Primary school age is an extremely important stage in the development of personality. In the upbringing of independence, an essential role is played by interest in activities, the desire to engage in it, to bring the work begun to the end, to correctly assess one's capabilities. Here the combination of external factors and the internal state of a particular child is important. In order for the process of educating independence to be as effective as possible, certain conditions must be observed. My observations and experience of pedagogical activity allow me to assert that the best way to nurture independence occurs in creative activity. To perform creative activity, you need to independently obtain information and use it correctly. The next condition is the availability of special knowledge and skills. They determine the readiness of students for independent action. But not always a student who possesses knowledge and skills seeks to show independence. To do this, you need an internal need to act on your own - a motive. The cooperation of the child with the teacher (educator) and the children is also necessary for the successful upbringing of independence, because communication in activities teaches you to negotiate, coordinate your actions with others.
The process of educating the independence of a younger student can be divided into several stages. The main task first stage may be the activation of the will and thinking of the child, his skills. To do this, the child can be offered a variety of assignments. The degree of difficulty should be such that the child can cope on his own or with some help from an adult. In addition, it is necessary to create situations that would make the child want to independently look for ways to complete the task, would teach the transfer of methods for performing one task to a similar one. On the second stage one of the main tasks will be the development of a conscious attitude to the fulfillment of the task proposed by the teacher, the free application of knowledge in a familiar, standard situation, which is typical for the active-search level of development of independence. The teacher (educator) encourages and directs the child, helps to organize the work, to bring what has been started to the end. This is facilitated by a timely question, a reminder, advice, evaluation of work, reading a literary work of the corresponding content, a specially thought-out conversation. One of the effective techniques can be to observe the activities of peers and its subsequent analysis. This can make it easier for the child to transfer what they see into their experience. Children are convinced that the same thing can be done in different ways, in their own way. On the third stage formation of independence important tasks are: consolidation of manifestations of independence. All methods and techniques that have been used previously contribute to the solution of these problems. The teacher tries to interest the child, supports his motivation. The algorithm of the teacher's actions at this stage is no longer as detailed as at the previous stages. He can ask the child how he is going to carry out the assignment, remember the possible options for its implementation.
Thus, primary school age, due to its inherent features, is favorable for the development of independence. The upbringing of this personality trait is possible only in the process of organizing real practical activities that are significant enough for this age.

The purpose of the parent meeting: the formation of the parents' need for raising the independence of the child.

1. Show the role of the father in the upbringing of children.
2. Provide guidance on developing self-reliance skills.
3. Provide training for fathers.

During the classes

I. Introduction.

Good evening! How nice and unusual to see you, dear dads, at our parent meeting. Thank you for taking the time to come to the parent meeting.

It was not by chance that I invited you today, and not our mothers. I think it will not be a discovery for you to say that the role of the father in the family is large and serious. It is the father who is responsible for the son to grow up to be a courageous, skillful, hardworking person, a patriot of his Motherland.

And in the upbringing of daughters, this role is no less. Who, if not the father, will set an example of the relationship between a man and a woman? And when children see the respect with which the father treats the mother, then they become more sensitive and attentive to their parents.

But if earlier the unconditional power of the father as the head of the family also determined his responsibility for the children, now the fact that many fathers have lost their former sole power and personal responsibility for the family, raising children, placing everything on mothers, is worrying.

Your main goal has become - the material support of the family, so that it is fed, shod, dressed. And there is no time left for raising children. These are done mainly by mothers.

Then, when the children get older, we begin to wonder why my child is not accustomed to anything, can’t do anything, has grown up to be some kind of “sissy”, and we begin to blame my wife for this, but not ourselves.

Before it’s too late, my dears, reconsider your role in the family, and together with your mothers, take care of raising your child so that he grows up as a worthy person, a real son or daughter.

At our parent-teacher meetings, you will receive the necessary guidance on raising children, so always have a notebook and a pen with you.

II. Independence education.

Today we will talk with you about a very valuable quality that a person needs in life. What do you think this quality is? (Independence).

In an effort to do everything for the child, adults cause him great harm, deprive him of independence, undermine his faith in his own strength, and teach him to rely on others. Independence is not born by itself, it is brought up and developed.

Stages of development of independence.

1. Children act on the model of adults, copying their actions (Stage of imitation).
2. Independently perform parts of the work (Stage of partial independence).
3. Perform certain work independently in repetitive situations, the most significant activities (Stage of fuller independence)

- Which of you can say that your child is more or less independent? How is it expressed? Who is hard to tell?

I will try to help you with this.

You have sheets on your desks with a list of the most common problems. Check the ones that come from your family. Check the box.

The child does homework only under the supervision of the parents.

When she does her homework on her own, it can last for hours.

- He doesn't want to do anything around the house. Makes a mess and refuses to clean up after himself.

- After school, he doesn’t go home right away, but wanders around no one knows where.

- Doesn't keep track of his things, throws them anywhere.

Perhaps you could add other problems that arise in your family to this list.

Now let's find out what measures you took to remedy the situation. In the second column on the sheet, list your actions and put one of the three signs - + ? “Minus” you put in the event that the actions you took did not help at all or helped for a short time. “Plus” if the situation has improved after your impact. And, finally, you put the “question” in the event that it is not yet clear to you how your actions influenced the situation

Is there anyone who has at least one problem solved? (Experience exchange).

