A sense of developmental peculiarities in younger schoolchildren. Exercises to develop sensations in primary schoolchildren. Personal development of a primary school student

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Sensory development in primary school age. Peculiarities of perception of younger schoolchildren. Perception of time and space by students in grades 1-4. Development of observation and observation skills.

Sensory development in primary school age. The difficulties that a child experiences at school are often due to the underdevelopment of the cognitive sphere of the individual (sensations, perception, memory, thinking, imagination). A child sometimes wants to learn, but cannot due to deficiencies in certain mental cognitive processes, or due to an addiction to a certain type of cognitive activity

, which teachers usually do not take into account. For example, a particular student has a predisposition to better assimilate educational material in a visual and figurative presentation of knowledge, but in our school the verbal method is sharply dominant. If in kindergarten Since the development of sensations and perception is given enough attention, already in elementary school many teachers believe that sensory education should be carried out only in preschool age , and only partly, in junior school. Incorrect conclusions are drawn that the formation of sensory cognition in its main form occurs in this age period

, and then they don’t happen.

Sensation is the simplest mental process that occurs during the direct action of a stimulus on the sense organs and consists of reflecting individual properties of this stimulus. Taking into account the individual characteristics of a student’s sensory system will improve the processes of not only sensory cognition, but also the student’s thinking, memory, and imagination. When training, it is advisable to influence not one, but several analyzers. To solve this problem in American school A new way of presenting information to students, called multimedia, began to be introduced. It makes it possible, using computerized teaching aids, to enter educational information

In addition, it is advisable for the teacher to know whether there are children in the class with defects in one or another analyzer: myopic, children with color blindness, children with hearing impairments. Such children need consultation with a defectologist, provide them with the best places in the classroom to receive information, present educational material, taking into account the characteristics of their visual or hearing aid, check the correctness of assimilation of the communicated knowledge, be aware of possible errors that arise due to defects in the analyzer, and not reduce the grade for them, etc.

It is important for a teacher to remember that sensory development is important not only in itself. It is closely connected with the entire personality of a person. G. Fechner primarily had this problem in mind when he began the study of sensations. Speaking about personality, we can note the close connection between sensations and information needs. Pestalozzi also wrote: “The eye wants to see, but the heart wants to love.” Information needs are very strong. This is clearly revealed during sensory deprivation, i.e. when the flow of sensory information to the brain is limited. Sensory deprivation has been studied in detail in space medicine and psychology. Experimental data are confirmed by everyday observations. During the Great Patriotic War many parents who were with their children in the occupied territory hid them from prying eyes in barns and storerooms, and forbade them to walk on the street. It was revealed that such children began to noticeably differ from their prosperous peers by decreasing general level mental development.

The problem of studying and developing the sensory sphere was dealt with by L.A. Wenger on children before school age.

Peculiarities of perception of younger schoolchildren.

At preschool age, the child reaches a fairly high level of perception of individual external properties of things and solving practical and cognitive problems given in a visual-figurative form. However, the child does not yet penetrate beyond the appearance of things, because... things exist for him and interest him as objects of direct practical activity. But meanwhile, the essence of things does not lie on the surface; it is revealed in the process of cognition. The transition to the study of science is a transition to knowledge of the world as it is objectively for human knowledge. J. Piaget in his works showed that a child of 6-7 years old cannot yet imagine that his vision of the world does not coincide with how other people perceive this world. If you show a child a model that shows three mountains of different heights, mutually covering each other, and then ask him to find among several drawings the one in which the mountains are depicted as the child sees them, then he will be able to cope with the task relatively easily. But if you then ask the child to choose the drawing that shows the location of the mountains, as seen by a person looking at them from another point, then the child still chooses the drawing that reflects his own vision. The child cannot imagine that mountains can be seen differently, depending on what point you look at them from.

Another feature of perception is the lack of differentiation of perception different properties and signs of things. Piaget demonstrates this lack of perception in simple experiments. If you put two rows of buttons in front of a child, one under the other, so that the buttons of one row exactly match the buttons of the other row, and ask the child which row has more of them, he will easily answer that there are the same number of buttons in both rows. But if in one of the rows you increase the distance between the buttons and repeat the question, the child will point to a longer row, believing that there are more buttons in it.

The transition to systematic learning at school, to the assimilation scientific knowledge represents a genuine revolution in the child’s ideas about the objects and phenomena of reality around him. This is, first of all, a new position of the child in assessing things and the changes occurring in them. However, perception at the beginning of learning is distinguished by peculiar features that allow us to talk about its age-related inaccuracy. V.A. Krutetsky identified the following features of perception.

