Features of mental cognitive processes of primary school students. Development of cognitive processes of a younger student Development of cognitive processes of a younger student briefly
Perception
The rapid sensory development of a child at preschool age leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of an object. The learning process makes new demands on its perception. In the process of perceiving educational information, the arbitrariness and meaningfulness of the activities of students are needed, they perceive various patterns (standards), in accordance with which they must act. The arbitrariness and meaningfulness of actions are closely interconnected and develop simultaneously. At first, the child is attracted by the object itself, and first of all by its external bright signs. Children still cannot concentrate and carefully consider all the features of the subject and single out the main, essential in it. This feature is also manifested in the process of educational activity. When studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and 3, etc. The teacher's work should be constantly aimed at teaching the student to analyze, compare the properties of objects, highlight the essential and express it in a word. It is necessary to teach to focus on the subjects of educational activity, regardless of their external attractiveness. All this leads to the development of arbitrariness, meaningfulness, and at the same time to a different selectivity of perception: selectivity in content, and not in external attractiveness. By the end of grade 1, the student is able to perceive objects in accordance with the needs and interests that arise in the learning process, and his past experience. The teacher continues to teach him the technique of perception, shows the methods of inspection or listening, the procedure for revealing properties.
All this stimulates the further development of perception, observation appears as a special activity, observation develops as a character trait.
The impressions that a person receives about the world around them leave a certain trace, are preserved, consolidated, and, if necessary and possible, are reproduced. These processes are called memory. “Without memory,” wrote S.L. Rubinstein, - we would be creatures of the moment. Our past would be dead to the future. The present, as it flows, would irrevocably disappear into the past.
The memory of a junior schoolchild is a primary psychological component of educational and cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize a large amount of material, and then reproduce it. A younger student remembers more easily what is bright, unusual, what makes an emotional impression. But school life is such that from the very first days it requires the child to memorize the material arbitrarily: this is the daily routine, homework, and the rule learned in the lesson. Without mastering mnemonic activity, the child strives for rote memorization, which is not at all a characteristic feature of his memory and causes enormous difficulties. This shortcoming is eliminated if the teacher teaches him rational methods of memorization. Researchers distinguish two directions in this work: one - on the formation of meaningful memorization techniques (dismemberment into semantic units, semantic grouping, semantic comparison, etc.), the other - on the formation of playback techniques distributed over time, as well as methods of self-control over the results memorization.
The mnemonic activity of the younger student, as well as his teaching in general, is becoming more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.
The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students in grades 1 and 2 find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, they only mechanically dissect the memorized material for the purpose of easier memorization smaller pieces of text. It is especially difficult for them to divide the text into semantic parts from memory, and they do it better only when they directly perceive the text. Therefore, from the 1st grade, work on the dismemberment of the text should begin from the moment when the children orally convey the content of the picture, the story. Drawing up a plan allows them to comprehend the sequence and interconnection of what is being studied (this may be a plan for solving an arithmetic problem that is complex in content or a literary work), remember this logical sequence and reproduce accordingly.
In elementary grades, other methods are also used to facilitate memorization, comparison and correlation. What is usually remembered is correlated with something already well known, and separate parts, questions within the memorized are compared. First, these methods are used by students in the process of direct memorization, taking into account external aids (objects, pictures), and then internal ones (finding similarities between new and old material, drawing up a plan, etc.). It should also be noted that without special training, a junior student cannot use rational methods of memorization, since all of them require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastering of reproduction techniques by younger schoolchildren is characterized by its own characteristics.
Playback- a difficult activity for a younger student, requiring goal setting, the inclusion of thinking processes, self-control.
At the very beginning of learning, self-control in children is poorly developed and its improvement goes through several stages. At first, the student can only repeat the material many times while memorizing, then he tries to control himself by looking at the textbook, i.e. using recognition, then in the process of learning the need for reproduction is formed. Psychological studies show that such a need arises primarily when memorizing poems, and by grade III, a need for self-control develops during any memorization and the mental activity of students improves: the educational material is processed in the process of thinking (generalized, systematized), which then allows younger students to more coherently reproduce its content. A number of studies emphasize the special role of delayed reproduction in the comprehension of educational material that is remembered by students. In the process of memorization and especially reproduction, voluntary memory develops intensively, and by grades II-III, its productivity in children, in comparison with involuntary, increases dramatically. However, a number of psychological studies show that in the future both types of memory develop together and are interconnected. This is explained by the fact that the development of arbitrary memorization and, accordingly, the ability to apply its techniques then helps to analyze the content of the educational material and its better memorization. As can be seen from the foregoing, memory processes are characterized by age-related characteristics, knowledge and consideration of which is necessary for the teacher to organize successful learning and mental development of students.
Attention
Attention is one of those human cognitive processes, regarding the essence and the right to independent consideration of which there is still no agreement among psychologists, despite the fact that its research has been going on for many centuries. Some scientists argue that attention does not exist as a special, independent process, that it acts only as a side or moment of any other psychological process or human activity. Others believe that attention is a completely independent mental state of a person, a specifically internal process that has its own characteristics that cannot be reduced to the characteristics of other cognitive processes. As a justification for their point of view, supporters of the latter opinion point out that in the human brain it is possible to detect and single out a special kind of structures associated specifically with attention, anatomically and physiologically relatively autonomous from those that ensure the functioning of other cognitive processes. In particular, the role of the reticular formation in ensuring attention, the orienting reflex as its possible innate mechanism, and, finally, the dominant were pointed out.
The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only if a sufficiently high level of voluntary attention is formed. As is known, the preschooler is dominated by involuntary attention, it also prevails in the first time of training among younger students. That is why development arbitrary attention becomes a condition for the further successful educational activity of the student, and, consequently, a task of paramount importance for the teacher.
At the beginning of education, as in preschool age, only the outer side of things attracts the student's attention. External impressions captivate students. However, this prevents them from penetrating the essence of things (events, phenomena), and makes it difficult to control their activities. If the teacher constantly cares about guiding the development arbitrary attention of younger schoolchildren, then during their education in the primary grades it is formed very intensively. This is facilitated by a clear organization of the child's actions using a model and also by such actions that he can manage independently and at the same time constantly control himself. Such actions may be a specially organized check of the mistakes made by him or other children or the use of special external means in phonetic analysis. So, gradually, the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leading one. The developing voluntariness of attention also affects the development of other properties of attention, which are also still very imperfect in the first year of study.
So, the amount of attention of a younger student is less than that of an adult, and his ability to distribute attention is less developed. The inability to distribute attention is especially pronounced when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the second grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the students' educational work at home, in the classroom and their social affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, a great instability of attention is also manifested. When developing attention stability in younger students, the teacher should remember that in grades 1 and 2, attention stability is higher when they perform external actions and lower when they perform mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, and drawings. Imperfect in younger students and such an important property of attention as switching. At the beginning of their education, they have not yet formed learning skills and abilities, which prevents them from quickly moving from one type of training session to another, however, improving the activity of learning by the 2nd grade leads to the formation in children of the ability to switch from one stage of the lesson to another, from one academic work to another. Along with the development of voluntary attention, involuntary attention also develops, which is now associated not with the brightness and external attractiveness of the object, but with the needs and interests of the child that arise in the course of educational activity, i.e. with the development of their personality, when feelings, interests, motives and needs constantly determine the direction of his attention. So, the development of students' attention is connected with their mastery of educational activities and the development of their personality.