Often parents themselves refuse to raise independence in a child, as it is easier and more convenient for them. No need to worry that a son or daughter will do something without the knowledge of their parents and possibly do something stupid. Mom and dad will be sure that the children will definitely ask their permission, leave the solution of the problem until the parents arrive, will not show initiative in buying food, preparing dinner, etc. The child will follow the instructions of the parents, and they will not need to look for new ways and forms of interaction with him. But without doing this, without expanding the powers of the child, it will be impossible to change his way of thinking. Despite all efforts, punishment, he will still hope for your custody.

Changes need to start with yourself, you need to try to change your behavior towards the child. First of all, look at the child with your own eyes (forget what neighbors, teachers, etc. say about him). You know him better. What qualities of character do you like in him, what do you dislike, what would you like to change in him?

For example, you know about your child that he values ​​​​family relationships very much, your attitude towards him. Build your comments based on this quality of the child. Don't threaten him: “Try not to be on time today!” but share your feelings: “I would be so happy if you came early today. We would sit down for tea and discuss problems.”

Or “I am very sorry that you did not have time to do your homework by the time I arrived.”

Try not to use the word “you” in your phrases (“You always leave dirt in the room”, “Have you done your homework again?”). The child feels that he is bad and offended.

And use the word "I". “I thought you and I agreed that the room should be cleaned daily.”

III. Training for parents.

Write down 3 examples of your "I - statements" that you could address your child right now. (Record and read aloud if desired).

The degree of independence of children at primary school age also depends on personal qualities.

You can't compare your child's abilities to the achievements of other children. For some, it is enough for adults to control the results of their activities, while others need control throughout the process. One reminder is enough for some, while others require the vigilant attention of an adult. If, after all, a child is used to constant control by relatives, if each step is preceded by a reminder, shouting, prodding, then it is useless to wait for everything to change in a week or a month. We must be patient. Education of independence should be gradual.

How to start the process of self-reliance will help issued to you memo.

REMINDER FOR PARENTS
(education of independence)

1. Teach your child to be independent in doing household chores. Let him help you with the housework, gradually he will have his personal duty, for which only he is responsible (watering flowers, setting the table, taking out the trash, going for bread - choose what best suits your lifestyle).
2. Give your child the opportunity to take care of himself. The requirements for a son or daughter must be adequate to their age and consistent. Do not do for the child what he can do himself (except in exceptional cases, for example, if he does not feel well). Otherwise, he will get used to the fact that after a few reminders, you will still do everything for him, and simply will not respond to your words. If you tell him several times to collect and prepare clothes for tomorrow, and he does not do this, let him worry at least once in the morning himself. Even if he is late for school that day, that will be his responsibility, not yours.
3. As often as possible, involve the child in the discussion of general plans, listen and take into account his opinion. The same applies to conflict situations: look for a way out together, discussing all the pros and cons of the proposed solutions, try to come to compromises.
4. Do not “stand over the soul” of a son or daughter. A child who is accustomed to the fact that his every action is controlled by adults will never learn to work independently. When he started work, go about your business, go to the child only from time to time and see how things are progressing. If you notice that he is distracted, take an interest in his success in a calm and friendly tone.
5. Encourage questions on his part, but do not “chew” tasks for him - he must learn to understand them himself. Go for the trick, let the child explain to you how they did such tasks in the classroom - after all, you studied so long ago that you don’t remember school requirements well. Look for an incomprehensible, controversial word, the necessary synonym in the dictionary together - on the one hand, this will serve as a change in activity, and on the other hand, it will teach your son or daughter to use reference literature.
6. Overcoming distractions will help scheduling and developing a sense of time in the child. This feeling can be developed by asking him to estimate how long this or that action will take (for example, how long it takes to write down a sentence, have breakfast, etc.).
7. If it is important for a child to watch a program or go for a walk, try to calculate the time together so that everything is in time. Try to guess how long it might take to complete a particular task, and then note the time and compare the results. Agree that only the task that is done completely and accurately is considered completed.
8. Determine the individual characteristics of the child by observing the style of his work: how quickly he gets tired of monotonous activities, whether he easily joins a new task or “swings” for a long time, what type of activity is easier for him (writing, counting, reading, drawing, etc.). ), what subjects he is more interested in. Then, considering these features, together make a plan for completing the lessons for each day. Gradually, the child will learn to count the time and organize his activities, and your presence in the room will no longer be necessary. Your functions will include control of the final result. Arrange a permanent workplace for your child, where it will be convenient and pleasant for him to study. In no case do not allow him to study with the TV, radio, computer turned on; if possible, create a calm and quiet environment while preparing homework.
9. From the first grade, the child must collect the portfolio himself; the list of items that need to be taken with him on a given day will help him not to forget anything. Packing a briefcase in 4th grade is a humiliation for him, and for you.
10. If you say you will do something, then do it by all means. Otherwise, the child will get used to “ignoring” your warnings. If you say that on weekends he is punished, and you do not let him go somewhere, keep this promise.

IV. Summing up the meeting.

In conclusion, I want to say that in every family the situations are different. You can follow some recommendations, you can choose your own methods of solving problems. It is important that along with the requirements for the child, you should not forget about his right to his own view of things, about the right to make decisions and bear responsibility for it.

V. Reflection.

I think that today's meeting was very valuable and informative for you. Love your children, devote more time to them, and then the people around you will definitely say: “What a wonderful child you have!”