Most characteristic perception at this age – little differentiation of perception. Younger schoolchildren inaccurately and erroneously differentiate similar objects: sometimes they do not distinguish and confuse letters and words that are similar in design or pronunciation, images of similar objects and the objects themselves (they confuse the letters “sh” and “sch”, the words “put” and “substituted”, image rye and wheat). This is due to age-related weakness of the analytical function during perception, i.e. in-depth, organized and focused analysis during perception. They often highlight random details that an adult would not pay attention to, while significant details are not perceived. For example, first-graders were shown a picture of a squirrel, removed the picture, and were asked to draw a squirrel. It turned out that the first-graders did not notice a lot in the picture. They asked if the squirrel had a mustache, eyebrows, what kind of eyes, ears it had, etc.

The perception of students at the beginning of primary school age is closely related to the actions and practical activities of the child. To perceive an object means to do something with us, to take it, to touch it. And what is generally perceived is what meets the needs of a primary school student.

Perception is characterized by pronounced emotionality. First of all, those objects that evoke a direct emotional reaction in children are perceived. Hence, another feature of the perception of a junior schoolchild is that a visual, bright, lively image is perceived better, more clearly, more emotionally than a symbolic and schematic image.

But the perception of a visual image can slow down, and in some cases distort perception symbolic image. During the first primary education bright, color illustrations in the book provide bad influence on the development of reading skills, slow down the pace of reading, increase the number of errors, because They suggest individual details, encourage guessing, and guessing words. All this makes the reading inaccurate and subjective.

Perception of time and space by students in grades 1-4.

The perception and assessment of time and space in younger schoolchildren has its own characteristics, which must be taken into account when introducing students to information from natural history, history, and geography. Primary schoolchildren's perception of time and space is closely related to their life experience, which in this regard is very limited and poor. In history lessons, they are forced to operate with the concepts of “century”, “millennium”, “era”, “epoch”, and also evaluate the size of countries, continents, seas and oceans, the length of rivers, etc. All this goes beyond immediate experience and is perceived as “long ago” and “far away.” Research has shown that often younger schoolchildren do not understand at all the remoteness of events in time; historical dates are often an abstraction for them. A case is described when a third grader seriously asked his grandfather if he had seen mammoths. The boy abstractly knew that his grandfather was born 80 years ago, and mammoths lived on Earth tens of thousands of years ago, but both events really meant “a very long time ago” for him. The answer of a 3rd grade history student who determined the length of the water trade route from Scandinavia to the Balkan Peninsula (from the Varangians to the Greeks) can also be explained psychologically: “one hundred kilometers!” The teacher needs to specifically teach schoolchildren to correctly perceive and evaluate temporal and spatial relationships, without being satisfied with formally correct answers, because Even with the correct answer, the student will have a very vague idea of ​​the real meaning of spatial relationships.

Development of observation and observation skills.

During the learning process, perception undergoes a restructuring and rises to a higher level of development. First of all, the process is correct organized training the perception of a junior schoolchild takes on the character of purposeful and controlled activity. The teacher specially organizes the perception of younger schoolchildren, sets appropriate tasks for them, teaches them to regulate the process of perception and control its results. Thus, in the learning process, perception, becoming a special purposeful activity, becomes more complex and deepening, becomes more analytical, differentiating, and takes on the character of organized observation.

The conditions for successfully mastering the observation method are: setting the goal of observation, developing and following a plan for a specific observation, systematically and meaningfully, recording the results of observation, etc. When observation becomes a habitual character trait of a person, we talk about his manifestation of observation.

To develop observation skills in schoolchildren, it is recommended:

– help him master the method of observation;

– constantly train him in applying this method in life, and teach him to evaluate the correctness of the results, make observation familiar to the child;

– develop the student’s curiosity;

– encourage the student to perform as much as possible more questions during the observation process;

– teach the student to observe for a long time, and then quickly. Stanislavsky trained the actors' powers of observation in the following way: first, he gave him 30 seconds to observe and then describe several objects. And gradually the observation period was reduced to 3-4 seconds;

– conduct joint observation in the classroom and during extracurricular activities (visiting cinemas, theaters, etc.) followed by collective discussion;

– more often use visual aids in the learning process.

Employees of the Department of Psychology of the Russian State Pedagogical University (St. Petersburg) developed a multi-day observation training.

The problem of combining the teacher’s words and visual aids in teaching was successfully studied by L.V. Zankov.

For effective development perception, the following techniques can be recommended:

1. Hatched figures. At the beginning of training, they should contain small gaps in the lines of the object image. Then images should be presented for perception, composed of a few strokes significantly spaced from each other. Then move on to a multi-subject image, and then to a plot picture.

