities.The work of the student should become for him a source of mental satisfaction and spiritual joy. And the main motives for students should be the motives of their own growth and self-improvement. After all, V.A. Sukhomlinsky wrote: “The teaching should not be reduced to the endless accumulation of knowledge, to the training of memory, I want children to be travelers, discoverers and creators in this world.”

Ideas about the possibility and expediency of developmental education were embodied in the technology of developmental education according to the system of L.B. Elkonina - V.V. Davydov, as well as in the system of developmental education L.V. Zankov. Working on the system of L.V. Zankova, I was convinced from my own experience that developmental education corresponds to the nature of the child, his sociability, the desire for self-affirmation through communication. I am impressed by the friendly style of communication between the teacher and the student in the classroom, the trusting atmosphere relieves internal tension. I like to act as an assistant in the classroom and teach children to help each other in the learning process. Thus,communication style between teacher and studentaccording to L.V. Zankovis an important factor in the development of cognitive activity of students.This is also effectively promoted bya variety of exercises aimed at organizing the productive activities of children.Exercises for classification, comparison, highlighting the superfluous are aimed at developing the mental abilities of children. Of great cognitive interest are these exercises in the lessons of the Russian language. When studying new material, I use exercises that make it possible to observe certain linguistic phenomena, and then identify patterns, generalize the results of observations, and draw conclusions.

The activation of cognitive activity, in my opinion, is also facilitated by exercises aimed atdevelopment of children's creative abilities.Especially effectively I manage to organize creative work in the lessons of literary reading, the surrounding world, civic education. This work is organized in the following sequence: creating a creative atmosphere in the classroom, a friendly attitude towards the imagination of children; education in children of a sense of love, compassion; learning to compare and observe, to express feelings in words, drawings, epithets; select words, phrases, images; teaching children to compose riddles, poems; in the lessons of literary reading and the world around, write essays, compose and solve crossword puzzles.

The fulfillment of creative tasks involves the formation of the ability to work with additional literature, which in turn instills a love of reading. Also, by organizing creativity in the classroom, I solve a number of educational tasks: the formation of civic identity, the development of the need for knowledge of cultural and historical values, the upbringing of love and compassion for the world around, involvement in the preservation and enhancement of spiritual and moral values.

Loved me and my kidsproject activity, which also contributes to the development of creative thinking, fantasy, imagination, forms an interest in the world around us, literature, and art. This activity attracts children, many of them discover extraordinary abilities for writing and drawing.

Very enlivens learning activities, and, therefore,contributes to the development of cognitive abilities using non-traditional forms of conducting lessons.I believe that it is advisable to carry them out during the generalization of the studied material. Whatever the non-traditional lesson: a travel lesson, a fairy tale lesson, a quiz lesson, a conference lesson, a research lesson - the leading technique here isgame and search situation. These lessons correspond to the age capabilities of children and inspire them.

Game activity in the classroom creates an environment where students want and can show their independence. Therefore, it is in non-traditional lessons that I tryto form educational independence, develop the ability of self-control and self-esteem. Already in the first grade, when organizing independent work, I set up children not to rush to complete the educational task, I try to teach them to first plan the course of its implementation, predict the result. An example of the organization of such work is independent work of a variable nature, work in points, when among several proposed tasks the student has the opportunity to independently choose feasible tasks, which in turn encourages students to choose a task of a high level of complexity.

In Russian language lessons, to create positive motivation, I successfully use the method developed by the talented teacher and scientist K.A. Moskalenko. He proposed unusual methodological techniques and solutions:merging learning processes with knowledge discovery, commented exercises,which organically combine repetition and consolidation of educational material with systematic work on mistakes.

I introduce commentary gradually with patience and tact in literacy classes. The positive emotions that children get from error-free writing contribute to personal development. As you move from the first grade to the fourth grade, commented writing turns into evidence-based commenting-reasoning when performing complex grammatical tasks.