Imagination
In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a younger student from the very beginning of education is included in a purposeful activity that contributes to his mental development.
For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the lessons on the accumulation of a system of thematic representations of children is important. As a result of the constant efforts of the teacher in this direction, changes occur in the development of the imagination of the younger student: at first, the images of the imagination in children are vague, unclear, but then they become more accurate and definite; at first, only a few features are displayed in the image, and insignificant ones prevail among them, and by the 2nd-3rd class the number of displayed features increases significantly, and essential ones prevail among them; processing of images of accumulated ideas is at first insignificant, and by the 3rd grade, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce convention: at the beginning of learning, a specific object is required for the appearance of an image (when reading and telling, for example, reliance on a picture), and then reliance on a word develops, since it is it that allows the child to mentally create a new image (writing an essay based on the story of the teacher or read in the book).
With the development of the child's ability to control his mental activity, the imagination becomes an increasingly controlled process, and its images arise in line with the tasks that the content of educational activity sets before him. All of the above features create the basis for the development of the process of creative imagination, in which the special knowledge of students plays an important role. This knowledge forms the basis for the development of creative imagination and the process of creativity in their subsequent age periods of life.
Thinking and speech
The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger schoolchild has a clearly expressed concrete-figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same thing happens in the Russian language lessons when mastering a word, which at first is not separated by him from the designated object, but gradually becomes the subject of special study.
In the development of thinking of younger schoolchildren, psychologists distinguish two main stages.
At the first stage (grades 1-11), their thinking is in many ways similar to the thinking of preschoolers: the analysis of educational material is carried out mainly in visual - actionable And visually - figuratively. Children judge objects and phenomena by their external individual features, one-sidedly, superficially. Their conclusions are based on visual premises given in perception, and conclusions are drawn not on the basis of logical arguments, but by direct correlation of judgment with perceived information. Generalizations and concepts of this stage strongly depend on the external characteristics of objects and fix those properties that lie on the surface. For example, the same preposition “on” is singled out by second-graders more successfully in cases where its meaning is concrete (expresses the relationship between visual objects - “apples on the table”) than when its meaning is more abstract (“one of these days”, “for memory "). That is why the principle of visibility is so important in elementary school. Giving children the opportunity to expand the scope of concrete manifestations of concepts, the teacher makes it easier to single out the essential general and designate it with the appropriate word. The main criterion for a full-fledged generalization is the child's ability to give his own example that corresponds to the knowledge gained.
By the 3rd grade, thinking passes into a qualitatively new, second stage, requiring the teacher to demonstrate the connections that exist between the individual elements of the information being assimilated. By the 3rd grade, children master the genus-species relationships between the individual features of concepts, i.e. classification, an analytical-synthetic type of activity is formed, the action of modeling is mastered. This means that formal logical thinking begins to take shape.
In elementary school, much attention is paid to the formation of scientific concepts. subject concepts(knowledge of general and essential features and properties of objects - birds, animals, fruits, furniture etc.) and relationship concepts(knowledge reflecting the connections and relationships of objective things and phenomena - magnitude, evolution and so on.).
The development of thinking largely depends on the level of development thought processes. So, for example, the development of dialysis goes from the practically effective to the sensual and further to the mental (from grade 1 to grade 3). In addition, the analysis begins as a partial and gradually becomes complex and systemic. Synthesis develops from simple, summarizing to broader and more complex. Analysis for younger students is an easier process and develops faster than synthesis, although both processes are closely related (the deeper the analysis, the more complete the synthesis). Comparison at primary school age it goes from non-systematic, focused on external signs, to planned, systematic. When comparing familiar objects, children more easily notice similarities, and when comparing new ones, differences.
It should be noted that younger students begin to realize their own thought processes and try to manage them, although not always successfully.
In recent years, more and more talk about the formation in primary school age theoretical thinking based empirical. theoretical thinking is determined through a set of its properties (reflection; analysis of the content of the task with the allocation of a general way to solve it, which is transferred “from the spot” to a whole class of tasks; an internal plan of action that ensures planning and execution of them in the mind). empirical thinking is carried out by comparing outwardly similar, common features of objects and phenomena of the surrounding world, through "trial and error". Research in experimental classes under the guidance of V. V. Davydov showed that elements of theoretical thinking can be formed in the lower grades.
Speech has two main functions: communicative And significative, i.e. is a means of communication and a form of existence of thought. With the help of language and speech, the child's thinking is formed, the structure of his consciousness is determined. The very formulation of thought in verbal form provides a better understanding of the object of knowledge.
Language teaching at school is a controlled process, and the teacher has great opportunities to significantly accelerate the speech development of students through a special organization of educational activities. Since speech is an activity, it is necessary to teach speech as an activity. One of the essential differences between educational speech activity and speech activity in natural conditions is that the goals, motives, content of educational speech do not follow directly from the desires, motives and activities of the individual in the broad sense of the word, but are set artificially. Therefore, it is correct to set a topic, to interest it, to arouse a desire to take part in its discussion, to intensify the work of schoolchildren - one of the main problems in improving the speech development system.
We formulate the general tasks of the teacher in the development of students' speech:
a) provide them with a good speech (linguistic) environment (perception of adult speech, reading books, etc.)
b) create communication situations in the lesson, speech situations that determine the motivation of children's own speech, develop their interests, needs and opportunities for independent speech
c) ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, activate the use of words, the formation of forms, the construction of structures
d) conduct constant special work on the development of speech at various levels: pronunciation, vocabulary, morphological, syntactic, at the level of coherent speech
e) create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good, correct speech
e) develop not only speech-speaking, but also listening.
It is important to take into account the differences between oral and written speech. Written is a fundamentally new type of speech that a child masters in the learning process. Mastering written speech with its properties (extension and coherence, structural complexity) forms the ability to deliberately express one's thoughts, i.e. contributes to the arbitrary and conscious implementation of oral speech. Written speech fundamentally complicates the structure of communication, as it opens up the possibility of addressing an absent interlocutor. The development of speech requires a long, painstaking, systematic work of younger students and teachers. The development of the emotional-volitional sphere and cognitive activity is also determined by the new formations of his personality: the arbitrariness of actions and deeds, self-control, reflection (self-assessment of one's actions based on correlation with the plan).
Conclusion
Mental activity, like any other activity, is a chain of various ordered actions, in this case they will be cognitive processes and operations occurring within these processes.
For example, as a cognitive process, memory, which includes such operations as memorization, reproduction, forgetting, and others. Thinking- this is an analysis, synthesis, generalization of the conditions and requirements of the problem being solved and ways to solve it.