2. Recognition of objects by a few characteristic features. To do this, it is necessary to constantly familiarize students with images and objects containing bright and catchy features, i.e. enrich your memory all the time.

3. Teach to see various images in clouds, pieces of dirt, tree branches, etc. It was in this way that Leonardo da Vinci taught artists to develop perception and imagination.

4. Figurative comparison. Natural objects (people, animals, household items) should be compared, and not geometric shapes and objects with an abstract form. Exercises for figurative comparison are quite developed. The teacher needs to put them into practice more. These questions could be: “What do these images look like?”, “Who would see more images in such an image,” etc.

In school-age children, sensations are already so merged with more complex look sensory cognition - the perception that it is impossible to study them separately.

Feel develop in the general process of formation and improvement of the child’s mental activity. The development of sensations is expressed as follows:

1. Absolute and discriminative sensitivity is heightened.

2. More and more complex inter-analyzer connections are formed.

3. Subtle and precise sensorimotor associations are formed, ensuring accuracy of movements and visual control over them.

4. Developing speech transforms received stimuli into knowledge of the qualities of objects. Speech imparts a generalized character to this knowledge and provides a more perfect orientation of the child in the environment.

5. There is no complete correspondence between the distinction of qualities, their names and use in young children. As development progresses, this correspondence increases; at the highest stage of development, the feeling of different qualities of objects and their shades becomes the basis for understanding individual objects and entire life situations.

6. Improving sensitivity to the qualities of objects and phenomena and their verbal designation become the basis and condition for the development of observation and aesthetic feelings in children.

Development continues at primary school age perception. By improving observation, perception becomes an increasingly focused and controlled process. IN school years this ability of the child is constantly improving and reaches a very high stage of development.

It is easy to see some uniqueness of perception in a younger student. It is caused to a large extent by errors in the knowledge of space. Correctly designated geometric shapes only 55% of children enrolled in school. First-graders also continue to have a tendency to objectify forms that are unfamiliar to them. Therefore, younger students call a cylinder a glass, a cone (overturned) a top or a roof, a 6-sided prism a column, etc. This speaks of the difficulties that have not yet been overcome in abstracting form from the object.

The reason for the persistence of many errors in the perception and discrimination of figures by primary schoolchildren is their continued situational perception. Thus, many of them recognize a straight line if it is drawn in horizontal position, but if it is drawn vertically or obliquely, children no longer perceive it as straight.

At primary school age, the special type perception - listening. For schoolchildren, listening becomes not only a means, but also a type of their educational activity.

In the development of a primary school student, everything higher value acquires the perception of time. According to 1st grade students, one minute is on average equal to 11.5 seconds; for students of grade III - 24.8 seconds; for students in class - 31.1 seconds. Underestimation of such a short interval as a minute decreases with age. Students imagine an hour more correctly, since they more often encounter this measure of time in personal practice.

Attention A first-grader still largely retains the features characteristic of preschoolers. First-graders cannot simultaneously look at a painting and listen to the teacher’s story about the author of this painting, because at each moment they focus only on one particular content of their activity.

Students in grades 1-1 do not yet know how to direct their attention to what is main and essential in a story, picture or sentence. Increased emotional excitability, which still persists in children in grades 1–3, also prevents them from understanding the work they are doing or the teacher’s story.

Causes of absent-mindedness:

1) the result of overwork, which is very often associated with miscalculations in upbringing, such as insufficient readiness to study at school, missed routine moments, the presence of any pathology or excessive claims of parents who overload their child with additional activities;

2) impairment of proper breathing, often caused by the child’s incorrect posture when working, furniture not selected for his height, untreated diseases of the nasopharynx, and insufficient ventilation of the room;

3/insufficient mental activity, for example, due to lack of interest in activities due to satiety;

4) improper upbringing - pedagogical neglect, insufficient development of will and independence;

5) characteristics of temperament, for example manifestations of hyperactivity.

By the age of 10-11 years volume and stability, switchability And concentration voluntary attention in children with normal development is almost the same as in an adult. Younger schoolchildren can move from one type of activity to another without much difficulty or internal effort. However, even here the child’s attention still retains some signs of “childhood.”

Children's attention reveals its most perfect features only when the object or phenomenon that directly attracted attention is especially interesting for the child. It should be noted that the development of attention in children of primary school age is caused not only biological reasons, but first of all the activities in which the child is engaged

Junior schoolchildren retain specific imagery of thinking. Operating with single ideas and the difficulties of transitioning to generalizations are clearly evident in the way younger schoolchildren understand allegories and metaphors.

Mechanical memory During the first three to four years of school, learning progresses very quickly. Slightly lower rate of development indirect, logical memory in a child, because the this type memory has not yet become relevant for him.

