To date, the problem of diagnosis and development of attention of primary schoolchildren is especially relevant. At this age, a person has new psychological characteristics, as well as a way of thinking. Attention occupies a special place in labor and educational activities in people of different ages. Life has shaped this trend: the more complex the work, the higher the level of attention should be.
Such a character trait as mindfulness is an important part of modern life. This is especially true of the educational program. Diagnosis of attention of primary schoolchildren, methods and methods for implementing this process are the basis of children's performance. The main problem of reducing this indicator is the carelessness of students. They are easily distracted by something insignificant, without listening to the information that the teacher brings. Children also do not linger on one subject for a long time, and switch immediately to another. In this regard, the diagnosis of concentration of attention of primary schoolchildren becomes an important topic for discussion.
Caution: what is it?
Attention is one of the components of the cognitive process, which is of greatest importance for children of primary school age. Attention is the focus and focus on one object, the knowledge of all its properties and characteristics.
Attention is closely related to human activities, their behavior. At first, this process is presented in the form of alertness, readiness to act. Along with this, there is also a certain inhibition, which serves to prepare for the act. The theoretical and practical parts are closely connected here. If they are interconnected, a person shows particular focus on the subject, and also studies it most in depth.
There is a separation of the expression of attention depending on external or internal activity. In the first case, if the moving object became the object of interest, then the person’s gaze will move behind him. And in the second case, the characteristic signs of concentration are a gaze directed at one point, not noticing anything around. But this does not mean that a person is calm. Rather, it is calm only externally, and inside it is a process of thinking. In other words, attention can be described as an internal activity hiding under external calm.
Diagnosing the memory, attention, thinking of younger schoolchildren is the primary task of teachers, because no one knows what can be in the head of a child when outwardly he is at rest. It is necessary to analyze, understand the cause and essence of the problem, and try to solve it.
Classification of attention. Involuntary type
There is a clear division of attention into three main types: voluntary, involuntary, and post-arbitrary. We will consider each of them in more detail.
Involuntary attention is recognized as primary. It arises independently of human consciousness, and is caused by factors such as intensity, novelty, suddenness, etc. Involuntary attention acts as a reaction to external stimuli, and occurs reflexively. The main properties of stimuli are the suddenness of the appearance, the power of influence, the ratio with the general situation, etc. For example, an unexpectedly opened door to the class cannot fail to attract attention, no matter how busy the students are. The study of the attention of primary schoolchildren must be built on the basis of this fact. The teacher is able to attract the interest of the audience simply by lowering his voice or, conversely, by raising it.
A man is attentive to what is not indifferent to him, and to which he is curious. Of course, the subject with which any human need is satisfied will be the object of attention.
Arbitrary attention
This type of attention can be described as a consciously regulated phenomenon. It follows from an involuntary appearance, while being its complete opposite. Arbitrary attention originates from the labor activity of a person. It is here that a special focus on the implementation of the task and goal.
Such a tendency has developed that the more difficult it is to achieve the final goal, the more attention it requires. With an increase in the occurrence of obstacles and difficulties on the way to the goal, an increase in the number of efforts that must be made is observed. They are possible only on the condition that there are strong motives that help to go towards the goal. The motives may be:
- the knowledge that the task needs to be completed;
- interest in the result;
- premonition of certain adverse consequences in case of failure to complete the task.
There is an opinion that voluntary attention appeared as a result of communication of one person with another. Diagnosis of voluntary attention of younger students occurs with verbal contact with adults. The main thing is to determine the goal and understand the need to achieve it. A person makes efforts in order to concentrate, especially if it is a necessary measure. If a person is interested in the object, the efforts are reduced to a minimum value, and satisfaction with the result comes to the fore.
Post-spontaneous attention
They talk about him when a person is interested not only in the result, but also in the process of achieving it. An activity so captivates a person that he does not need to exert volitional efforts in order to engage in it.
Post-spontaneous attention means that a person is very focused on his work, and therefore shows excellent results. The development of attention in younger students should take place in this vein. It is necessary for the child to be so interested in studying so that he will attend classes with pleasure and memorize information.
Post-spontaneous attention is considered the highest degree of concentration. Diagnosis of attention in primary school students sets a goal: to ensure that each student has an interest in the educational process.
Primary Attributes
Attention as an object is characterized by the presence of certain qualities and properties. This is a complex structure with many relationships. Attention properties can be divided into two groups: primary and secondary. The first include: stability, intensity, concentration and distribution.
Sustainability of attention is the duration of the retention of interest in one object. Several factors influence this property: personality type, emotional state, attitude to activity. This condition is one of the most important, especially among students. After all, it is possible to complete the work that has been started only with a certain degree of stability, which is so often lacking for children. It is important for the teacher to attract the interest of students, and constantly change the object, because monotony is boring. Diagnostics of attention sustainability of primary school students will allow to identify certain problems and solve them.
The intensity of attention is different in that this property requires a large expenditure of energy in the process of performing certain activities. During operation, there are periods of a high level of intensity, and, conversely, low. The use of this property depends on the type of person: there are people who are easier to work hard and do business in two hours. In addition, there are other people who will carry out this work at an average pace for five hours.
Concentration or another concentration is characterized by the subject's attention to one subject or type of activity. Diagnosing the level of attention of primary schoolchildren is highly dependent on this property. If the child writes a dictation, without being distracted by extraneous factors, it is most likely that he will make a minimum of mistakes. Of course, subject to a certain level of knowledge.
Distribution of attention means that a person can show interest and perform actions with several objects at once. Diagnosis of the distribution of attention of primary school students is expressed in the work of the teacher. When telling a topic, the teacher should focus on form, content, emotional coloring, as well as carefully listen to the students' answers, and prompt if necessary. For the proper use of this property, it is necessary to bring to automatism one of the objects of attention in order to focus on the other.