Thinking activity is a close connection between sensory cognition and rational cognition.
A child who has come to school and already with a certain amount of knowledge, only in the educational process actively develops and develops his cognitive activity. But in order for it to be even more effective and focused, it mainly depends on the teacher, how he can interest the student and set him up for learning activities.
First-grade children, who have literally been studying for half a year, have well-developed cognitive processes, they are especially well oriented in the world around them, thinking and imagination are well developed, but such basic cognitive processes that strongly affect the learning process, assimilation of material as attention and memory, are just beginning. develop.
Being formed in the process of learning activity, as the necessary means of its implementation, analysis, reflection and planning become special mental actions, a new and more indirect reflection of the surrounding reality. As these mental actions develop, primary schoolchildren also develop the basic cognitive processes in a fundamentally different way: perception, memory, attention, and thinking.
Compared with preschool age, the content of these processes and their form change qualitatively. Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, there is an intellectualization of all mental processes, their awareness, arbitrariness, generalization.
Perception takes on the character of organized observation, carried out according to a specific plan.
The memory acquires an intellectual character in younger schoolchildren. The child not only remembers, but also begins to solve special mnemonic tasks for arbitrary intentional memorization or reproduction of the required material.
At primary school age, there is an intensive formation of memorization techniques. From the simplest methods of memorization through repetition and reproduction, the child proceeds to grouping and comprehending the connections of the main parts of the material being memorized. Schemes and models are used for memorization. At this age, the ability to focus on the required educational content is formed. Attention becomes purposeful and arbitrary, its volume increases, the ability to distribute attention between several objects increases.
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Collection output:
COGNITIVE PROCESSES OF JUNIOR SCHOOLCHILDREN AS A BASIS FOR FORMATION
COGNITIVE STRATEGIES
Kalchuk Valentina Ivanovna
deputy director for water resources management of MBOU of Astrakhan "NShDS No. 106", assistant of the department "General psychology"
Humanitarian Institute ASTU,
Bakurskaya Valeria Olegovna
4th year student DGP41/1, ASTU,
In psychological and pedagogical science E.V. Andreeva, L.I. Bozovic, M.R. Ginzburg, M.V. Nine, M.A. Pastushkova and others have extensively studied the problem of the development of cognitive processes.
At primary school age, cognitive development is a complex complex phenomenon. It includes the development of perception, thinking, memory, attention, imagination. These processes represent different forms of the child's orientation in the world around him, in himself, and regulate his activity. The age period of the younger schoolchild is important for the development of the cognitive needs of the child, since at this age the possibilities of initiative transforming activity are noticeably increasing. Cognitive needs find expression in the form of activity that is aimed at discovering something new (research, search activity). The main questions of this age period: “Why?”, “Why?”, “How?”. Younger students try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes even conduct their own experiment.
Cognitive interests, careful examination, independent search for information, the desire to find out from an adult the answers to all questions of interest are a characteristic feature of this age period. The younger student takes the initiative, observes, strives to find out, is interested in the phenomena of animate and inanimate nature.
Being included in cognitive activity, cognitive interest is closely connected with the formation of diverse personal relationships: cognitive activity, selective attitude to a particular field of science, participation in them, communication with partners in cognition. It is on this basis - knowledge of the objective world and attitudes towards it, scientific truths - that the worldview, worldview, worldview is formed, the active, biased nature of which contributes to cognitive interest.
Cognitive interest is a general phenomenon of interest, an integral education of a person. It has a complex structure, the components of which are both separate mental processes (regulatory, intellectual, emotional), and the objective and subjective relations of a person with the world expressed in relations.
One of the most fundamental and significant in child development is the interest in knowing the real world. Cognitive activity is a measure of mental effort aimed at satisfying cognitive interest and is formed on the basis of cognitive interest. The level of cognitive activity characterizes the need-motivational side of an individual's life, aimed at constructing and actively using a cognitive model of reality.
The cognitive activity of a younger student is characterized by the intensity of mastering various ways of achieving a positive result, the optimal attitude to the activities performed, the experience of creative activity, and the focus on its practical use in everyday life. The basis of the child's cognitive activity is the lack of unity between the existing knowledge, skills, acquired experience in achieving results by trial and error and new cognitive situations, tasks that have arisen in the process of setting the goal of experimentation and achieving it. Overcoming the contradiction between the acquired experience and the need to transform, interpret it in their practical activities, which allows the child to show a creative attitude and independence in completing tasks, becomes a source of cognitive activity. Management of the process of development of non-standard thinking of younger schoolchildren by the teacher is realized through the use of various methods and techniques for activating the intellectual sphere of the child.
Knowledge is the result of cognitive activity, regardless of the form of cognition in which this activity was carried out. Children of primary school age can group and systematize objects of animate and inanimate nature according to external signs and signs of the environment. Of particular interest to children of primary school age are various natural phenomena, the transition of matter from one state to another, changes in objects.
The type of activity in which knowledge was acquired, according to the results of the study, plays a decisive role in the development of the child. The acquisition of knowledge independently or under the guidance of an adult, which is carried out in the process of humanistic interaction, cooperation, co-creation, and not just the process of mastering knowledge, skills, and is a cognitive activity.
For the development of cognitive activity in the learning process, it is necessary to create conditions for students to independently search for information.
When a child enters elementary school, thinking moves into the center of the conscious activity of the first grader. Therefore, during this period, in the course of the assimilation of scientific knowledge, with the development of verbal-logical and reasoning thinking, all other cognitive processes are rebuilt: perception at this age becomes thinking, and memory becomes thinking.
In the course of the assimilation of scientific knowledge, there is a development of reasoning and verbal - logical thinking. At the age of 7-11, lethal actions become coordinated and reversible. The intellectual development of a younger student is at the stage of specific operations, according to the concept of J. Piaget.
A.M. Matyushkin believes that primary school age is sensitive for:
development of the ability to learn, skills and methods of educational work;
development of skills of self-regulation, self-control and self-organization;
formation of motives for teaching;
development of sustainable interests and cognitive needs;
learning moral and social norms;
the formation of adequate self-esteem;
development of communication skills and criticality in relation to oneself and others;
· disclosure of individual abilities and characteristics .
The cognitive processes of younger schoolchildren develop and form in activity, and above all in teaching.
The leading activity of younger schoolchildren, which is carried out throughout the entire education of the child at school, is educational activity. During this period, it develops and forms, therefore, according to D.V. Elkonin, most fully fulfills its leading function. The period of the most intensive formation of educational activity is the primary school age.
A specific form of individual activity is educational activity. It requires special formation, because it is complex in its structure and is characterized by motives and goals.
A child entering primary school has not yet formed a learning activity. The student, like an adult who does the work, must know why to do it, how to do it, what to do, see and analyze their mistakes, control themselves, conduct self-assessment and reflective activities.
Junior schoolboy in the process of learning activities independently acquires new knowledge, skills, competencies, types and methods of activity, capable of organizing their own activities, able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice.