The specificity of the content and new requirements for memory processes introduce significant changes into these processes. Increases Memory. IV grade students remember 2-3 times more words than 1st grade students. At primary school age, significant qualitative changes occur in what and how memory is preserved. 9-year-old children remember on average 6.4 out of 12 objects presented to them, and out of the same number of words of abstract meaning they retain in memory only 4.2 words. At 11-12 years old, children remember on average 8.6 objects and 5.1 words of abstract meaning.

The predominance of memorizing visual material persists throughout the entire period of initial training. With age, verbal supports begin to play an increasingly important role in memorization.

Significant changes are also taking place in the development of the imagination of younger schoolchildren. The acquired educational material constantly requires imagination from students. Literature is especially important for the development of imagination.

The main feature of the development of the cognitive sphere of children of primary school age is the transition of the child’s mental cognitive processes to a higher level. This is primarily expressed in the more arbitrary nature of the course of most mental processes(perception, attention, memory, ideas), as well as in the formation of abstract-logical forms of thinking in the child and teaching him written speech.

By the time children are in school, the analyzers are fully formed, but their development continues at school age. It should be noted that analyzers develop unevenly. At primary school age, visual acuity increases at a somewhat slower pace. At the same time, younger schoolchildren quickly develop the ability to distinguish between visual and auditory stimuli. At primary school age, the ability to quickly rearrange the visual apparatus to examine close objects (notebook, book, handout, visual material) and more distant objects (chalkboard, map on the wall, instruments on the teacher’s desk).

Children come to school with a knowledge of primary colors. During their stay in primary school, they learn not only to distinguish shades of color tones, but also to name them (for example, light blue, dark green, pale pink).

Girls have a slightly more developed color sense than boys. This can partly be explained by the fact that when playing, girls are more interested in coloring things than boys.

As for hearing acuity, it increases somewhat in younger schoolchildren compared to preschool children. Speech hearing especially develops in the first years of school, which is facilitated by learning to read and write. In turn, learning occurs more successfully with sufficiently developed phonemic awareness. Children analyze a word into syllables, divide the syllables into sounds, then learn the reverse process - synthesis, combining sounds into syllables, and forming words from syllables. Plugina's research has shown that those students who have little practice in this analytical-synthetic activity on verbal material learn to read more slowly and make more mistakes when writing. For correct writing, it is also of great importance to pronounce the words that are being written, syllable by syllable, out loud or silently.

During the learning process, students’ cognitive processes develop and are characterized by quantitative and qualitative changes. They manifest themselves in particular in the development of perception. Quantitative changes consist of an increase in the speed of the process of perception, an increase in the number of perceived objects, an expansion of the volume of their memorization, etc. Qualitative changes represent certain transformations of the structure of what is perceived. Anna, the emergence of his new features, which mark an increase in his cognitive efficiency.

In younger schoolchildren, perception becomes a more arbitrary, purposeful and categorical process. Perceiving objects and phenomena that are new to them, students strive to attribute them to a certain category of objects. The peculiarities of perception of younger schoolchildren are manifested in the performance of tasks for selecting objects from a certain set of them. When choosing objects, they focus mainly on their color and shape. In some cases, the characteristic feature of an object is its shape, and in others, its color (there is also Ignatiev). The older the students primary classes, the greater the role in their perception belongs to form. The accuracy of distinguishing the shapes of an object also increases. Primary schoolchildren widely use shapes to identify and compare objects, even in cases where they do not know the name of the shape. Increasing students' awareness of the names of shapes (triangle, four, circle, etc.) plays important role in the development of accuracy and completeness of perception.

In younger schoolchildren, the visual and tactile choice of a given figure among other figures changes significantly, as evidenced by a decrease in the time required for their visual and tactile search. The results of their performance of tasks on the choice of shapes of polyps under the influence of perceptual training in the visual differentiation of shapes. This not only reduces the time spent searching for figures, but also narrows the range of individual differences in the performance of such tasks. During the training process, the level of perceptual discrimination of object shapes noticeably increases (OV. Skripchenko). First-graders have difficulties in perceiving form and reflecting it. Some of them make mistakes in depicting figures, writing letters or numbers. In the first weeks of school, 12.3% of first-graders write the number 6 “upside down”; 10.6% - letter. I; 19.2% - letter. B. Most of these children also experience difficulties in perceiving the placement of objects in space (OV. Skripchenko). It is observed that in some children the following features in perception and reproduction quickly disappear. Object, and in some they influence difficulties in writing and reading. Some of these children belong either to the group of students with dysgraphia (with excessive difficulties in mastering writing) or in the group of children with dyslexia (with excessive difficulties in mastering reading). But not only the mentioned features of perception and reproduction of objects determine dysgraphic and dyslexic children. Observations show that their children can in no way be classified as mentally retarded. G. Craig and others cite many facts when such children grew into outstanding personalities. For example,. T. Edison. HC. Andersen and many others in elementary and partly in middle school were classified as dyslexic. A large number of In the process of overcoming difficulties, such children were read, albeit slowly, but thoughtfully, acquired faith in their abilities and became outstanding personalities with special characteristics.