It also contributes to the development of cognitive interestsorganization of a multi-level form of education - differentiated education. I use it in my lessons when organizing both frontal and independent work. When organizing frontal work in a mathematics lesson, for example, on a text task, I use individual task cards in three versions. The cards contain systems of tasks related to the analysis and solution of the same problem, but at different levels. Offering the student a variant of the optimal level of difficulty for him, I carry outdifferentiation of search activitywhen solving problems. Sometimes I choose another option: I supervise the work of students at one of the levels, while others work independently. I use differentiated tasks in the organization of independent work.

Applying a variety of methods and techniques aimed at developing the cognitive abilities of children, I try to plan my work taking into account the preservation and strengthening of their health. For this I use the methodshealth-saving technologies, which are based on the ideas of the relationship between mental and physical activity and developmental learning. First of all, it is the organization of outdoor games with a didactic focus. And in conclusion, I would like to note: when planning my work, I always remember the motto"Teaching with passion, education with love and joy". After all, it is the lesson cooperation , on which everything turns out, gives rise to a sense of success in learning, a desire and readiness to solve more and more difficult tasks, to move forward along the roads of knowledge. Systematic work on the development of cognitive abilities gives the following results: children grow up inquisitive, active, able to learn.

Shishkina Irina Vladimirovna, primary school teacher MBOU secondary school with. Tarem

Today, the quality of modern education has become a topical subject of discussion for the pedagogical community. The civilization of the 20th century is being replaced by an intellectual-informational civilization, which is characterized by an increase in the functions of social intelligence. In this regard, the content of education is being updated in Russia. This gives the teacher the right to design the pedagogical process according to any model.

It is important to combine learning activities (within which basic knowledge, skills and abilities are formed) with the development of individual inclinations of students, their cognitive activity, and the ability to independently solve non-standard tasks. Active introduction to the traditional educational process of various developmental exercises, classes aimed at developing the personal-motivational and analytical-synthetic spheres of the child. The development of memory, attention, thinking is an important task of the teacher at the moment. Thus, one of the motives for using developmental exercises is to increase the cognitive and creative search activity of children. It is equally important both for students whose development corresponds to the age norm or is ahead of it, and for weak students, since their developmental delay is associated precisely with the insufficient development of basic mental functions.

The importance of introducing exercises into the lesson for the development of children's mental processes is relevant precisely in elementary school. This is due to the psychophysiological characteristics of younger schoolchildren, since at this age the physiological maturation of the main brain structures is completed. That is why it is possible to most effectively influence the intellectual and personal sphere of the child. The possibility of presenting tasks in a playful way contributes to a smoother flow and a reduction in the adaptation period of first-graders. These reasons prompted me to introduce a series of exercises to develop memory, thinking, and attention into the lesson. The use of these games and exercises in the educational process has a beneficial effect on the development of not only the cognitive, but also the personal and motivational sphere of the child. So, for example: a more intensive development of students' logical thinking, attention, memory help to better analyze and understand the text read more deeply, in the Russian language lessons - the rules, to navigate more freely in the laws of the surrounding reality, to use the accumulated knowledge and skills more effectively in mathematics lessons. This creates the prerequisites for the successful flow of the learning process in subsequent classes.

A prerequisite for the successful solution of pedagogical problems is the need for mental effort and impressions inherent in younger students. This requires their rapidly developing brains. High mental activity in the learning process is stimulated by novelty and a certain degree of difficulty of mental work. How to preserve the desire of children to learn, preserve and develop cognitive needs? First of all, I try to create good-natured relationships in the classroom, in which children are not afraid to express their opinion, exercising their right to think independently - this is a prerequisite for new thinking. The child, crossing the threshold of the school, learns different types of activities through which he will get acquainted with the new. One of the leading activities is cognitive. The development of cognitive abilities can be carried out through a student-centered approach to learning. The task of the teacher in the implementation of a student-centered approach in teaching is to create such psychological and pedagogical conditions that would provide active stimulation of students, self-valuable educational activities based on self-education, self-development, self-expression in the course of mastering knowledge.

The restructuring that has taken place in teaching methods in the direction of strengthening the development of the student puts forward the task for the teacher - to study the progress of students in development. Without a focus on such learning, the work on the development of students ceases to be perceived by the teacher as a necessary part of the learning process. So what is development? What aspects of development are important to learn from students? What are the ways to detect them?

