One of the most difficult problems is the development of cognitive abilities of younger students. GEF presents new requirements for a graduate of primary school, so this problem is relevant and timely. Mental qualities of the child are formed in the learning process, in education, in everyday activities.
Relevance of the issue
Why is the timely development of cognitive abilities of primary school students so important? GEF of the new generation focuses on the development of the child’s personality, the disclosure of his creative potential. With the early diagnosis of giftedness , the teacher has the opportunity to build individual educational trajectories for his students, to create conditions for self-development and self-realization of schoolchildren.
In primary school, children show an increased interest in learning. The development of cognitive abilities in primary schoolchildren is a necessary condition for the success and self-realization of each child. If a child is enthusiastically engaged in one or several subjects, intensive work of his perception, memory, thinking is observed, therefore, abilities are formed.
Abilities: brief description
The development of cognitive and intellectual abilities of primary schoolchildren is a task, the socialization of the child directly depends on the success of the solution. They allow you to successfully and quickly master some activity, acquire skills and achieve achievements.
Why, with initial equal opportunities, do some children achieve significant success in music, art, design, and some students can’t cope with the simplest tasks offered by the teacher? How to develop cognitive abilities in primary school students? These issues deserve detailed study and consideration.
Abilities are called the internal conditions for the improvement of man, formed in the framework of his relationship with the outside world.
The formation of the cognitive abilities of primary schoolchildren is the task facing primary school teachers.
Signs
The intellectual capabilities of man are formed as nature changes, knowing it. There are three signs:
features of perception, sensations, thinking, memory, emotions, will, imagination, motor reactions, relationships;
short temper, indifference, lethargy when performing actions;
individual characteristics (skills).
Abilities are individual psychological characteristics that meet the requirements of a particular activity, are a factor in its success.
The development of cognitive and intellectual abilities of younger schoolchildren involves the formation of qualities, personality traits that will help the child to be successful in school, extracurricular activities. The following parameters act as indicators of the effectiveness of such a process: ease, pace, quality of performing specific tasks.
In addition to mental processes (perception and sensations, thinking, memory, imagination), emotional-volitional moments and elements of attitude to various types of activity are also important. The teacher offers his students tests for the development of cognitive abilities of younger students, analyzes the effectiveness of the work.
Based on the data received, the teacher builds his work aimed at the formation of personality. The FSES considers the development of cognitive abilities of primary schoolchildren as an indispensable element of a personality-oriented approach.
Important points
Detection and development of the individuality of primary schoolchildren is carried out only within the framework of the corresponding activity. For example, if a child has never been involved in music, it is difficult to talk about his developed sense of rhythm and musical memory.
A child is not born with talent in a particular field (literature, music, painting). The formation of his abilities occurs only if properly organized and systemic work. Throughout life, a person improves the acquired primary ZUN, hones his abilities.
Important in this process is the relationship between skills and abilities. As part of the training, the formation of abilities takes place, and the presence of natural inclinations is a condition for the success of a child.
The relationship of inclinations, inclinations, interests
The development of cognitive abilities of elementary school students is the task of the teacher. He must be familiar with the techniques and methods that allow him to identify the natural inclinations of each child, and based on the information received, select the conditions for personal growth. Makings can be determined by the characteristics of the muscular and nervous systems, physiological characteristics, and the specifics of the senses. Each baby has certain inclinations for the formation of abilities. I.P. Pavlov distinguishes three types of the higher nervous system:
For example, people of an artistic type are distinguished by imagery of memory and perception, a wealth of imagination, and emotionality. The makings are only conditions, on the basis of which the development of cognitive abilities in younger students is carried out. If the child does not make music, he has no chance to become a famous composer. Hard work, perseverance - these are qualities that allow a child to achieve excellent results even without the presence of bright natural inclinations.
When creating favorable conditions, you can develop the literary, musical, artistic, visual abilities of the child.
Interest-related student education
The development of cognitive abilities of schoolchildren should be based on interests - individual characteristics of the personality, orientation of children. You can judge the student's abilities by the following indicators:
the pace of the student's progress in mastering a certain activity;
by the quality of achievements;
by inclination to occupation.
Not only the ability to successfully carry out certain activities is not enough. They should be combined with emotional-volitional qualities, the need for such activities.
The tendency is manifested in the child's choice of a specific area in which he wants to develop independently, to acquire new skills. In order to succeed, in addition to inclinations and interests, diligence, concentration, organization, perseverance, determination are important. Talent is a huge work, which involves constant self-development and self-improvement.
Conditions for the development of primary school children
The development of cognitive abilities of primary school students (GEF) involves the early diagnosis of giftedness. A child psychologist offers a variety of tests to identify the tendencies of babies 3-5 years of age, introduces the teacher to the results. On their basis, the teacher forms a developmental program, including innovative techniques and methods that allow it to fully develop the child’s abilities.
Option program for the development of students in grades 1-4
How should the development of cognitive abilities of primary schoolchildren (GEF) be carried out. The program involves taking into account psychological characteristics. Given that in recent years the number of children who have mental disorders has increased significantly: emotional immaturity, neurosis-like syndrome, developmental delay, socio-psychological neglect. Offers a version of the program adapted for such students.
It involves the development of cognitive abilities of younger students in the classroom, after school hours. Any lesson is divided into 3 components. The first involves an explanation and direction of children's activities. The second concerns the condemnation of the results. At the third stage, introspection (reflection) is proposed, the purpose of which is to determine the awareness of the OUN.
When conducting extracurricular activities, children "work in a circle", so a large space is important. To analyze the effectiveness of the teacher uses the following indicators:
independence;
activity, interest.