The attitude of younger students to learning is determined by motives. Motivation is based on a cognitive need, which is associated with the content and process of learning, co-ownership, primarily by the method of activity, and is embedded in the learning activity itself. The need for an independent search for information and external impressions gives rise to cognitive activity.
The content of school subjects contributes to the development of cognitive processes of younger students. The subject of cognitive interest is new knowledge about the world. The organization of cognitive activity during school and extracurricular time also contains such an opportunity. Cognitive activity lies in the fact that the teacher provides the subjective activity of the student, the student, gaining knowledge himself, is aware of the content and forms of his educational and cognitive activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the development of cognitive processes of younger students. schoolchildren.
That is why the selection of the content of educational material is the most important link in the formation of interest in learning.
When organizing the educational process, it is necessary to take into account that visual-figurative and visual-effective thinking prevails among younger students.
At the stage of the initial presentation of information, it ensures the activation of the mental activity of students and its effectiveness due to color brightness and graphic accuracy in the reflection of educational material, contributes to the formation of systemic mental activity of students, visual and tactile perception.
In the development of cognitive processes of younger schoolchildren, an important role is assigned to extracurricular work, as indicated by the works of Babkin M.V., Shchukin G.I., Yesenkov T.F. and etc.
Extra-curricular activities are held either to fill gaps in knowledge, skills and abilities, or to expand and deepen the knowledge gained in the classroom. When eliminating gaps in knowledge, skills and abilities, group or individual training sessions are organized as needed with those children who cannot further move forward with the class, because they have found a backlog in the subject. In the second case, this is done through various forms of extracurricular activities.
Conducting integrated lessons is also one of the most important ways of developing the cognitive processes of younger students.
Primary school students have great potential opportunities for the development of cognitive processes, intellectual development, with the correct organization of the educational process, in teaching younger students "the ability to learn."
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Cognitive processes: perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. Therefore, one of the main goals of educational work is the formation of children's intelligence, and the basis for the development of mental abilities in primary school age is the purposeful development of cognitive processes.
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"DEVELOPMENT OF COGNITIVE PROCESSES OF JUNIOR SCHOOLCHILDREN"
Article
Pedagogy should not focus on
yesterday, and for tomorrow's child development"
Vygotsky L.S.
cognitive processes: perception, attention, imagination, memory, thinking, speech- act as the most important components of any human activity. In order to satisfy their needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think, and express judgments. Therefore, without the participation of cognitive processes, human activity is impossible, they act as its integral internal moments. They develop in activities, and are themselves special activities. When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.
The main cognitive process of reflecting reality is perception . Its basis is the work of the human senses. The perception of students in grades 1 and 2 is characterized by weak differentiation. It is necessary to teach them to compare similar objects, to find differences between them. In the development of arbitrary perception, the word is of great importance. If in grades 1-2 the perception of verbal material needs visualization, then in grades 3-4 this is required to a lesser extent. As a result of playing and learning activities, perception turns into an independent activity, into observation.
Another process closely related to perception is imagination students. By the 1st grade, children have elements of arbitrary imagination. In the process of creating mental images, the child relies on the ideas he has. The creation of new images in the mind is due to the expansion of ideas, their transformation and combination.
Attention serves as the basis for the development of other cognitive processes, since, according to K.D. Ushinsky is a “door” through which everything that only enters the soul of a person from the outside world passes” ... There is not a single mental work that would not be carried out without sufficient volitional tension in the form of voluntary attention. The predominant type of attention of younger students remains involuntary. The nature of mental activity is visual-figurative. In elementary school, the development of voluntary attention of students takes place. It is closely related to the development of a responsible attitude to learning. The younger student cannot distribute attention between different types of work. He has little attention span. Cannot quickly shift his attention from one object to another.
Reasons for carelessness:
1. Sloth of thought
2. Lack of serious attitude to teaching
3. Increased excitability of the central nervous system
The study of the cognitive activity of children shows that by the end of elementary school there is a surge in research activity. Reading or observing various phenomena of life, children begin to formulate search questions that they themselves try to find the answer to. This happens because students are trying to understand and comprehend the cause-and-effect relationships and the laws of the occurrence of various events. The exploratory activity of children at the stage of causal thinking is characterized by two qualities: an increase in the independence of mental activity and an increase in the criticality of thinking. These abilities are the basic prerequisites for creativity.
Conducting regular developmental classes in the lower grades, including children in constant search activities, significantly humanizes primary education. This approach creates conditions for the development of cognitive interests in children, stimulates the child's desire for reflection and search, makes him feel confident in his abilities, in the capabilities of his intellect. During such classes, students form and develop forms of self-awareness and self-control, the fear of erroneous steps disappears, anxiety and unreasonable anxiety decrease, thereby creating the necessary personal and intellectual prerequisites for the successful flow of the learning process at the following stages.
The development of intellectual abilities has a direct connection with all the main subjects of primary education. A more intensive development of logical thinking, attention and memory of students helps to better analyze and better understand the texts being read and the rules studied in the Russian language lessons, to navigate more freely in the patterns of the surrounding reality, and to effectively use the accumulation of knowledge and skills in mathematics lessons. The formation of spatial imagination and constructive skills among schoolchildren contributes to more effective activities in labor lessons.
One of the means of forming cognitive interest is entertaining. The game puts the student in search conditions, arouses interest in winning, and hence the desire to be fast, collected, resourceful, etc. The student works with interest if he performs a task that is feasible for him.
In modern conditions, the task of the GPA educator is extremely important: to ensure that our children grow up not only as conscious and healthy members of society, but also necessarily, enterprising, thinking, capable of a creative approach to business. Therefore, at present, one of the main goals of educational work is the formation of children's intelligence, and the basis for the development of mental abilities in primary school age is the purposeful development of cognitive mental processes: attention, imagination, perception, memory, thinking. And here they come to the aid of the educatoreducational gamesaimed at the formation of intellectual and creative abilities in children: observation, flexibility, the ability to analyze, compare, think logically; ability to find dependencies
patterns; the ability to combine, spatial representation and imagination, the ability to foresee the results of their actions; stable attention, well-developed memory.
Educational games:
1. Matching games(provide the ability to create new combinations of existing elements, parts, objects):
tangram
Stick games
Logic tasks
Chess
Puzzle
2. Planning games (form the ability to plan a sequence of actions to achieve a goal):
labyrinths
magic squares
3. Games for the formation of the ability to analyze(they provide the ability to combine individual objects into a group with a common name, highlight common features of objects :)
Find a couple
Find the extra
Puzzles
Continue row
1. Exercise "Let's listen!"
The goal is to develop concentration of attention and hold it for a long time on one subject.
Game procedure.
Leading:
Sat down! Let's hear what's going on outside.
Get ready, listen!
Who heard what? (Children answer at a fast pace)
Let's listen to what's going on in the hallway. Let's listen to what's going on in the classroom. Etc.
Get ready. Listen!
Who heard what?
2. “The whole is a part. Part-whole".