Complete the sentence: “After today’s meeting, I…”.

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

Conclusion

Conclusion

List of sources used

Introduction

Relevance

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

Contradiction

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

Problem

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

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

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

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

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

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

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

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

Hypothesis

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

Scientific novelty

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

Theoretical and practical significance

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

1. Cognitive independence

1.1 The essence of cognitive independence and its manifestation

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

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

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

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

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

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

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

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

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

Indicators of intellectual activity

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

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

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

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

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

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

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

emotional manifestations.

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

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

Volitional manifestations

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

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

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

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

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

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

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

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

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

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

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

The first level is reproducing activity.

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

The second level is interpretive activity.

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

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

The third level is creative.

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

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

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

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

Conditions for the formation of cognitive independence of younger students

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

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

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

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

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

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

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

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

Three Components of Cognitive Autonomy

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

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

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

1.2 Cognitive activity

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

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

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

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

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

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

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

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

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

Age features of a child of primary school age

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ways of forming cognitive independence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teacher activities:

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

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

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

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

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

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

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

Student activities:

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

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

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

4. Knowledge of the scientific picture of the world.

5. Acquisition of skills of educational and cognitive activity.

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

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

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

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

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

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

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

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

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

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

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

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

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FORMATION OF INDEPENDENCE

IN CHILDREN OF PRIMARY SCHOOL AGE

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

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

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

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

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

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

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

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

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

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

List of used literature

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

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Introduction

Activation of the independence of schoolchildren in educational and other activities is one of the urgent problems of modern pedagogical theory and practice. Many teachers, scientists, authors (Yu.K. Babansky, M.A. Danilov, I.Ya. Lerner, M.R. Lvov, M.I. Makhmutov, I.T. Ogorodnikov, V. A. Onischuk, P. I. Pidkasisty, N. A. Polovnikova, N. N. Svetlovskaya, M. N. Skatkin, T. I. Shamova, G. I. Shchukina, V. V. Davydov, D. B. Elkonin, L. V. Zasekova, Z. I. Kolesnikova, E. N. Kabanova-Miller, A. Ya. Savchenko, G. A. Tsukerman and others).

Under the influence of new socio-economic and political conditions, characterized by the democratization of society and increased requirements for personal qualities, there are profound and qualitative changes in the goals and content of the educational process.

The humanization of education as one of the leading areas of work of the modern school is designed to activate the process of becoming an independent personality, creating conditions for its self-expression, preparing students for life. This involves the formation of the student's position as a subject of activity, able to independently set goals, choose ways, methods and means of their implementation, organize, regulate and control their implementation. The solution to this problem must begin already in elementary school, since it is there that the child develops the basics of educational activity, the motives for learning, the need and ability for self-development. The formation of independence already at primary school age can be called one of the priority tasks of the school.

Independence is considered in two different, but interrelated aspects: as a characteristic of the student's activity and as a personality trait. Independence, as a characteristic of a student's activity in a particular learning situation, is the ability he constantly demonstrates to achieve the goal of the activity without outside help.

The psychological characteristics of younger students, their natural curiosity, responsiveness, special disposition to learn new things, readiness to perceive everything that the teacher gives, create favorable conditions for the development of schoolchildren's activity. In activities and communication with adults and peers during this age period, such volitional character traits as independence, self-confidence, perseverance, and endurance are formed. In this connection, the actual problem is the search for teaching methods that contribute to the increase of creative activity, motivation of schoolchildren, development of skills for independent solution of educational and life difficulties.

The analysis of scientific sources testifies to the increased attention to the problem of the formation of independence of younger students in activities, but also allows us to conclude that the factors stimulating activity have not been sufficiently studied. The contradiction between the need to develop independence among younger students in various types of activities and the insufficient development of conditions and means for the purposeful achievement of this goal at the initial stage of school education determined the purpose of the study.

Object of study: the formation of independence.

Subject of research: pedagogical conditions.

The purpose of the study: to identify pedagogical ways and conditions for the formation of independence in the activities of younger students.

Based on a theoretical analysis of psychological and pedagogical research on the topic of work:

1) To reveal the content of the concept of "independence" as a property of the student's personality;

2) Consider the age characteristics of younger students that contribute to the development of their independence;

3) Highlight the criteria for manifestations of independence of children of primary school age;

Research hypothesis: the organization of a stimulating environment determines the success of the process of forming the independence of younger students in educational activities.

Research methods: analytical (analysis and generalization of psychological and pedagogical literature on the problem, practical pedagogical experience); empirical (observation, conversation); methods of expert assessments; pedagogical experiment; methods of graphic processing of experimental data.

Research stages:

The first stage is theoretical: analysis of the literature, drawing up a work plan, determining the main parameters of the study (object, subject, goal, tasks, etc.), writing the first chapter.

The second stage is experimental: conducting ascertaining, forming and control experiments.

The third stage is a generalizing one: analysis and comparison of the results obtained, and literary design of the term paper.

Experimental research base: experimental work was carried out on the basis of secondary school No. 123 of the city of Novosibirsk. The experimental group included schoolchildren of the 3rd grade with a total number of 22 people studying according to the Educational system "SCHOOL 2100".

The structure of the course work: the work consists of an introduction, two chapters, a conclusion and a bibliographic list.

Chapter 1

1.1 Socio-psychological characteristics of primary school age

In the modern periodization of mental development, primary school age covers the period from 6-7 to 9-11 years.