Qualitative changes in schoolchildren’s perceptions, primarily visual, can be judged from data on how they perceive objects in difficult conditions (for example, with a gradual increase in their illumination)). Under such conditions, the process of perception increases, which makes it possible to trace the formation of perceptual images. Hypotheses play an important role in their categorization (GS. Kostyuk, OV. Skripchenko). Adequate hypotheses speed up the process of image formation, while inadequate ones delay it. According to our data, with age, students in grades 1–111 noticeably increase the number of adequate hypotheses when perceiving objects in difficult mental conditions.

Third grade students improve their analyzer performance and increase their sensitivity to various properties items. The accuracy of distinguishing colors and color shades, for example, increases by 4-45% compared to first grade students. The improvement of color discrimination in younger schoolchildren is evidenced by the data of their performance of tasks on their differentiation and choice. Girls are better at differentiating objects by color than boys. Under the influence of training, color differentiation improves in both boys and girls. Children increase the number of words they use to describe colors and their shades (pale pink, light green, etc.). The ability to differentiate the shades of illumination of objects develops. For third grade students it increases 1.8 times compared to first graders. In younger schoolchildren, significant individual differences are observed in the ability to differentiate color tones and their shades, to verbally define them.

The differentiation of colors and their shades by younger schoolchildren depends not only on the age characteristics of the children, but also on the work carried out by adults. Yes, according to evidence. B. Nemevsky, Japanese teachers give in special attention development of color sensitivity of students. In this country there is a kind of color literacy. It, according to Japanese psychologists and teachers, allows for broader and deeper development of not only the senses, but also the thinking and creative capabilities of children. Thanks to the attention of Japanese teachers and parents to children's color literacy, primary schoolchildren can distinguish about 36 colors, and in the 7th grade - up to 240 colors. In Japanese schools, from the first grade on, the curriculum includes activities called “admiration,” he writes. B. Nemevsky. IN good weather Lessons are canceled and students go to observe and admire the beauty of nature. In younger schoolchildren, the ability to distinguish the pitch of sounds also increases, which is especially facilitated by music and singing classes. For primary music education, primary school age is the most favorable. According to social research (AD. Kogan, N.V. Timofesv, etc.), at primary school age, hearing acuity increases, as well as the ability to distinguish the pitch of tones. Thus, third grade students distinguish pitches 2.7 times more accurately than first graders.

The accuracy of perception and reproduction of short sound signals increases by 1.6 times among third-grade students compared to first-graders. With age, the number of errors in the reproduction of signals by younger schoolchildren decreases. There are significant individual differences in the accuracy of perception and reproduction of sound signals. With age, their range increases. Girls perceive and reproduce sound signals and somewhat more accurately (OV. Skripchenkochenko).

Phonetic hearing in younger schoolchildren quickly develops under the influence of systematic work in reading, writing and speaking lessons. Due attention of teachers to the development of students' hearing contributes to their successful mastery of reading and writing, the prevention of mistakes in sound analysis words and their written reproduction.

During the learning process, schoolchildren develop a perception of the shapes of objects. At the same time, in the perception of first-graders, the shape of objects is often not clearly distinguished. For example,. OI. Galkina invited 1st grade students to draw the shapes of some objects. In 40% of cases, first-graders drew objects with their inherent characteristics, but the children ignored the shape of the objects. They drew a scarf with a border and vis erunkamy, but not a square shape.

Primary school students have difficulty taking perspective. When drawing objects such as a table, a house, an airplane, etc., first-graders identify three-dimensional features, but do not yet convey perspective (NF. Chetverukhin)

First-graders correctly determine the location of objects (on the right, in front-behind, etc.), meaningfully perceive objects located on the right-left, in front-behind of another person, and correctly name the right and left hands of the person standing opposite him. A schoolchild of this age can imagine himself in the place of this person, determine where his right side will be and where his left will be. Students. I-11 grades are able to determine the simple correlation of various objects if the task assigned to them is of a specific, objective nature. If tasks are given to determine spatial relationships outside of a visual situation, then. Many students in grades 1-11 cannot complete it correctly (MN. Shardakovakov).