So, a situation may arise when, for some time, what is taught by the teacher, as it were, does not find any reflection in the child's psyche. He remains, as it were, deaf to certain pedagogical influences. But there comes a period when these influences suddenly manifest themselves in changes in knowledge, skills, attitudes, which testify to his mental development in the direction that the teacher sought. These changes may be hardly noticeable, but they appear and it is very important for the teacher to see them, they are evidence of the true development of the child, his advancement in comparison with the initial level. General development can be characterized by data on the development of such aspects of the psyche as memory, attention, thinking. The successful development of the child in these areas ensures the reliable mastery of various types of activities, both cognitive and practical.

Teaching younger students through the development of cognitive abilities

How do we want to see our primary school graduates? Of course, I think so: educated, decent and well-mannered, as well as honest and kind. But today we already understand well: in order to be successful, it must be “a self-developing, self-regulating personality with flexible and conscious knowledge, the subject of one’s life.” Modern society needs to educate an independent, responsible, thinking person. And not the sum of knowledge is the true property of the child, but the ability to know and the desire for self-development. The education of faith in oneself, in the achievability of reasonably set goals, is necessary for the successful life of each person.

To do this, it is necessary to ensure the full mental, physical and intellectual development of the child, respecting him as a person, taking into account the educational interests of everyone. These areas should become the main ones from the very beginning of schooling.

Primary education has its own characteristics, sharply distinguishing it from all other stages of the school education system, and is the foundation of all subsequent education. First of all, this concerns the formation of general educational skills, skills and methods of activity, on which the success of education in basic school largely depends. The level of their development determines the nature of the student's cognitive activity, his ability to organize it expediently and purposefully. During this school period, there is an intensive formation of cognitive interests and cognitive motivation, the development of cognitive abilities. The primary school teacher has a great responsibility, since under favorable learning conditions, the formation of self-awareness and self-esteem of the child takes place.

There are many positive trends in modern primary education:

• there is a variability of the competence-based pedagogical approach;
• teachers have freedom for creative search;
• the need for pedagogical support of the individuality of the child is increasingly recognized.

In my pedagogical work I carry out the focus of education on the development of the child, taking into account the indicators of the health and emotional well-being of children.

The problem of the relationship between development and education has always been one of the core problems of pedagogy. Starting with the works of Ya. A. Comenius, there was a search for the scientific foundations of education, which recognized the individual capabilities of each child and their changes in the process of age development. L. S. Vygotsky spoke about the importance of the side of the mental development of a child mastering educational activities. He emphasized that the school, teaching children, must inevitably take into account the degree of development of cognitive abilities. In the 80s - 90s. in Russia, active research continued on the characteristics of the mental development of children in the conditions of schooling. It was noted that the lack of formation of the required level of mental development in individual students is reflected not only in the child's academic performance, but also in his attitude to learning, emotional well-being, and the nature of relationships with peers, teachers, and parents. Thus, specially organized educational activities for the development of cognitive abilities affect all aspects of the child's mental development.

Teaching, as an activity, makes demands on cognitive processes, as a result of which the student himself develops. The activity of learning, which as a leader replaces the game, will lead the development of elementary school children further, will allow them to master all the main aspects of their mental activity. However, this will happen only if the learning process is built taking into account the conditions that determine its developmental orientation.

The importance of the development of cognitive abilities is relevant precisely in elementary school. This is due to the psychophysiological characteristics of younger students. At this age, the physiological maturation of the main brain structures is completed, which is why the most intensive development of the intellectual and personal sphere of the child is necessary.

An important reason that encourages the active introduction of developmental exercises into the educational process is the possibility of diagnosing the intellectual development of children with their help.

The next reason is the possibility of presenting tasks in a playful way, which is the leading one at this age and contributes to a smoother adaptation to school, a solid assimilation of educational material.

The development of cognitive abilities is equally important both for students whose development corresponds to the age norm or is ahead of it, and for weak students, since their developmental lag is associated precisely with the insufficient development of basic mental functions.