The goal is to develop the ability to analyze, highlight the part and the whole, the development of logical thinking
From the first pair of words, you should determine which rule is in place here: whole-part or part-whole. For the word of the second pair, you need to indicate from the proposed options the one that matches the found rule.
1. Car - wheel; gun - a) shoot b) trigger c) weapon
2. penny - ruble; sleeve - a) sew on b) button c) shirt
3. guitar - string; eye - a) pupil b) head c) nose
4. cherry - bone; cancer - a) claw b) fish c) river
5. page - book; petal - a) bee b) morning c) flower
6. theater - stage; house - a) street b) apartment c) build
7. finger - hand; nail - a) finger b) scissors c) claw
8. shoe - lace; belt - a) trousers b) belt c) yarn
9. mouth - river; mast - a) ship b) sea c) tree
10. shell - turtle; step - a) builder b) stairs c) climb
3 . Thinking exercise
Instruction: “Before you is a column of words (concepts), and next to each of them, in brackets, five words. From these five words, you must choose two words that indicate the essential features of the concept written before the bracket.
Garden - (trees, gardener, dog, fence, earth).
Mouse - (back, cat, eyes, cheese, mousetrap).
River - (coast, fish, fisherman, mud, water).
Lion - (circus, ears, hay, overseer, eyes).
Face - (color, hair, glasses, nose, mustache).
City - (car, building, crowd, streets, cyclist).
Forest - (animals, pines, trees, mushrooms, sky).
Cube - (corners, drawing, side, stone, wood)
Reading - (eyes, book, picture, print, word)
Citizen - (fatherland, craft, advantage, property, right to vote).
Newspaper - (truth, applications, telegrams, paper, editor).
Game - (cards, players, penalties, punishments, rules).
Fairy tale - (sorcerer, fiction, king, utility, creativity).
Labor - (payment, goal, car, beginning, pleasantness).
War - (airplanes, guns, battles, guns, soldiers).
4. Exercise "Remove the excess"
Instructions: choose one extra word from 3 words.
Color:
- orange, kiwi, persimmon
- chicken, lemon, cornflower
- cucumber, carrot, herb
- sugar, wheat, cotton wool.
Form:
- TV, book, wheel
- scarf, watermelon, tent.
Size:
- hippopotamus, ant, elephant
- house, pencil, spoon.
Material:
- jar, saucepan, glass
- album, notebook, pen
Taste:
- candy, potatoes, jam
- cake, herring, ice cream
Weight:
- cotton wool, weight, rod
- meat grinder, feather, dumbbells
Thus, the development of the cognitive abilities of children must be subordinated not only to the content, but also to the methods of work. It is necessary to build classes so that children can expand their horizons, develop curiosity and inquisitiveness, train attention, imagination, memory, and thinking. All these cognitive processes under the influence of cognitive interest acquire a special activity and direction.A variety of techniques help to educate and develop interest in knowledge. Children are very curious and many of them come to school with a great desire to learn. But so that this desire does not quickly fade away, everything possible must be done so that they can show their abilities, and this requires skillful guidance from the teacher and educator. The stability of interest is the key to a positive and active attitude of children to learning, the basis for the full assimilation of knowledge. In my work, I strive to create conditions that provide the child with success in learning, a sense of joy on the path of progress from ignorance to knowledge, from inability to skill.
A feature of cognitive development at school age is that each cognitive process is taken under the control of the teacher and self-control of the student on the basis of certain cognitive actions.
Development of perception. Children come to school with sufficiently developed perception processes - they distinguish between shapes, colors, and sounds of speech. But they still cannot conduct a systematic analysis of the properties and qualities of an object; they must master the means of such an analysis.
In school classes, a special perceptual activity develops - observation. The task is to notice the features of the perceived object. Inspection techniques are given (the order of identifying properties, comparison with a standard), a form of depicting the identified properties is proposed - a drawing, a diagram, a word. Special tasks are given for the perception of objects, for example, to find differences in drawings, find two similar objects or differences in these four-digit numbers and determine in which category these differences are; count the triangles in the proposed figure, etc. As a result, the student learns to purposefully and element by element examine the subject, masters observation, but it still depends on the teacher's attitudes and control.
Development of attention. In school education, all the properties of attention are intensively developed. The development of arbitrariness is most noticeable, since at school it is required to trace and assimilate those properties of objects that are not at all of interest to the child at the moment. It is necessary to keep attention on the necessary, and not just attractive objects. The stability of the student's voluntary attention depends on how clearly the teacher sets the goals and objectives of the learning activities: open the textbook on page such and such, find exercise number ... and now all attention is on the board, check whether he correctly identified the types of declensions, etc. d.
It is difficult for a child to keep voluntary attention during the lesson, therefore, elements of involuntary attention are constantly attracted, using visibility, highlighting the necessary details in bright colors, changing the intonation and tempo of the voice, changing the forms of work and methodological techniques, creating game and competitive moments. If we compare the reading of the problem by the student and the teacher, we can see how intonationally the teacher literally puts mathematical dependencies into the minds of children, relying on their involuntary attention. “Two boxes of sweets were brought to the buffet. One contained 8 kg of sweets, the other had 2 kg more.” Students will unwittingly notice what the teacher emphasizes with his voice. Elements of involuntary attention help to voluntarily keep the task and ways of solving it in the field of attention. With the development of knowledge and interests of children, their involuntary attention is attracted by more and more essential aspects of objects.
Under the influence of the teacher, children develop internal means of self-regulation of educational activity. Voluntary attention is an element of self-control. This is facilitated by a clear procedure for control actions, the requirement to follow this order at school and at home. For example, before you sit down for lessons, put textbooks and notebooks on the edge of the table in the order in which you will work with them; place the chair so that its edge coincides with the edge of the table; prepare everything for the first lesson; sit down, check your legs, back, elbows, fingers on the pen and then start writing. After completing the work, move the textbook and notebook to the other side of the table until the adults check the work. The books stacked on the left visually show how many lessons are left to do, and this directs the attention and efforts of the child. And books stacked on the right give satisfaction from the work done. The child needs visual means of self-control.
Helps self-regulation reliance on external actions. Therefore, in teaching, they use the methods of designating sounds with chips, drawing up graphic schemes, drawings, layouts and applications.
Great demands are placed on teaching distribution of attention. Writing is especially difficult in this regard. Performing written exercises, the child must follow the line, and the slope, and the letters, and literacy, and the position of the pen. These control actions are practiced element by element while writing the same sticks and hooks. But when moving to writing, distributed control is required immediately. It is especially difficult for phlegmatic children. Having begun to write, they no longer hear comments and corrections due to high concentration. One student's mother told her three times that she was holding a pen incorrectly. Finally, looking up from the letter, the girl replied: "I'll finish writing and then I'll listen to you." She cannot fix it on the go.
Self-control develops more successfully if, before starting work, the teacher offers to remind himself of the rules. So, before starting the letter, the teacher says: “Remember our rule, check: legs, back, elbows, fingers. Let's start writing."