Secondary Attributes
Switching attention is a conscious replacement of one object of interest with another. This property means the ability of a person to quickly make decisions and navigate in difficult situations. Diagnosis of attention of primary schoolchildren should be based on this symptom. After all, the child often finds himself in unforeseen situations, and you need to teach him to find the right way out.
The success of this property depends on several factors: on the degree of completion of the case, on the subjective attitude towards it, on the significance of the goal for a person and on individual character traits.
Some experts emphasize such a property of attention as hesitation. It is expressed in the regular change of objects of interest. Oscillation differs from changes in stability in that even in conditions of extreme concentration, a change in the object of attention is possible.
Diagnosis of attention development in primary school students
Depending on the age characteristics of children, the distribution and concentration of attention occurs differently. Specialists found that first-grade students are practically not able to distribute attention, this comes with age.
Around the end of the third year of school, students can switch and concentrate. For example, a student can write in a notebook, monitor the literacy of the letter, and also hear what the teacher says. It is important to periodically change the type of work so that fatigue does not occur.
Features of attention of younger students are the development of concentration and intensity of attention. This is especially pronounced in a situation where the child is busy with what he loves. For example, a student draws so hard that he does not hear what the teacher is saying to him. Younger schoolchildren are not able to do the same thing for a long time, since the stability of attention has not yet been developed.
Diagnosis of attention of primary schoolchildren consists in the selection of an arbitrary form. Such attention helps the child in learning activities. After all, it requires some work from him in achieving the goal. Many teachers believe that training should be built only around involuntary attention, since children are not yet ready to concentrate on what they are not interested in. However, many experts argue with this statement, and believe that the teacher should make sure that the child is not focused only on his interest.
All kinds of attention to a greater or lesser extent are encountered during educational activities. The leading role is, of course, played by an involuntary appearance, but the task of the teacher is to try to teach the child contrary to his interests. In this regard, it is difficult to overestimate such a process as the diagnosis of attention of primary school students. The techniques of this case can be very diverse.
How can I study the amount of attention?
Amount of attention - the number of objects that the child simultaneously perceives for a certain time. To develop this feature, methods are used based on finding numbers and images of letters, numbers and figures. Consider some methods for diagnosing the attention of primary school students.
To develop the dynamics of attention, Gorbov tables are used in the amount of four pieces. They are 35 x 35 cm patterns, in each cell numbers from 1 to 25 are randomly scattered. The child is given a pointer, and with it, he must show all the numbers as quickly as possible.
You can improve the amount of attention with the help of simple items. The teacher prepares several sets of 15 cards. On each of them should be drawn a grid with 16 squares. Grids contain dots in an amount of 2 to 8 pieces. Schoolchildren will take turns showing cards with a random arrangement of dots. His task is that in a short period of time he must remember how many points were on the card, and where exactly they were located. Immediately after visual perception, he must depict the result on his card.
Methods for Improving Attention
Diagnosis of memory and attention of younger students is based on concentration. For its study, various tables with the image of geometric figures are used, and for the period of time students need to find certain signs and drawings. A good result is considered if the number of errors was minimal.
In order to improve the concentration of children, it is necessary to regularly exercise. An important factor in this remains the diagnosis of attention of primary school students. The methods for developing concentration are quite diverse, and the most effective of them is an exercise called “mixed lines”.
This quest also improves attention span, and is therefore quite popular. Each student is given a form that depicts 25 lines, mixed up with each other. Lines start on the left side, and end on the right. The task of the student is to trace the course of each of them and put in the end a serial number. Estimated time to complete the task is 10 minutes.
Development of sustainability, switching and distribution of attention
Diagnostics of memory, attention, thinking of primary school students is of great importance. The child should be able not only to quickly switch attention from one subject to another, but also to make a minimum number of mistakes, increase his productivity. To develop this property, teachers often use the so-called red-black tables.
They are diagrams in which red and black numbers are displayed alternately in a chaotic manner. This experiment is divided into three parts, in each of which the teacher will track the time of the assignment and record the number of mistakes made. In the first part, according to the teacher’s signal, the student should identify black numbers in ascending order: from 1 to 25. The essence of the second stage is for the child to find all red numbers in descending order. The third part is characterized by completing a combined task, that is, the student alternately finds black numbers in ascending order and red ones in descending order.
For assessing the sustainability and the possibility of distribution of attention, the Pieron-Rooser test is perfect. With its help, you can also determine the pace of work and the degree of involvement in the task. The student receives a card with the image of four types of geometric shapes located at an equal distance from each other in a 10 x 10 matrix. On the form itself at the top is a sample fill. The child must, in accordance with the example indicated, put icons in each figure. The purpose of this experiment is to find out after how much time the student will stop looking at the sample, and will fill out the figures based on memory.
The most effective method for developing resilience and attention distribution is to use Landolt rings. The essence of this experiment is as follows: each child is given a card with the image of the rings, and they are warned that there is a gap in certain places. Children must cross out rings with such a defect. Duration of work - 5 minutes. Every 60 seconds, the teacher says the word “devil” and the child puts it in the place where this team found him. In the end, the teacher looks at the number of rings studied by each child, as well as the mistakes made by him.
Spotlight Analysis
In the modern world, such a problem as the diagnosis of attention of primary schoolchildren comes to the fore. Methods and methods for assessing children's attentiveness differ from each other. The Munstenberg test is used to analyze the selectivity of this phenomenon.
Its purpose is to determine attention with monotonous but dynamic work. Each student is given a form with letters in five lines. – , . , .
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