No one will argue with the fact that every teacher should develop cognitive abilities. This is stated in the explanatory notes to the curricula, this is written in the methodological literature. However, there is no system for the development of cognitive abilities, both in textbooks and in teaching methods.

Building the system of her work, she came to the conclusion that education is impossible without progress in the development of the mental properties of the individual, without the development of the individual inclinations of each student.

The pedagogical process is a way of organizing educational relations, concluded in the purposeful selection and use of external factors for the development of participants. Wherever the educational process takes place, no matter what teacher creates it, it will have the same structure:

goal - principles - content - methods - means - forms.

Complementing this structure, in the pedagogical process I take into account:

1. Cognitive processes (attention, perception, imagination, thinking, memory).
2. Students' manifestations of interest, inclinations, motivation for learning, emotional mood.
3. Rise of mental and physical stress, performance and fatigue.

Thus, the pedagogical process represents how the relationship of pedagogical, methodological and psychological. In the latter, I focus on cognitive processes.

By means of primary education, I rely on the natural curiosity of children, the need for independent knowledge of the world around us, cognitive activity and initiative, we create in primary school a favorable educational environment for the development of cognitive abilities, the ability to evaluate one's thoughts and actions, correlate the results of activities with the goal. And also, the ability to reflect is an important quality that determines the social role of the child as a student, schoolchild.

PURPOSE: Formation of the creative potential of the student's personality in the conditions of the developmental orientation of education.

Throughout the entire period of primary education, I set the following tasks:

1. Preservation and support of the individuality of each child based on the development of cognitive abilities.
2. Protection and strengthening of the physical and mental health of children, ensuring their emotional well-being.
3. The development of the child's qualities as a subject of relations with people.

I highlight in my work following principles:

The principle of self-assessment of each age, suggesting:

• focus on the development of the child, first of all, cognitive abilities;
• reliance on the achievements of the previous stage of development, creating the prerequisites for a successful transition to the next stage of education;
• the completeness of the realization of the possibilities of the age lived by the child;
• building self-esteem and maintaining self-confidence;

Principle of Humanity:

• approval of norms of respect and benevolent attitude towards each child;
• exclusion of coercion and violence;
• training in communication and cooperation skills.

The principle of individualization of education, providing:

• maximum manifestation of the originality and creative abilities of each child;
• formation of educational independence (desire and ability to learn, constantly expanding the boundaries of their capabilities).

The principle of socio-cultural openness of education:

• respect for the norms and traditions of different cultures, openness to the changing world;
• support in all activities of initiatives of students and their parents.

The set tasks of education cannot be solved without a clear and distinct answer to the question “How to teach?”

The development of cognitive abilities can be characterized by such mental processes as attention, perception, imagination, memory, thinking. The successful development of the child in these areas ensures the reliable mastery of various types of activities, both cognitive and practical. With their help, a person carries out not only knowledge, but also the transformation of the surrounding world. In general, the whole life of a person is determined by these mental processes, which constitute the core of the personality. They are organically interconnected and interdependent. Each of these processes affects the course of others and is impossible without them.

As a result, adhering to my system of work, I observe that children have positive educational motivation, their speech is logically competent and verbose, children have learned to negotiate among themselves without offending each other, concentration of attention has increased, they have learned to be creative in any business, they know how to compose their own poems. I wanted to show how I develop the creative abilities of children using the example of the lesson of the world around us in the 2nd grade.

Topic: The structure of the human body. Personal hygiene rules. Daily regime.

Purpose: Formation of the creative potential of the personality of students in the conditions of the developmental orientation of education.

• introduce children to the structure of their body; main internal organs.
• learn to identify the location of the main organs.
• develop the cognitive activity of children.
• repeat the rules of personal hygiene; the daily routine of children studying in the 2nd shift.

Organizing time.

Repetition about the professions of people.

1. Tell me who cooks cabbage soup so tasty,
   Smelly cutlets, salads, vinaigrettes. (cook)
2. We get up very early, because our concern is
   Drive everyone to work in the morning. (driver)
3. We teach kids how to read and write
   Love nature, respect the elderly. (teacher)
4. Bring a glass eye, click once - and remember you. (photographer)
5. Who sits at the patient's bed
   I. tells everyone how to be treated;
   Who is sick, he will offer to take drops,
   Anyone who is healthy will be allowed to take a walk. (doctor)

New material.