The age from 6 to 11 years is extremely important for the mental and social development of the child. His social status radically changes - he becomes a schoolboy, which leads to a restructuring of the entire system of life relations of the child. He has duties that did not exist before and which are now determined not only by adults, but also by peers around him.

During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature.

Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed.

School education is structured in such a way that verbal-logical thinking is predominantly developed. If in the first two years of study, children work a lot with visual samples, then in the next classes, the volume of this kind of training is reduced. Figurative thinking is becoming less and less necessary in educational activities.

At the end of primary school age (and later), individual differences appear: among children, psychologists distinguish groups of "theorists" or "thinkers" who easily solve learning problems verbally, and "practitioners" who need reliance on visualization and practical actions, as well as "artists", with bright, imaginative thinking. In most children, there is a relative balance between different types of thinking.

The younger school age, like any other, is characterized by a number of contradictions. The main one is that the child simultaneously gravitates towards two opposite positions: the child and the adult. On the one hand, he still strives to remain a child, i.e. a person who does not have burdensome duties, lives for his own pleasure (hedonist), is guarded, led, emotionally and financially dependent on adults, who does not bear serious responsibility for his actions, etc. On the other hand, it is extremely important for him to become a schoolboy, i. a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing momentary desires, etc.

This basic contradiction is concretized in a number of others that arise in connection with the child's admission to school. Let us name the most typical of them, caused by a change in the external conditions of the child's life:

1) The need of a growing organism for intense physical activity conflicts with the need to lead a sedentary lifestyle, literally not move in the classroom, when doing homework, and even at recess;

2) The craving for the game is contrary to the need to abandon it in favor of learning activities;

3) Sociability should be combined with the need for disciplined behavior in the classroom, where you can’t talk and you should work independently;

4) The monotony of school life, the lack of bright, colorful events in it, the emphasis on mental development come into conflict with the child's ability to violently experience what is happening, emotionally respond to all events;

5) The contradiction between the need of a younger student for personal, informal communication with adults and the predominance of business, functional communication with one of the most significant adults - with a teacher and so on.

Children of primary school age are characterized by special relationships "to the world (picture of the world) and with the world (what the world is for a person), to themselves (the image of "I") and with themselves (what a person is for himself)" (A.V. Mudrik ). The world appears before the child as an infinite multifaceted space protected by adults for games and friendship, knowledge and interaction with nature. Hence, his relationship with the world is comfortable.

At the same time, primary school age is a period when a child takes a fundamentally important step in the process of separating himself from the world of close adults. This happens in connection with the appearance in the child's life of a new influential adult - the teacher. The teacher is the bearer of that social role that the child does not encounter before school. Behavior approved or disapproved by the teacher, bad or good grades given by him, begin to construct the child's relationship not only with peers, but also with most adults (Sh.A. Amonoashvili, B.G. Ananiev, L.I. Bozhovich, I. S. Slavina and others).

Thus, relationships with peers in primary school age arise in or about learning activities, are mediated by it and the teacher, who embodies everything that stands behind the word "school", in whose hands is the most powerful instrument of influence on each student - a mark.

The activity and communication of children is regulated by the teacher. Under its formative influence, children acquire the skills of collective relationships that have a social orientation. Self-management is perceived by the child as an opportunity to navigate in a group. Regulation is carried out through the attitude of the child to himself, to his duties. A younger student is changing the content of self-esteem: specific situational self-esteem becomes more generalized. The generalization of self-assessment implies a standard of normative behavior. Such a standard for children is a moral example. It has been established that the level of development of self-esteem determines the process of formation of self-control. It is essential, however, that younger students can exercise self-control only under the guidance of an adult or in a group of peers. There is a need for self-education, the definition of one's own individuality, in isolating characterological qualities.

Emotional and moral relations in primary school age are not yet sufficiently differentiated. At the same time, along with the manifestation of such important moral feelings as sensitivity, generosity, readiness to help and protect, emotionality rises - a condition for the formation in children of a tendency to sympathy, empathy.

In children of primary school age, there is an intensive development of needs: their direction changes, needs become more conscious and self-governing.

Volitional processes continue to develop intensively. The volitional qualities of a person are the core side of a person's character, and serious attention should be paid to their upbringing. In educational activities and in a team of peers, a younger student first of all develops such volitional character traits as independence, self-confidence, perseverance, endurance. Relatively stable forms of behavior and activity (L.I. Bozhovich) act as one of the neoplasms in the formation of the personality of a junior schoolchild. Restraint and independence appear.

The leading role in shaping the correct behavior of schoolchildren belongs to adults (teacher, parents). However, this guidance should not replace the independence of children, because excessive guardianship, doing work for them, prompting questions and other similar actions of adults form the features of passivity in the student.

Another important volitional quality of a junior schoolchild is restraint. Restraint is at the core of self-control. Acting in the ability to obey the requirements of the teacher, restraint - as the opposite of impulsiveness - contributes to the development of stability. Many students can already prepare their own lessons, holding back the desire to take a walk, play, read, without being distracted, without doing other things.

By the end of primary school age, the importance of meaningful actions increases. The child develops self-control skills. The requirements of external control over the commission of an act lose their former meaning. As shown by L.S. Vygotsky, and then A.N. Leontiev, many mental processes in a younger student acquire an indirect character. Children consciously use the norms developed by society, with the help of which it becomes possible to master their own actions and deeds. This is the basis of arbitrariness as a psychological neoplasm. In younger schoolchildren, the arbitrariness of behavior becomes more stable, which is connected not least with the growing influence of the children's team.