Younger schoolchildren better understand the concept of "hour", probably because in their educational work they use it most often. The constant use of the lesson schedule determines that third grade students better understand the real meaning of such a period of time as a week and a day than a minute and a month; chronological dates are difficult to perceive even by third grade students, but most third grade students have an understanding of "century" ", "age" is skinny.

Observation develops more successfully if the teacher not only accompanies the demonstration of visual objects with explanations, although this is very important, but also organizes independent examination of objects, searching for them. characteristic features, creating holistic images of them. In this way, schoolchildren learn to accurately and clearly perceive them - to see, listen, feel, time and smell, taste with their tongue, observe and generalize, and define in words the results of their observations.

Opportunities for students to complete such tasks become widely available when they become familiar with basic geometric material, work with paintings in language and science lessons, and keep diaries of observations of changes in nature, temperature, cloudiness, and precipitation; wind direction, changes in the life of plants and animals etc.

A German researcher studied the issues of children’s perception of paintings. Stern. He established four stages. The first stage is characterized by the fact that the child, when perceiving, focuses only on individual objects or faces depicted in the pictures, and in his descriptions lists only them, the child does not explain them and does not make any qualitative differences. The second stage of action - when perceiving a picture, the child pays attention primarily to what the person or animal depicted in it is doing, what state the objects are in. The third stage is the relationship stage. At this stage, attention is drawn to spatial, temporal, causal relationships between people, animals, objects, and images in the picture. The fourth stage is the quality stage. At this stage, the child pays attention to the qualitative signs of things and phenomena. If you give a six-year-old child a picture that is understandable to her, it turns out that approximately 75% of children will be in the first stage, 15% in the second, 9% in the third and 1% in the fourth stage. However, these indicators are influenced not only by the age of the children, but also by the cities of the paintings. There are other classifications of how children and adolescents perceive picture maps.

The formation of observation skills contributes to the aesthetic education of students. Cutting, sculpting, designing, modeling

Work in the school area also requires perception and acts as a stimulant for its development.

Features of cognitive development of a primary school student

cognitive junior school student

Introduction

When we say junior schoolchild, this concept includes a child aged 6-10 years. From 6 to 10 years, during the time it takes to study in primary school, the child develops a new activity for him - academic. It is the fact that he becomes a student, a learning person, that leaves a completely new imprint on his entire psychological appearance, on his entire behavior. Under the influence of new educational activities, the nature of the child’s thinking, his attention and memory changes. Therefore, the topic under consideration is very relevant. The purpose of the study is to study the characteristics of cognitive development in children of primary school age, to highlight recommendations for teachers and parents.

The object of the study is primary schoolchildren, children from 6 to 11 years old.

The subject of the study is the psychological characteristics of younger schoolchildren. To achieve this goal, it is necessary to solve the following tasks:

). Carry out a theoretical review and analyze the literature on the research problem;

). To reveal the essence of cognitive processes in primary school age;

In accordance with the purpose and objectives, techniques were used that were components of different methods: descriptive (collection of material, processing, interpretation and generalization).

Research hypothesis: With the correct use of knowledge concerning the characteristics of the mental development of primary schoolchildren, it is possible to build educational process in such a way as to activate the cognitive interest of students, and successfully develop memory, thinking and other mental functions of children.

1. Features of cognitive development in children of primary school age

.1 Features of the development of sensations in younger schoolchildren

By the time children are in school, the analyzers are fully formed, but their development continues at school age. It should be noted that analyzers develop unevenly. At primary school age, visual acuity increases at a somewhat slower pace. At the same time, younger schoolchildren quickly develop the ability to distinguish between visual and auditory stimuli. At primary school age, the ability to quickly rearrange the visual apparatus to examine close objects (notebook, book, handouts, visual material) and more distant objects (chalkboard, map on the wall, instruments on the teacher’s desk) also improves noticeably.

Children come to school with a knowledge of primary colors. During their stay in primary school, they learn not only to distinguish shades of color tones, but also to name them (for example, light blue, dark green, pale pink).

Girls have a slightly more developed color sense than boys. This can partly be explained by the fact that when playing, girls are more interested in coloring things than boys.

As for hearing acuity, it increases somewhat in younger schoolchildren compared to preschool children. Speech hearing especially develops in the first years of school, which is facilitated by learning to read and write. In turn, learning occurs more successfully with sufficiently developed phonemic awareness. Children analyze a word into syllables, divide the syllables into sounds, then learn the reverse process - synthesis, combining sounds into syllables, and forming words from syllables. Plugina's research has shown that those students who have little practice in this analytical-synthetic activity on verbal material learn to read more slowly and make more mistakes when writing. For correct writing, it is also of great importance to pronounce the words that are being written, syllable by syllable, out loud or silently.