Today, comrade "doctor" who treats and prevents diseases, will introduce us to the second issue of the "Health" magazine. The journal contains the following sections:

1. Body parts.
2. Internal organs of a person.
3. Rhythmic gymnastics.
4. Health rules.
5. Ads.
6. Orders. Personal hygiene rules.
7. Daily regime
8. Proverbs from “My-to-holes”.

Parts of the human body.

Each of you has looked in the mirror many times. What are the parts of your body? Name the parts of the body sequentially from top to bottom. (children's answers)

Let's check if everyone has those body parts that you named.

Practical part.

1. Nod your head at me. Smile and nod your head to your desk mate.
2. Show where your neck is.
3. Feel the chest.
4. Pat each other on the back.
5. Stroke your belly.
6. Raise your right hand.
7. Hide your left hand behind your back.
8. Place your right foot on your heel.
9. Stomp with your left foot.

How to name the chest, back, stomach in one word? (torso)

The arms are the upper limbs and the legs are the lower limbs. All that we have shown, these parts of the body are outside. And what we have inside? We move on to the second section of our journal:

Human internal organs. (Table “Internal human organs)

There are a lot of internal organs. You will get to know them and their work in the body when you get older, but everyone needs to know the main internal organs, their location and work. Getting acquainted with the internal organs, we will sign on our diagrams.

Consider two oval organs - the lungs. What do you know about them? (answers)

The lungs, right and left, are located inside the chest and are protected by the ribs. When we inhale, the lungs expand, and when we exhale, they decrease. The lungs absorb oxygen from the inhaled air and rid our body of the carbon dioxide that comes out when we exhale. Without lungs, we could not live.

Next to the left lung is the heart. (Read the text from Appendix No. 1)

Make a fist - your heart is slightly larger than a fist.

(Let's break for rhythmic gymnastics to the music.)

The lungs and heart are separated from other internal organs by a strip of muscle-diaphragm. Consider where the liver is located. The liver “works” much more than any other organ. It stores proteins, fats and carbohydrates and releases them into the blood. The liver cleanses the blood of harmful products. The liver works like a chemical laboratory.

Below the diaphragm is the stomach. What do you know about him? (answers)

The stomach is connected to the intestines. The stomach is like a bag. A lot of food and liquid can be placed inside it. An adult has a stomach the size of a football, a child has a smaller one. Muscles grind food, grind it into tiny pieces, and when the food becomes soft, it passes into the intestines.

In order for the internal organs to be healthy, read the memo. (Appendix No. 2)

Next section:

Everyone needs to know this.

To keep your organs healthy and you look well-groomed, My-to-holes sent us recommendations. (Appendix No. 3).

1. There is no better pasta in the world, brush your teeth “BLENDAMED” (Bibikov N.)

2. We brush our teeth “Blendamed”, and there are no microbes in the mouth,

The teeth are white and shiny, like those of little beavers. (Yakovenko P,)

3. Safeguard” soap we have, this soap is of the highest class. (Turkin P.)

4. So that you are very clean, wash yourself with fragrant soap. (Shukurova K.)

5. Piglets Nif and Naf wash their noses with Dove soap. (Gorbunova I.)

6. Bought a brush from Colgate, our uncle Gena the Crocodile,

And what a year in a row, Gena's teeth do not hurt. (Shukurova Yu)

The purchase of any hygiene products is an individual matter, it largely depends on the family budget and no matter what it is, just wash your hands more often, do not forget to brush your teeth. Therefore, you need to know:

Personal hygiene rules. (poems written by children)

1. Do not brush your teeth if the brush is not yours, otherwise your friendly family will get sick.

You return home, immediately my hands with soap,
So that all sorts of microbes go their own way,
If you are clean and tidy, it is pleasant to look at such people.
And if you want to be dirty, you can not wash your hands.
Just know, such stupid people, the path lies straight to the hospital.