At primary school age, motivation becomes a force that initiates activity.

The specificity of the development of the personality of a younger student determines the child's predisposition to the upbringing of humanity (humanity). The appropriation of humanistic forms of activity and behavior provides the most important psychological neoplasms that are formed at this age: abstract thinking, an internal plan of action, arbitrariness of actions, self-control and self-esteem.

The listed features of the younger schoolchild create favorable prerequisites for the effective education of the individual.

1.2 Independence as an integrative property of a person

Independence is a characteristic of the will, which is directly related to initiative. Independence is manifested in the ability to consciously make decisions and in the ability not to succumb to the influence of various factors that impede the achievement of the goal. An independent person is able, critically evaluating the advice and suggestions of other people, to act on the basis of his views and beliefs and at the same time make adjustments to his actions based on the advice received.

An analysis of psychological and pedagogical research shows a variety of approaches to the definition of the concept of "independence": the intellectual abilities of the student and his skills that allow him to learn independently (M.I. Makhmutov); the readiness of the student to advance in mastering knowledge on his own (N.A. Polovnikova); a property of the individual, manifested in the desire to master knowledge and methods of activity on their own (T.I. Shamova).

N.G. Alekseev defines independence as a property of a person, characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to the emerging relationships with other people. Thus, in the tasks of the process of formation of independence, the researcher includes not only the improvement of knowledge, skills and abilities, but also the development of appropriate motives.

Independence as "a generalized property of a person, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one's activities and behavior" is associated with S.Yu. Golovin with the active work of thoughts, feelings and will of students. In this two-sided process, the development of mental and emotional-volitional processes is a necessary prerequisite for the formation of independent judgments and actions of the student, and the judgments and actions that develop in the course of independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of the decisions made despite the possible difficulties.

I.S. Kon includes in the concept of "independence" three interrelated qualities:

1) Independence as the ability to make and implement decisions on your own, without outside prompting;

2) Responsibility, willingness to answer for the consequences of their actions;

3) Belief in the real social possibility and moral correctness of such behavior.

With the volitional qualities of a person, which are manifested in the ability to "systematize, plan, regulate and actively carry out one's activities without constant guidance and practical outside help", K.K. correlates the phenomenon of independence. Platonov.

M.V. Gomezo, I.A. Domashenko considers the orientational and evaluative actions of a person to be the main qualities that characterize independence, which determine "the ability to resist the influence of various factors that can distract from achieving the goal, critically evaluate the advice and suggestions of others, act on the basis of one's views and beliefs" .

The activity side of independence is emphasized by I.V. Grebennikov and L.V. Kovinko, defining it as "one of the leading qualities of a person, expressed in the ability to set a specific goal; to persistently achieve its fulfillment on one's own, to treat one's activities responsibly.

Independence, thus, is the most essential feature of a person both as a person and as a subject of activity. A person as a personality, E. Ilyenkov believes, is able to "independently determine the path of his life, his place in it, his business, interesting and important for everyone, including himself." In this regard, the scientist is supported by L.I. Antsyferova, who believes that a person "always independently paves his own unique individual path" .

Children's independence is most often understood as the child's ability to act without the help of an adult. The child becomes independent, having mastered certain content, means and methods of action. A distinctive feature of the independence of children of primary school age is its organization. The initiative of the guys is already directed towards acting in their own way, i.e. contrary to the demands of adults. Children of this age are able to direct their initiative to better and faster carry out the work entrusted to them or conceived by them in accordance with the requirements of their elders. According to psychologists, in children of primary school age, independence is primarily manifested in imitative, reproducing activity.

Thus, independence is one of the leading qualities of a person, expressed in the ability to set certain goals for himself and achieve them on his own. Independence provides for a responsible attitude of a person to his behavior, the ability to act consciously and proactively, not only in a familiar environment, but also in new conditions, including those requiring non-standard solutions.

It can be said that the independence of the student, understood as the desire and ability of the child to persistently solve the tasks of activity, relatively independent of the adult, mobilizing the available experience, knowledge, using search actions, is a significant factor in social and personal maturation.

1.3 Manifestation of independence of children of primary school age in significant activities

The younger school age is characterized by the fact that a child who has become a schoolboy already wants to become a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing momentary desires, and so on. As one of the new formations in the formation of the personality of a junior schoolchild, independence and restraint are relatively stable forms of behavior and activity. Many students can already prepare their own lessons, holding back the desire to take a walk, play, read, without being distracted, without doing other things.

The available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities: in play (N.Ya. Mikhailenko), in work (M.V. Krukhlet, R.S. Bure), in cognition (A.M. Matyushkin, Z.A. Mikhailova, N.N. Poddyakov), in communication (E.E. Kravtsova, L.V. Artyomova).

Each period of a child's life and development is characterized by a certain leading type of activity. In domestic psychology, the leading activity is understood as one in the course of which qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits occurs, and mental neoplasms appear that are characteristic of this particular age. In primary school age, the leading activity is educational activity. In educational activities, the child develops the skills of self-control and self-regulation. Independent work is considered as the highest type of educational activity, requiring a sufficiently high level of self-awareness from the student.