The distribution of attention is also required in order to follow the behavior of comrades while doing one's work, to notice one's mistakes by their reaction. This is typical for reading lessons and oral responses.
With each year of study, students become more and more accustomed to setting goals on their own, organizing their attention, and conducting self-control. But behind all this is the exactingness and systematic guidance of the teacher.
Memory Development. Preschool children have a tenacious figurative memory, but it is easier for them to retell events not in order, but according to bright moments, including the circumstances under which memorization took place. The school requires exact reproduction, arbitrary recall. In addition, mnemonic tasks are different: either verbatim to remember and tell, then in meaning, then for a short time (digital data of the task). In accordance with these requirements, the student's mnemonic abilities develop. However, before the 3rd or 4th grade, verbatim memorization of texts prevails in many children. The answers of children at the lessons of natural history sound funny: “Can mountains be destroyed, you ask. Yes, mountains can collapse. And then follows the story of the weathering of rocks. Such a memory will not ensure successful performance in high school.
The productivity of the memory of younger students increases not only from constant training, but also from the assimilation of appropriate techniques and methods of memorization and reproduction, which they themselves cannot invent. This includes, first of all, methods of meaningful memorization: highlighting key words, dividing the text into semantic units, semantic grouping, comparing large and detailed plans of the text, etc. It is important that these methods are practiced on different material and constantly. The plan of a plot story differs from a detailed plan for solving an arithmetic problem and from a plan for working on a grammatical text. It requires not only the selection of semantic units, but also their grouping, subordination. From the 2nd grade, children already make a written plan.
A special psychological and pedagogical task is the development of reproduction techniques, its distribution in time, self-control. K. D. Ushinsky noticed that a child forgets because he is too lazy to remember. Of course, it takes effort to recall the material over and over again. But skills are also needed to use the highlighted key words, to rely on the plan, on general ideas about a given phenomenon, to reproduce individual semantic parts before the material is assimilated in its entirety, etc.
The teacher needs systematic work on the development of memorization and reproduction techniques, otherwise the plan, the key words, and the grouping of the material will be performed as special tasks for the mark and will not become one's own skills.
The above methods of memorization and reproduction are worked out as elements of arbitrary memory, but when they are mastered, the productivity of involuntary memorization also increases.
involuntary memory more effective until the methods of semantic processing of the material are developed. But here, too, a pattern is characteristic: what is remembered better is what serves as the subject and purpose of activity. And if the semantic grouping and analysis of texts were the subject of mental work, they also improve involuntary memorization and ensure the full assimilation of the material. Even the memorization of images improves if they are considered, analyzed, grouped. The formation of methods of working with educational material is an effective way to develop a good memory.
Development of the imagination. Most of the information communicated in elementary school by teachers and textbooks is given in the form of verbal descriptions, pictures, and diagrams. The assimilation of the material depends on the child's ability to imagine, recreate the presented images of reality. Learning relies primarily on recreative imagination.
The imagination of a younger student is at first very schematic, the images are poor in detail, they lack flexibility. Children try to "squeeze" the existing worldly ideas into the situations described in the textbook. For example, while listening to the text “Sanitary dogs”, the student declares: “Yesterday I saw a big dog”, that is, it is far from what is described. To focus the imagination within the framework of the text, such techniques as a picture plan, reading by roles, etc., help.
Under the influence of learning, children begin to recreate more accurate and detailed images, to represent previous and subsequent events in time, the implied states of characters or the possible consequences of events. They develop the ability to construct justifications for their options for the continuation of events such as: "It will definitely happen if you do this and that."
The desire of children to indicate the conditions, origin and consequences of some transformations of objects is the most important prerequisite for the development of creative (productive) imagination, the creation of their own ideas and designs. The modern school does not yet create sufficient conditions for the development of creativity, although the potential opportunities for children are quite rich.
It should be noted that the imagination not only ensures the assimilation of educational material, but also acts as a form of personal activity of the student, a way of identifying himself with the positive characters that are narrated in the lesson. It is impossible to develop children's curiosity and love of reading without relying on imagination. Such forms of work as matinees of fairy tales, the “parade of literary characters”, dramatization games, drawings on the topics of what has been read, etc., help to strengthen this most valuable personal influence of learning.
From "gluing" existing ideas with new information, the student's imagination acquires the properties of flexible use of images, deployment of ideas about the origins and consequences of events, personal identification with historical and literary heroes.
Speech development in primary school age is a complex and multifaceted process. First of all, this is the improvement of oral speech: improving the purity of sound pronunciation, getting rid of dialectisms, mastering complex grammatical structures, using participial phrases, passive voice, etc. The circle of communication and the scope of oral speech are expanding. The model is the competent and rich speech of the teacher.
New, written, complex types of speech appear: reading and writing. These are the most important achievements of the student, based on the mechanisms of sound coding and grapheme decoding. These are forms of symbolic communication. They suggest a new level of perception, attention, memory, associations with existing knowledge. Only under these conditions, reading will be the perception of the meaning of the text, and writing - the transfer of meaning.
The mastery of symbolic communication begins with the understanding of speech by the child, from listening to stories and “reading” from memory texts in a favorite book or inscriptions in a familiar situation. By reading familiar titles and names, a child can learn to read on his own, which is quite common these days. This self-learning was the basis for the theory of internal spontaneous language maturation, which allegedly "suddenly" brings literacy to the surface.
A scientific explanation of such facts is provided by L. S. Vygotsky’s theory of “ zone of proximal development» the child in the course of interaction with literate people, about the importance of an enriched environment. The components of such an environment are adults reading, books at the disposal of the child, adults' stories and listening to children's stories, explanations of words, communication with friends, word games, interesting impressions and experiences of talking about them, playing them, and then describing them, encouraging interest in writing. word form.
The main condition for the development of literacy is informative reading and informative writing. In the joint reading of interesting books (a line - an adult, a line - a child), first-graders more likely master reading than when “working out” small texts to complete memorization. For the development of written speech, they offer to compose and write down fairy tales, write letters to the teacher about events during the holidays, write about their friends, etc. Even if part of the text is represented by a picture, the student perceives as the main thing the meaning of the letter, and not the image of letters and words.
It should be noted that children who have mastered reading on their own very often remain deaf to grammar. Their attention is focused on the content of the text, they recognize words by their general appearance and do not notice the peculiarities of their spelling. D. B. Elkonin in his work “How to teach children to read” (1978) emphasizes the role of the sound analysis of words, when chips are used instead of letters, a symbolic image of sound characteristics. Vowel, soft consonant or hard consonant - each has its own color. Depicting a word with chips, the child analyzes the properties of sounds, invents words with a given sound or according to a given pattern. Such activities prepare him for mastering the rules of grammar and at the same time facilitate the development of reading skills.
According to numerous studies, the ability to read is the basis of academic performance; without it, the student does not learn the educational material and does not even grasp the meaning of the mathematical problem. Therefore, the speed of reading is taken under control by school leaders.