Work according to the textbook p.11

Name the items of personal hygiene!! (the game “Pig in a bag” (identify the object by touch from the bag with your eyes closed)).

What are the personal hygiene items that the whole family can use?

Task number 2 according to the textbook:

Finish the offer.

As a result, we can single out a set of rules for personal hygiene and protecting your health, and all of them are in the daily routine that you follow every day.

Since we study in the 2nd shift from 13.00. hours, I offer you a new daily routine (approximate application number 4), but you can also make your own more convenient for you.

Task: Make a proverb where the beginning is given, and pick up the end.

Outcome.

What do you remember most about the contents of the Health magazine No. 2?

The lesson is over. “Thank you for the lesson!!!”

East Kazakhstan region Tarbagatai district, Akzhar village

Popova Marina Ilyinichna

primary school teacher

The development of cognitive abilities in younger students

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. Development of intellectual abilities 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.

The development of independent thinking is especially important.

Each person's picture of the world is formed due to the presence and functioning of mental cognitive processes. They reflect the impact of the surrounding reality in the minds of people.

The cognitive processes are perception, attention, memory, imagination and thinking. Let us characterize the manifestation of cognitive processes characteristic of primary school age.

✏ Perception. This is a cognitive mental process, consisting in a holistic reflection of objects, events, situations. This phenomenon underlies the knowledge of the world. The basis of knowledge of the younger student is the direct perception of the surrounding world. All types of perception are important for learning activities: perception of the shape of objects, time, space. If we look at the reflection of the received information, we can distinguish two types of perception: descriptive and explanatory. Children who have a descriptive type

factually oriented. That is, such a child can retell the text close to the original, but will not particularly delve into the meaning. The explanatory type, on the contrary, in search of the meaning of the work, may not remember its essence. The individual characteristics inherent in the personality also affect perceptions. Some children are focused on the accuracy of perception, he does not turn to conjectures, does not try to guess what he read or heard. The other individual type, on the contrary, seeks to invent information, to fill it with his own prejudiced individual opinion. The perception of the younger student is involuntary. Children come to school already with a fairly developed perception. But this perception comes down to recognizing the shape and color of the presented objects. At the same time, children see in the object not the main, special, but bright, that is, what stands out against the background of other objects.

✏ Thinking. At primary school age, the child's thinking moves from visual-figurative to verbal-logical. It relies on visual images and representations. The mental activity of younger schoolchildren in many ways still resembles the thinking of preschoolers. To understand this cognitive process, it is necessary to understand the features of the development of mental operations in younger students. They include such components as analysis, synthesis, comparison, generalization and concretization.

✎ Analysis is the mental division of an object into separate parts and the selection of properties, qualities or features in it. Practically effective and sensual analysis prevails in the younger student. It is easier for children to solve problems using specific objects (sticks, models of objects, cubes, etc.) or to find parts of objects by observing them visually. It can be both the layout of the object and the natural conditions in which the object resides.

✎ Synthesis is the ability to logically build a mental chain from simple to complex. Analysis and synthesis are closely related. The more deeply the child owns analysis, the more complete the synthesis. If we show the child a plot picture and do not say its name, then the description of this picture will look like a simple enumeration of the drawn objects. The message of the name of the picture improves the quality of the analysis, helps the child to understand the meaning of the whole picture as a whole.

✎ Comparison. This is a comparison of objects or phenomena in order to find common or different between them. Younger students compare by bright signs, by what catches the eye. It can be a round shape of an object or its bright color. Some children manage, by comparing objects, to highlight the largest number of features, others the least.

✎ Generalization. Primary schoolchildren distinguish, first of all, catchy, bright signs of objects. Most generalizations refer to specific features. If we give children a number of objects belonging to different groups, and offer to combine them according to common features, we will see that it is difficult for a younger student to generalize independently. Without the help of an adult, while completing a task, he can combine words of different meanings into one group. Generalizations are fixed in concepts. Concepts are a set of essential properties and features of an object or phenomenon.