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

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

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

At primary school age, play activities continue to occupy a large place. Independence is found in the design and development of the plots of complex collective games, in the ability to independently perform a difficult and responsible task assigned to the group. Thus, a poorly performing schoolboy takes on the role of a good student, and in play conditions, which are easier in comparison with real ones, he is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, a role-playing game can be considered as a way to encourage a younger student to self-education. The increased independence of children is reflected in their ability to evaluate the work and behavior of other children.

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

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

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

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

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

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

Chapter 1 Conclusions

After analyzing the psychological and pedagogical literature, we can draw a number of conclusions:

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

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

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

Chapter 2. Experimental work on the formation of independence in the activities of younger students

2.1 The content of experimental work on the formation of independence in the activities of younger students

The experimental work was carried out on the basis of the Novosibirsk School No. 123. The experiment involved younger schoolchildren with a total number of 44 people studying according to the Educational system "SCHOOL 2100". Experimental group - 3 "B" class (22 people), control group - 3 "A" class (22 people). Our experiment consisted of three stages:

I stage. Ascertaining. At this stage, the level of independence of younger students is clarified.

II stage. Formative. At this stage, measures are taken to form independence among schoolchildren (development of recommendations for teachers and parents)

III stage. Control. At this stage, repeated observation is carried out, and these results are compared with the results obtained at the ascertaining stage.

The study involved studying the nature of manifestations of independence in the educational and extracurricular activities of children of primary school age.

During the experimental work, the following tasks were solved:

1) Observation of manifestations of independence in the educational and extracurricular activities of younger students in two groups, as well as data analysis after the experiment;

2) Creation of pedagogical conditions that stimulate the development of independence of children in the experimental group;

Research methods were used: observation, conversation, experiment, analysis of research results.

At the first stage, a number of observations were made of manifestations of independence in the educational activities of children in two groups at different lessons. In the process of observation, the following criteria for manifestations of independence were noted: performing the task independently or according to the model, the presence of independent questions, the desire to supplement and correct the answer of a friend, the focus on performing independent tasks, reactions to comments, etc.

The observation process was organized in accordance with the observation scheme:

1) Is the child able to maintain and achieve the goals set by adults, as well as to independently set a goal and be guided by it in action, to achieve results;

2) Does the child know how to restrain his emotions and immediate desires (to study when he wants to play, not to shout back, but to wait until he is asked, etc.);

3) What volitional qualities are formed in the child:

Discipline: whether the child obeys the social rules of behavior and activity; whether he fulfills the requirements of an adult and how accurately he does it; what are the reasons for non-compliance with the requirements; How does it respond to demands?

Independence: does the child know how to act without outside help (constantly; depending on the situation and activities (indicate which ones), does not know how); perseverance: whether it can achieve goals, bring things to the end in a situation of failure, difficulties, obstacles; how it reacts to obstacles in activity;

Organization: whether the child is able to rationally organize his activities, to perform them with concentration;

Initiative: is the child able to perform activities on his own initiative; in what activities it manifests itself and how.

Qualitative and quantitative processing of the results of observations was carried out in accordance with the criteria for the formation of independence (independent activity to achieve the goal). The following indicators of independence served as the material for the analysis:

1) Performance of activities to achieve the goal in the absence of outside control (in accordance with the plan);

2) Awareness of activity;

3) Implementation of self-control over activities to achieve the goal;

4) Taking responsibility for the activities carried out.

Analysis of the data obtained in the course of observations made it possible to identify the following manifestations of children's independence:

It was revealed that the dominant character of motivation is the orientation to the mark; most children rarely mobilize their efforts to achieve the goal. 46% (10 students of the experimental group) are not aware of the goal and do not plan their activities to achieve the goal. In the control group, this figure is higher - 59% (13 people).

Most of the children of the two groups are characterized by the use of more elementary methods of action, for example, imitation of the adult's model of action, copying it, which indicates the unconsciousness of independent activity. 40% (9 students of the control group) memorize educational material mechanically, memorizing; they are not capable of independent retelling, they cannot give examples on their own, draw conclusions. The same difficulties are experienced by 58% (12 students of the experimental group).

When organizing independent work, 36% (8 students of the experimental group) and 27% (6 students of the control group) need clarifying help from teachers.

As a result of the conversation, clarifying the observation, it was found that only 27% (6 students of the experimental class) have a positive attitude towards independent activity, for the most part 62% (13 people) this attitude is indifferent and contradictory.

The results of the observation are presented in Diagram 1:

Diagram 1

Thus, the level of formation of independence in the two groups seems to be insufficient for the successful implementation of independent activities. Schoolchildren do not have the ability to independently set a goal, plan their activities to achieve the goal, carry out activities independently, without the participation of a teacher, control the achievement of the goal, evaluate the effectiveness of the result. For the formation of the listed skills of independent activity, it is necessary to create conditions that stimulate the manifestation of independence of children.

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

1) Diagnosing the levels of independent activity of students;

2) Modeling a stimulating effect on the process of independent activity of younger students and organizing independent activity of students based on a set of incentives;

3) Analysis and correction of independent cognitive activity of schoolchildren, modeling of a new situation.

When developing the conditions for stimulating the independent activity of children, we proceeded from the definition of its essence as an organization of interconnected pedagogical conditions for the formation of a personal attitude of students to the activity being formed, contributing to the achievement of a high level of formation of each of its components: motivational, operational-effective, emotional. The motivational component is characterized by the level of schoolchildren's attitude to independent activity and reflects the processes of individual goal-setting.