The oral speech of elementary school students is enriched with phrases and turns of written speech. Sometimes in the lesson they literally repeat the phrases of the textbook, this gives their speech some unnaturalness, bookishness, but in this way they also learn the logic of reasoning.
The inner speech of schoolchildren achieves significant development, since educational activity requires constant self-control. In inner speech, they outline the order, the inner plan of action. Self-report and self-evaluation are given in inner speech. And here the influence of the teacher's speech, which determines the order of self-examination, is also noticeable.
In general, educational activity significantly accelerates the speech development of children, improves all types of speech.
Development of thinking There are two stages in elementary school. At the first stage, visual-effective thinking prevails in children, analysis of the material based on the visible, perceived features of objects. Learning activities are performed according to the model. Generalizations are made on the basis of visual features. Even in grammar, the preposition "on" is easier to distinguish if it denotes a specific ratio of objects - a book on the table. It is much more difficult for them to single out the same preposition in an abstract sense - for memory, one of these days.
Educational material on subjects is presented in grades 1-2 so that important features are clearly expressed. The composition of the number is represented in pairs by numbers in two windows of a multi-storey building or by two quantities of specific objects: 5 circles and 2 triangles, etc. The educational process is full of visual aids. But on their basis, verbal generalizations are already underway. More often, this is a generalization on functional or utilitarian grounds: this is to ride, they put it on, etc. The main criterion of knowledge is the ability of the student to come up with his own example.
J. Piaget called this level of intelligence the stage of concrete operations.
Systematic educational work leads to a change in the thinking of children. The second stage in its development is distinguished by the assimilation of scientific concepts with their generic relationships and classification. The curriculum is full of requirements and tasks for finding relationships between phenomena or defining concepts with indication of generic characteristics and specific differences: “a noun is such a part of speech that ...” and then the specific features are listed.
At the heart of the younger student's judgments are visual signs of objects. But they are already assimilated on the basis of rational activity. So, analyzing the image of a grain field, the children express an abstract judgment:
"Winter crops are cereal plants sown in autumn, before winter."
By the 3rd-4th grade, more and more judgments of schoolchildren reflect the essential connections of phenomena, and visual elements are reduced to a minimum. The stage of formal operations is being prepared (J. Piaget).
These features of thinking do not fully express the capabilities of younger students. Experimental training organized by D. B. Elkonin and V. V. Davydov in Russian schools shows that already at the beginning of education, children can explore ways to solve mental problems, build and test hypotheses, and in an abstract schematic form build mathematical reasoning like: “If the first is equal to A, and the second is twice as large, then we can find what the second is equal to, and then find their sum.
Modeling actions play a special role in the development of schoolchildren's thinking when it is required to abbreviate the text of the story, draw up a presentation plan, briefly write down the condition of the problem or the formula of actions for solving it, express the ratio in letters, signs or graphs.
The development of abstract thinking is inherent in the very structure of educational activity. It presupposes the student's ability to find a common method of action in similar educational tasks, that is, the ability to present specific practical tasks as educational theoretical ones.
The main psychological neoplasms that take shape in the educational activity of younger schoolchildren are as follows.
With admission to school, the child finds himself in conditions of fairly strict control over the course and result of each cognitive process. The teacher and parents, based on social experience, make adjustments to how he considers, how he listens, how he remembers, etc. They constantly remind him what to do. As a result, arbitrariness develops as a special quality of mental processes.
Completion of training tasks requires actions in a given order. The teacher's control develops self-control and self-report in children, the ability to fully justify the correctness of their answers. As a result, such valuable new formations of the intellect appear as an internal plan of action and internal self-report - reflection.
Foreign psychologists combine these neoplasms with the term " metacognition”, understanding it as the current control exercised by a person over his own processes, goals and actions (G. Kraig). Metacognition allows the student to determine whether he remembered the material well, how he got this or that result, etc. This is a necessary condition for the ability to learn.
Thus, in the conditions of school education, there is a systematic improvement of cognitive processes on the basis of historical human experience under the control of the teacher, and then the student himself.
The cognitive mental processes of the younger schoolchild are marked by an increase in arbitrariness and controllability. Perception has the following features:
o functions at the level of recognition and naming of colors and shapes;
o Observations are significantly improved as a purposeful perception with the release of a significant amount of detail. This is facilitated by works written by students, descriptions, works on the picture;
o observation is formed as a personality trait (G. A. Lyublinskaya, A. I. Ignatieva).
Attention younger schoolchild is still largely involuntary, but the arbitrary is becoming increasingly important. The student can focus on what the teacher says, shows in the textbook, on the blackboard. At the same time, the stability of voluntary attention is insignificant, and therefore the teacher must rely on the involuntary attention of the student, using a significant amount of visualization (P. Ya. Galperin, I. V. Strakhov, L. I. Bozhovich).
Thinking. When entering school, the child has visual-figurative and visual-effective thinking. Therefore, it is better to highlight the external features that underlie its conclusions and generalizations. So, the student better distinguishes the prefix "na" in a specific meaning ("on a plate") than in an abstract one ("for memory").
During the initial period of education, the child actively forms theoretical thinking, separates from perception and relies on the development of the reflexive mechanisms of the psyche. Recent experimental studies have shown that there are unused reserves in the development of thinking of younger schoolchildren, which lie in the fact that specially constructed teaching (it is called developmental) ensures the effective implementation by students of transitions not only from the concrete to the abstract, but also from the abstract to the concrete. Davydov, S. D. Maksimenko and others).
According to the above-described cardinal line in the development of the thinking of the younger schoolchild, this mental process is undergoing profound changes that relate to operations, types and forms of thinking. The role of the conceptual and abstract components of thinking is growing in comparison with its figurative and concrete components. However, practical action and image remain important supports for the thinking of a younger student, especially when solving problems that are difficult for him. For example, if it is not possible to solve a mathematical problem orally, the child proceeds to making a diagram, a drawing for it.
Operations of thinking become more and more generalized, situationally independent. If it is difficult for a preschooler to classify objects without a visual image, or to highlight their properties, then a younger student is already able to carry out these actions according to the description when the task is presented in a linguistic form. The operations of thinking of a junior schoolchild were studied by such psychologists as L. S. Vygotsky, M. N. Shardakov, T. V. Kosma, N. A. Menchinskaya, A. V. Skripchenko and others.
Students can analyze a significant amount of material, taking into account its various components. Children gradually strive to consider a recognizable object as a whole, covering all its parts, although they still do not know how to establish relationships between them.
The analysis takes place in a certain order, and not randomly, which indicates its systematic nature. For example, highlighting parts of the dog's body, the child does it sequentially - from head to tail. First, the student names the whole blocks, and then details them. For example, a dog has a head, body, paws, tail. On the dog's head are a pair of eyes, ears, nose, etc.