1.2 Features of the development of perception of younger schoolchildren

For children of primary school age, a lot is new and therefore interesting. But, despite the fact that children love to look at everything, touch everything with their hands, and willingly listen to the explanations of their elders, they do not notice much in the objects and phenomena around them. The reason for this is the peculiarities of children's perception.

At primary school age, children's observations are characterized by some superficiality and lack of focus. The first grade students were shown a colorful picture of a squirrel. Then they asked the children to draw a squirrel from memory. And then the questions began: “What kind of tail does the squirrel have?”, “Does it have antennae?”, “What color is its fur?”, “What are its eyes?” etc. These questions showed that the children did not see much in the squirrel, although they knew that they would have to draw it.

Superficiality of perception leads to the fact that younger schoolchildren notice individual signs of an object, without connecting them with each other and without noticing its most significant qualities. Everything bright, big, and moving attracts their attention. Therefore, what is clear is perceived by children better than abstract, abstract material. But every year, the perceptions of younger schoolchildren become more mature and complete, the secondary in the perceived subject recedes into the background, and the essential, the main thing stands out. An illustration of this development of perceptions can be the choice of a toy in a store by two brothers. The first grader liked the wooden car, which was made primitively, moved poorly, but was big size, brightly colored and had a loud horn. His brother, a third grader, preferred to have a metal car, half the size, a modest gray color, but with a spring mechanism for movement and a close resemblance to a real car.

Perception in primary school age is closely related to emotions. The child perceives the world it is not indifferent whether many things make him happy or sad. Therefore, the student pays main attention to what arouses his feelings and interest, and not to what is important in itself, although it does not evoke emotions. This explains that the child sometimes points out details in objects that adults do not notice because they are not of significant importance.

For schoolchildren of this age, perceptions are often inaccurate, writes Luria. They often mistake similar objects for identical ones. Thus, city children may mistake a tit for a crow. Inaccuracy of perception affects first-grade students when reading, when instead of the word they are reading, they name another word similar to it.

The perception of space is also insufficiently developed in younger schoolchildren. They know the name of the basic measures of length, but they do not have the correct concrete representation of a distance equal to, for example, a kilometer.

The perception of time is also poorly developed in younger schoolchildren. Some children believe that a lesson and an hour are equal in time.

The weaknesses of children's perception are explained by their lack of knowledge and experience, but as they emerge, the child begins to perceive the world more and more accurately and correctly. And in this regard, schooling plays a big role.

1.3 Features of the development of attention of younger schoolchildren

Attention is important and necessary condition the effectiveness of all types of human activity, primarily labor and educational. The more complex and responsible the work, the more demands it places on attention.

The attention of students is one of the main conditions for the successful organization of the educational process.

At primary school age, attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures concentration in this moment time on any object (subject, event, image, reasoning).

The predominant type of attention of a primary school student at the beginning of learning is involuntary attention. The reaction to everything new and unusual is strong at this age. The child cannot yet control his attention and often finds himself at the mercy of external impressions.

The attention of a primary school student is closely related to mental activity - students cannot focus their attention on the unclear, incomprehensible. They quickly become distracted and start doing other things. It is necessary to make the difficult and incomprehensible things simple and accessible for the student, to develop volitional effort, and with it voluntary attention.

The arbitrariness of cognitive processes in children 6-8 and 9-11 years old occurs only at the peak willpower when a child specifically organizes himself under the pressure of circumstances or on his own impulse. In normal circumstances, it is still difficult for him to organize his mental activity in this way.

The development of stability of voluntary attention is studied by determining the maximum time that children can spend focusing on one game. By 6-7 years, the time increases to 1.5-3 hours. The child can also be focused on productive activities (drawing, designing, making crafts) for a long time. However, such results of focusing attention are achievable only if there is interest in the activity. The child will languish, be distracted and feel completely unhappy if he has to be attentive to an activity that he does not like.

1.4 Features of the development of memory in younger schoolchildren

At primary school age, memory undergoes significant changes. Their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

At primary school age, voluntary and meaningful memorization begins to develop rapidly. The task of learning at school comes down to the skillful use of both types of memory.

Students 7-8 years old (and sometimes older) have a tendency to memorize everything verbatim, literally, even things that do not require such assimilation, but can be stated in their own words. This does not mean that the child does not understand what he remembers. It’s simply easier for children of this age to remember the text without changing it and accurately convey it in the phrases of the textbook than to freely present the material, since they still do not have a sufficient vocabulary and do not have the ability to operate with them.

The ability of children of primary school age to voluntarily memorize is not the same throughout their education in primary school and varies significantly among students in grades I-II and III-IV. Thus, for children 7-8 years old, situations are typical when it is much easier to remember without using any means than to remember by comprehending and organizing the material.