The effective component shows the degree of development in students of the qualities of independent activity, such as responsibility, organization, independence and activity, the manifestation of which depends on the nature of the application of the forces of the student himself and on his attitude to the nature of the activity.

The emotional component is characterized by emotional experiences of the results of one's own activity, satisfaction or dissatisfaction with the very process of activity.

A set of techniques, methods and conditions for stimulating independence is presented in Table 1.

Table 1. Organizational and pedagogical conditions for the formation of independence of children of primary school age

	Organizational and pedagogical conditions	Stimulating effect
	Designing stimulus situations that encourage schoolchildren to make independent decisions and actions: to freely choose tasks, to search for different ways to solve tasks, to creative activity, to self-examination and introspection, to the opportunity to express their opinions.	Development of independent activity
	The use of role-playing games, riddle games and travel games in educational and extracurricular activities of schoolchildren.	They are involved in solving practical problems, contribute to the accumulation of life experience, stimulate activity
	Creating situations in which the student determines the goals of his actions: "Why am I doing this? What do I want to know? What should happen? Etc."	Raise the level of claims, stimulate the process of understanding their activities.
	The use of various instructions, memos, schemes, and reasoning patterns when organizing independent activities of schoolchildren.	It contributes to the ability to carry out goal-setting, plan one's activities while mastering a new method of obtaining knowledge, stimulates independent actions.
	Inclusion of students in productive independent activities through the use of techniques: group form of organization of training, system of differentiated tasks, analysis of practical problems, updating the experience of students, joint problem solving.	Forms the ability to control their activities

independence personality student teacher

The stimulation mechanism also includes such incentives as parents' attention to the independent activities of schoolchildren, which allows the child to gain confidence in the correctness of his independent actions. In connection with the importance of parental participation in the formation of children's independence, recommendations were developed for parents on the formation of independence of schoolchildren:

1) The child must be taught to fulfill household obligations. He can help with the housework, then in the future there will be a personal duty, for which only the child is responsible. For example, set the table, water the flowers, take out the trash, and so on;

2) The child must serve himself. The requirements for children must be adequate, due to age;

3) You do not need to do the work for the child if he is able to cope with it himself. Otherwise, the child will easily get used to the fact that the parents will remind you a couple of times and still do it themselves, and at the same time will stop responding to the words. If a child is told several times to collect and prepare clothes, but he does not do this, then let him worry tomorrow when he will be late for school;

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

5) You do not need to stand over the child and control all the time, because in this way he will never learn to be independent. If the child is doing business - do not bother him, just from time to time you need to look at how things are progressing. If the child is distracted - it is worth asking how progress is in work;

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

7) In order for the younger student to be less distracted, a schedule is drawn up. The child will be able to control his time. For example, how much time does it take for lunch, doing homework, and so on;

8) If the child wants to take a walk or watch an interesting program - again - together you need to calculate the time in order to have time to do everything. The task is considered completed if it is done accurately and completely;

9) It is worth taking a closer look and identifying the characteristics of the child, observing his style of work: he “swings” for a long time when completing a task or easily joins the work, how quickly he gets tired with monotonous work, what type of activity is easier for him. For example: counting, writing, drawing, reading. Given these features, you can make a plan for the implementation of lessons for each day. Gradually, the student will learn how to correctly calculate his time and the parents will not need to constantly be in his room, but only control the final result of the activity. It is impossible to allow the simultaneous combination of lessons and watching TV, a computer. The environment should be quiet and calm;

10) The portfolio is assembled by the student on his own. A list of items for a specific day will help you not to forget anything.

The main conditions for the manifestation of independence of younger students are:

1) Accounting for the degree of formation of educational skills (compare, analyze, determine the procedure, check your work, etc.);

2) Motivation of educational work. Motivation is provided by a clear idea of ​​the student about the need and importance of the work performed by him, cognitive interest, understanding of the essence of the educational problem;

3) The presence of a learning problem understood by the student. At the same time, understanding provides the opportunity to include the student in the work. To complete the task, he does not need to ask again: "Where to start?", "How to do it?", "Where to write?" etc;

4) The division of labor between the student and the teacher. In elementary school, children should not only learn to act according to instructions, plans, algorithms, but also learn to build their own plans and algorithms, follow them;

5) The learning process should ensure the development of all components of cognitive interest as a source of development of learning activities;

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

The main attention of teachers in the course of creating conditions stimulating independence was concentrated on the following tasks: to teach schoolchildren to independently set the goal of the upcoming work, determine the procedure for its implementation, exercise self-control over the progress of its implementation and the result of work.

2.2 Analysis of the results of experimental work on the formation of independence in the activities of younger students

The final stage of the experimental work was the repeated observation of the independent activity of schoolchildren in two groups.

The observation was carried out according to the same scheme, the criteria and indicators of the formation of schoolchildren's independence remained unchanged.

During the observations, the following results were obtained:

In the control group, the percentage of children who are able to set independent goals and plan activities to achieve them slightly increased (by 4%, i.e., per student). In the experimental group, this figure increased by 27% (6 people).

Awareness of the performed independent task was demonstrated by 77% (17 students) of the experimental group, which is 32% higher compared to the primary results of observations. The indicator of this criterion in the control group increased by 4% (1 person).

The number of children exp. increased by 22% (5 people). groups that monitor the results of independent activities to achieve the goal. This indicator in the control group increased by 4% (1 person).