Tools and materials for work: pencil, notebook, pen, sketchbook, set of pencils.
The program for the development of cognitive abilities in primary school students is designed to solve the following goals:
development of thinking;
improving attention;
development of perception of form, size;
improving observability;
development of analysis skills, comparison.
What techniques can be used to successfully implement the goals?
Exercise 1. The children are invited to find two identical objects in the figure with 5 images. In addition to identifying items, they should explain their decision.
What other tasks for the development of cognitive abilities of primary schoolchildren can be used by an elementary school teacher?
Exercise 2. Children should, armed with chopsticks, lay out the pattern, which they are invited to figure.
In carrying out this task, students do not just copy pictures, but also improve their imagination and logical thinking. To successfully complete the task he proposed, they must pick up the sticks so that they make an image.
How else is the development of cognitive abilities of primary schoolchildren (GEF) carried out? The program involves the formation of imagination.
Exercise 3. Children are offered drawings of people and houses. They must relate the person to the house in which he lives. This exercise promotes the acquaintance of the younger generation with different cultures, nationalities, allows you to build tolerance for other cultures and customs among younger students.
In response, the guys not only voice their choice, but also explain it in detail.
Exercise 4. "Find the shadow." Thanks to this task, the idea of the shape and size of objects is formed in the kids.
The teacher offers images of different figures, as well as the shadows that they cast. Children should carefully study the drawing, then find a shadow, explain their choice.
1 The younger student, the development of cognitive abilities of which becomes the main task for his mentor, is happy to be involved in such activities.
Exercise 5. "Find the excess."
The teacher shows the guys cards with different numbers: 12,56,34,89,3,51,14,26,98,13. They should circle the red marker only numbers that fall in the range: from 1 to 20.
Game activity as a way to develop primary schoolchildren
The teacher pays special attention to the inclusion of game elements in educational and extracurricular activities. How is the development of cognitive abilities of elementary schoolchildren related to playing activity? Within the framework of various classes, the teacher offers the children to “try out” various social functions. For example, in the framework of the plot and role-playing game, the guys are divided into “children” and “parents”. Each group tries to maximize the responsibilities assigned to them.
During such classes, logical thinking is formed, and creative abilities are improved. The guys not only work out a model of social behavior, but also gain teamwork skills.
To develop spatial orientation and perception, the teacher includes special exercises in his program.
Exercise 1. "Find the right words."
Students should choose as many words as possible related to a particular pet (cat, dog), time of year (winter, summer, autumn, spring). During the answer, not only adjectives, nouns that are selected by the child are listed, but also explanations are given.
Exercise 2. "Tell me what you saw."
First, the children are shown 5 pictures that show: a boiling kettle, a toy, a Christmas tree, a boy on a chair, a phone, a butterfly on a flower. Then the pictures are removed, the children must reproduce their contents. During the response (a coherent story), they do not simply list the objects, but try to convey the feeling that they had caused by viewing the pictures.
Exercise 3. "Find the excess."
On 5 cards, 4 objects are depicted, which are connected with each other by certain signs, one is superfluous. The guys should choose 3 similar features, note the sign that is clearly superfluous.
Among the card options that the elementary school teacher offers to his students in this assignment:
boot, slipper, plate, boot;
machine, carrots, potatoes, tomato;
grapes, pear, apple, cucumber;
train, plane, hat, car
Exercise 4. “What is missing?”
The guys should carefully study the card, determine which figure should be in an empty cell.
On the card you can depict: a triangle, a square, leave space for a circle.
Exercise 5. "Pattern."
On a piece of paper in a cage depicts a pattern that the guys must repeat in mirror image. Among the conditions of the proposed assignment is drawing without interruption from the sheet.
As part of a program focused on the individual development of primary schoolchildren, the teacher offers exercises that are aimed at switching areas of activity, assessing the ability to concentrate.
The exercise. "Clap your hands."
The teacher says different words. As soon as he calls the animal, the guys should clap their hands.
The task helps to identify the attentiveness of younger students, the assessment of their logical thinking. A sample list of words spoken by the teacher: book, table, door, horse, scissors, glass, cat, lemon, melon, squirrel, snow, sled, tiger, plate, oil, boots, window, road, hare, tie, wolf.
To summarize
The basic abilities of children are formed precisely in primary school age. In order for the child to have the opportunity for self-development and self-improvement, it is important to involve them in active work. In the preschool period, children learn to draw, sing, sculpt, recognize melodies, and feel the rhythm. A little later they acquire the skills of designing, composing short stories, and small poems.
In elementary school, the opportunities for involving children in various activities through creative circles are significantly increasing. Guys at this age are curious and receptive. That is why child psychologists recommend developing the abilities of children precisely in primary school age.
The main task of education according to GEF is the comprehensive development of abilities in primary school students. The central task is the formation of cognitive interest in educational activities, the timely identification of children's inclinations.
Any child with normal mental and physical development, has certain abilities, which are quite enough for the successful development of educational material. The role of the teacher is to help the child, skillfully directing him to develop abilities. For this, the teacher develops educational and educational programs that allow involving the child in active work.
With the indifferent, formal, indifferent attitude of the teacher to his profession, it is difficult to count on the education of bright, creative, talented children. It is important that the child experiences genuine joy and enjoyment from the lessons and activities offered by the mentor. The fruits of ability can bring only if they are complemented by a steady inclination and interest in certain activities. The teacher must constantly develop the interests of students, increasing the share of independence of their students.
For example, for the development of humanitarian abilities, it is important to constantly practice writing poems, essays, expressive presentation of material to peers. If the tasks offered to children have a creative orientation, they will interest children and become an incentive for their self-development and self-improvement.
, , . , . , , - , .