Synthesis in younger students is manifested in the ability to perform tasks such as identifying an object by its characteristics, establishing links between the whole and its part (tasks such as "Determine what tree these leaves are from", "Connect vegetables and fruits with the animals that feed on them with a line "). The child performs such tasks worse than the analytical character, which indicates that synthesis in development lags behind analysis (A. Vallon). This is also manifested in a characteristic error, which was called a "short circuit". It consists in the fact that that the child finds it difficult to establish connections between all the conditions of the problem, some of them do not find a place in the child's reasoning.She covers by analysis part of the conditions of the problem, missing essential points in them.
Based on the processes of analysis and synthesis, younger students form more complex mental actions of classification, comparison, generalization, abstraction, concretization.
Students classify objects according to several common features. Geometric bodies can be grouped according to shape, size, color: small red cubes, large red cubes, small blue balls, large red balls, and the like. Primary schoolchildren develop the ability to focus on internal general features, and not just on external ones, when classifying. So, they are able to create groups of words on the basis of their belonging to parts of speech - verbs, nouns, and the like.
When generalizing, younger schoolchildren are increasingly guided by essential common features. So, they combine tasks with different specific conditions into one group: adding apples, boxes, pencils, etc. Under the influence of the requirements of educational activity, methods of generalization are gradually improved, from predominantly visual-linguistic, children move on to imaginary-linguistic, and subsequently to conceptual -language ways. Accordingly, the results of the generalization also change.
Students are especially good at tasks for comparing objects, much worse for comparing abstract material (words, phenomena). In general, teaching younger students the ability to compare brings their analytical and synthetic activity to a higher level.
Abstracting allows children to separate properties from its carrier - a specific object. Based on the ability to abstract, students learn the first scientific concepts. So, students realize that nouns should be called words to denote objects, and verbs - actions and states.
The operation opposite to abstraction is also being developed - concretization. It is expressed in tasks that require examples to be given to a certain general statement according to the scheme "Vegetables grow in the garden. For example ......
Sufficient development of operations of abstraction and concretization, generalization and classification serves as the basis for inductive and deductive reasoning. More accessible to younger students are inductive conclusions, the content and authenticity of which depend on the experience accumulated by children (M.N. Shardakov). They are manifested in the child's ability to make some generalization based on his observations. So, the teacher can arrange for the lesson to observe students on writing the particle "not" with different words, and then ask the children what part of speech the words belong to, with which "NOT" is written separately. Children independently draw a conclusion: "Not" with verbs are written separately. "At the same time, deductive reasoning is also formed, which is the basis of theoretical thinking. In a younger student, deductive reasoning is largely based on sensory experience, as well as on inductive reasoning. If a child generalized special cases in the rule (inductive reasoning), it is easier for her to determine the specific conditions when this rule should be applied (deductive reasoning).
Memory of younger schoolchildren, along with thinking, plays an important role in the assimilation of educational material, mastering new social experience: knowledge, skills, skills. There is a change in the ratio between different types of memory in comparison with preschool age. The importance of arbitrary and verbal-logical memory is growing.
A significant amount of educational material, which is growing more and more, causes the expansion of the use of arbitrary memorization. At the same time, children begin to master memorization techniques (mnemonic techniques): they use associative links, a plan, basic diagrams, drawings, repetition, and the like. First, the teacher introduces them to these techniques, together with the children draws up a plan, a basic scheme. The obligatory and systematic nature of the educational process sets the student the task of arbitrarily reproducing the material.
At primary school age, the productivity, strength and accuracy of memorizing educational material increases. This is due, in particular, to the mastery of perfect mnemonic techniques by students.
The accuracy of recognition of memorized objects is increased. Moreover, there are also qualitative changes in these processes. So, first-graders, recognizing objects, rely more on their generic, common features, and already third-graders are more focused on analysis, highlighting specific species and individual features in objects.
At primary school age, there is a threat of misuse of memory, which has a particularly negative effect on the subsequent stages of learning. Trying to memorize as much material as possible, the student weakens the work on his comprehension, relies on mechanical memorization. The teacher needs to ensure that children understand and follow the rule: memorize only after they understand. In the process of comprehending the material, involuntary memorization occurs, which retains its importance.
Understanding the educational material serves as the basis for the development of verbal-logical memory, as a neoplasm of the psyche of a younger student, is closely related to theoretical thinking.
Speeches. The modern system of education involves the widespread use of communication between the teacher and students using the language, makes high demands on the development of children's speech. Such aspects of speech as speaking and listening develop; types of speech - monologue, written, internal. In all manifestations of the development of the student's speech, there are signs of the growth of his arbitrariness.
Listening is inextricably linked to understanding what is heard. To facilitate this process, the teacher must constantly maintain feedback with the class, control how children perceive his words. For this, educational dialogue is widely used. Listening expands the stock of passive vocabulary.
Speaking develops both in the process of dialogues and in the student's coherent answers in the lessons, which are close to a monologue. Educational material in various subjects contains its own special terminology, the assimilation of which by students expands their vocabulary. At the beginning of the school period of development, the child already has a certain vocabulary and language grammar. The student begins to consciously relate to his speaking, thinks about the correct construction of the statement, selects the appropriate form of the word.
An important asset of a younger student is the mastery of written speech, which is associated with the assimilation of reading. Written speech - the most arbitrary type of speech, requires a lot of effort from the student associated with complex analytical and synthetic activities to correlate words with their meanings, establish links between words, and the like. In the process of mastering reading and writing, the child's vocabulary grows, the functions of speech are more diverse, its syntactic structure is improved, and the like.
Reading silently contributes to the development of proper internal speech, which plays an important function of thinking and planning.
By the end of the initial period of study in a student, the number of words and sentences in written work increases, the speed of writing increases, and its quality increases based on the assimilation of grammar rules.
Imagination the younger schoolchild develops in the direction of growth of its controllability, realism, vtilivannost. Reproductive imagination plays an important role in understanding the educational material, especially in the absence of visualization. Imagination images serve as the supports that the child's thinking uses. At the same time, these images are very specific and can hinder the process of generalization. Thus, the expression "light hand" evokes the image of a withered, thin hand.
Imagination images are being improved from undifferentiated, approximate, static, disparate, based on perception to detailed, specific, interconnected, dynamic, based on memory (A. Ya. Dudetsky, D. D. Alkhimov).
When performing assignments for drawing according to a plan, when writing essays or compiling oral stories, fairy tales, creative imagination is intensively formed. The expansion of the student's sensory experience leads to the emergence of new images; from a random combination of ideas, children gradually move to a logically sound construction of new images. At the same time, their orientation towards a pre-created plan is growing.
CONCLUSIONS about the cognitive mental processes of a younger student:
The cognitive mental processes of the younger schoolchild are marked by an increase in arbitrariness and controllability;
During the initial period of education, the child is actively developing theoretical thinking, an internal plan of action and reflection;
Developing education is aimed at increasing the possibilities in the development of students' thinking;
The importance of arbitrary and verbal-logical memory is growing;
Various aspects of speech (speaking and listening) and its types (monologic, written, internal) develop
The imagination of a younger student develops in the direction of the growth of its controllability, realism, and vtilyuvannost.
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