✎ Specification. This component of thinking is closely linked to generalization. A child throughout his life needs to learn to assimilate concepts, rules, laws. This can be done on the basis of considering individual objects or their parts, signs, schemes, and most importantly, performing a number of operations with them. If the child knows only a part of the general properties, then his concretization will also be partial.

✏ Imagination. This is the ability of a person to create new images, based on the ones he already has in his experience. The main direction in the development of the imagination of a younger student is the transition to a more correct and complete reflection of reality on the basis of already existing life experience and knowledge gained in the course of mastering reality. For primary school age, it is characteristic at the beginning that the recreated images only approximately characterize the real object, they are poor in details. Further, the imagination develops and the children already, building images, use in them a much larger number of signs and properties. A feature of the imagination of younger students is its reliance on specific objects. Gradually, specific examples are replaced by a word that helps the child create new images. According to how deliberate, meaningful is the creation of images, we can divide the imagination into voluntary and involuntary. It is at the early school age that involuntariness is most clearly manifested. It is difficult for children to distract themselves from the images they have created earlier and are conditioned by their life experience. This makes it difficult to create new images. New images in younger students arise under the influence of little conscious needs. The involuntary imagination is akin to uncontrollability. If a literary work or a colorful story awakens a strong imagination in a child, then, retelling what he heard or read, he, against his will, can come up with those details that were not in the work. Arbitrary imagination is an image specially created in accordance with the set goals. It needs to be developed, and adults will have to develop the imagination of a younger student from an image of an obscure, vague, “small” one, in which only a few signs are reflected, to a generalized, vivid image.

✏ Attention. Attention in itself is not a cognitive process. It is inherent in all of the above processes: perception, thinking, memory. Attention is concentration on any process or phenomenon. It accompanies all mental processes and is a necessary condition for the implementation of almost any activity.

Attention can be arbitrary and involuntary. In a younger student, the predominant type of attention is involuntary. Involuntary attention is quite "independent" and does not depend on the efforts made. Objects and phenomena that attract attention can be different. But everyone is united by brightness, surprise, novelty. Younger students have not yet learned to control their attention, and everything emotionally colored attracts them, like a magpie is attracted to shiny things. This is due to the visual-figurative nature of their mental activity. For example, if a child was sick and missed a new material when he came to school, he would not understand the teacher's explanations, since they are built on the assimilation of the previous material. The child will be distracted, doing other things. For him, the teacher's explanations appear in the form of something unclear and incomprehensible to him. arbitrary attention. If a child sets a goal and makes efforts to achieve it, we are dealing with voluntary attention. In the process of mastering knowledge, skills and abilities, the child develops voluntary attention. Work on the development of voluntary attention goes from the goals that adults set for the child, to the goals that the younger student sets on their own. Considering voluntary attention, we cannot fail to consider its properties. These include concentration of attention, its volume, stability, switching and distribution. Concentration of attention is the ability to keep attention on one object.

It is at primary school age that this property can be expressed very clearly, since it is common for a child to immerse himself in his own world, not noticing the real world for some time. The volume of attention is the number of objects, phenomena that are covered at the same time. For a younger student, the volume ranges from 2 to 4 subjects. This is less than that of an adult, but quite enough for a child.

Stability of attention is still poorly developed in younger students. He is easily distracted, "jumps" from one object to another. This is facilitated by the fact that in a younger student the processes of excitation predominate over the processes of inhibition. The child cannot pay attention to one subject for a long time, he quickly gets tired. Distribution of attention is the ability to keep attention on two or more objects or phenomena. In a younger student, this property is still not sufficiently developed. With age, the distribution develops, the experience of automatic skills appears, when one well-known phenomenon or activity requires an almost automatic skill, and the child's attention switches to another object or phenomenon. And, finally, such a property as switching attention. It is the child's ability to move from one activity to another. The success of the switch is influenced by the characteristics of the previous activity and the individual characteristics of the child. Some children easily move from one type of activity to another, others are difficult, it is difficult for them to reorganize. Switching attention requires effort on the part of the child, so at primary school age, when the volitional potential is still not sufficiently developed, it is difficult. But with age, with the acquisition of new experience, a switch develops.