The number of children who resort to the help of a teacher in independent activities in the control group increased by 4% (1 person). The same indicator in the experimental group decreased by 22% (5 people).

Follow-up data are presented in Diagram 2.

Diagram 2

As can be seen from the diagram, in the experimental group the number of children showing independence in the performance of educational and extracurricular tasks increased. In the control group, however, the indicators of schoolchildren's independence remained virtually unchanged. Such high results in the experimental group are explained by the fact that the teacher consciously stimulated the independent activity of schoolchildren, purposefully and systematically formed the motivational and operational readiness of students for it.

Chapter 2 Conclusions

Thus, a number of conclusions can be drawn:

1) the independence of students in activities is manifested and formed more successfully when creating special pedagogical conditions;

2) Of particular importance for the development of younger students is the stimulation and maximum use of independence in the educational, labor, and play activities of children. The strengthening of such motivation, for the further development of which the primary school age is a particularly favorable time of life, reinforces a vitally useful personality trait - independence;

3) A significant role in the development of independence is played by the practical application of interactive teaching methods and modern pedagogical technologies (portfolio, organization of project and research activities of students), didactic games, problem situations, tasks that support the child's confidence in success; creation of conditions for positive experiences of success, reward system;

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

Conclusion

The purpose of our study was to identify the pedagogical conditions for the formation of independence in the activities of younger students. During the experimental work, the purpose and objectives of the study were achieved. Thus, a theoretical analysis of research on the topic under study made it possible to reveal the content of the concept of "independence", which is considered as one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them on their own. The psychological characteristics of the younger schoolchild were studied, which made it possible to determine the features of this age that contribute to the development of independence.

Theoretical analysis of studies of the independence of schoolchildren made it possible to identify criteria for the independent activity of children. The indicators of independence are: the desire to solve the problems of activity without the help of other people, the ability to set the goal of the activity, carry out elementary planning, implement the plan and get a result that is adequate to the goal, as well as the ability to show initiative and creativity in solving emerging problems.

In the course of the study, a system of pedagogical incentives and conditions for the formation of independence of younger schoolchildren in activities was determined. Pedagogical stimulation of independent activity of junior schoolchildren includes motivational, operational-effective and emotional components and is based on a system of positive stimuli of an external and internal nature. The criteria for the effectiveness of pedagogical stimulation of independent activity of younger students are: the personal attitude of students to learning; mastering ways to manage their educational activities (taking into account age characteristics and neoplasms); satisfaction from the process of independent work. These studies give grounds to identify the most significant incentives for younger students that contribute to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the task, the successful completion of independent activities, the friendly relations that develop between students and the teacher in the activity, the feasibility of the work and the high assessment of its results.

The results of the study give grounds to assert the truth of the proposed assumption. Repeated observation of manifestations of independence in two groups made it possible to note a significant increase in the indicators of independent activity in the experimental group, where conditions were created that stimulate independence in activity. Indeed, the organization of a stimulating environment determines the success of the process of forming the independence of younger students in various types of activities.

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

Work on the formation of the independence of the individual must begin already in elementary school, since it is there that the child forms the foundations of educational activity, the motives for learning, the need and ability for self-development.

List of sources used

1. Elkonin D.B. Psychology of teaching younger students. Selected psychological works [Text] / D.B. Elkonin; Ed. V.V. Davydova, V.P. Zinchenko. - M.: Pedagogy, 1989. - 554 p.

2. Age patterns of personality socialization [Text] / Edited by N.S. Starzhinskaya, L.A. Kandybovich and others - Blagoveshchensk, 2008.-235 p.

3. Harmonization of the psychophysical and social development of children [Text] / Edited by N.S. Starzhinskaya, D.N. Dubinina - Minsk, 2008.-175 p.

4. Shchetinina A.M. Diagnostics of the child's social development [Text] / A.M. Shchetinin. - Veliky Novgorod: NovGU im. Yaroslav the Wise, 2000. - 88 p.

5. Danilov M.A. Education of schoolchildren's independence and creative activity in the learning process [Text] / M.A. Danilov // Soviet Pedagogical Journal. - 1961. - No. 8. - with. 32-42.

6. Zimnyaya I.A. Pedagogical psychology [Text] / I.A. Winter. - M.: Logos, 2001. - 222 p.

7. Zharova L.V. Teaching independence [Text] / L.V. Zharova. - M.: Enlightenment, 1993. - 204 p.

8. Ilyin B.C. Formation of the student's personality (a holistic process) [Text] / V.S. Ilyin. - M.: Pedagogy, 1984. - 144 p.

9. Shiyanov E.N. Personal development in education: Textbook for student pedagogical universities [Text] / E.N. Shiyanov, I.B. Kotov. - M.: Academy, 2000. - 288 p.

10. Cultural and psychological patterns of social development of personality in ontogeny [Text] / Edited by L.A. Kandybovich, E.I. Komkova - Blagoveshchensk, 2009. - 139 p.

11. Kushner N.Ya. Formation and development of educational activity in preschool and primary school age [Text] / N.Ya. Kushner. - Minsk, 2002. - p. 20-30.

12. Mukhina V.S. Developmental psychology: developmental phenomenology, childhood, adolescence [Text]: Textbook for students. Universities / V.S. Mukhin. - M.: Publishing center "Academy", 1999. - 456 p.

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