As educational tasks become more complex, simply memorizing becomes impossible, and this forces the child to look for methods of organizing memory. Most often, this technique is repeated repetition - a universal method that ensures mechanical memorization.

Often this method of memorization remains the only one for schoolchildren throughout the entire period of schooling. This is primarily due to the fact that at primary school age the child did not master the techniques of semantic memorization, his logical memory remained insufficiently formed.

At primary school age, children have more developed figurative memory and less developed verbal-logical memory. Everything connected with clarity and vividness of impressions is remembered easily and for a long time. During the learning process, children quickly develop semantic memory. The child begins some abstract concepts. His memory capacity expands, the speed of assimilation and the accuracy of reproduction increase.

1.5 Features of speech development in younger schoolchildren

The younger schoolchild begins to master voluntary, active, programmed, communicative and monologue speech. During primary school age, all aspects of speech develop: phonetic, grammatical, lexical. First-graders practically master all phonemes, however, great attention must be paid to the phonetic side, since learning to read and write requires well-developed phonemic awareness, i.e. the ability to perceive, correctly distinguish all phonemes, learn to analyze them, isolate each sound from a word , combine the highlighted sounds into words. During primary school age, the grammatical side of the language also develops.

The need to be understood in writing forces the student to construct his speech grammatically correctly. Speech activity requires not only mechanical reproduction of known cases of using words, but also creative manipulation of words, understanding and operating them in new situations, with new meanings.

When organizing training, the most important function of language is at the center - communicative. Revealing the communicative function of language for a child means teaching him to plan and express his plans language means, anticipate possible reactions of a communication participant, control your speech activity.

The speech of children entering school has not only some disadvantages associated with age characteristics, but also negative qualities borrowed from the people around them, who sometimes, due to illiteracy, sometimes deliberately distort words, pronounce them incorrectly.

1.6 Features of the development of thinking in younger schoolchildren

Main function at primary school age thinking begins.

The thinking of a child of primary school age is at a transitional stage of development. During this period, the transition from visual-figurative to verbal-logical thinking, which began in preschool age, takes place.

School education is structured in such a way that verbal and logical thinking receives preferential development. If in the first two years of schooling children work a lot with visual examples, then in the following grades the volume of this type of activity is reduced. The figurative principle is becoming less and less necessary in educational activities. Children master techniques mental activity, acquire the ability to act in the mind and analyze the process of their own reasoning. The development of thinking is associated with the emergence of such important new formations as analysis, internal action plan, and reflection.

Mastery of basic mental operations required of students as early as first grade. Therefore, at primary school age, attention should be paid to targeted work on teaching children the basic techniques of mental activity.

The thinking of younger schoolchildren is inextricably linked with perception.

At the end of primary school age, individual differences in thinking appear: among children, psychologists distinguish groups of “theoreticians” or “thinkers” who easily solve educational problems verbally, “practitioners” who need support for clarity and practical actions, and “artists” with bright imaginative thinking. Most children exhibit a relative balance between different types of thinking.

One of important tasks Primary school teachers are attentive to the peculiarities of students' sensations and care about increasing their sensitivity. The teacher must know which of his students sees poorly (nearsighted or farsighted) and does not hear well enough. Children with sensory defects should be seen by a doctor, and in the classroom they should be seated so that they can see and hear better.

It is necessary to instill in children from an early age how important sensations are for work and knowledge of the world, what an important source of human happiness they are.

At the same time, the teacher must also take care of the development of sensations in children. This is greatly facilitated by drawing, music, singing, excursions to nature, museums, painting exhibitions, etc. Children should be instilled with a love of art and the desire to exercise their strength in one form or another. Useful and special exercises for the senses.

These exercises can be included in children's play activities (for example, playing lotto, when you need to quickly find the same shades of color or shape in a picture).

It is very important that the teacher carries out work on the protection and development of students’ senses together with parents, clarifying with them the characteristics of children’s sensations and giving useful tips to develop these sensations.

One of the important tasks of a primary school teacher is to teach children to see, hear, and perceive objects and phenomena.

The teacher should not only show the picture, but also set a certain task for them - to find such and such objects in the picture, give them an explanation, answer the questions posed, etc. It is necessary to teach children to set themselves the task of meaningful perception of reality, observation of the environment life.

Before showing the picture, you should have a conversation with them and tell the background story. So that they understand what they should see on it. When going on an excursion to learn about different types of soil, the teacher talks to the children, finding out their knowledge about soil and giving them some preliminary information about it.

Such a preliminary conversation will help the student, firstly, compare what he imagined with what he saw, and secondly, when perceiving new objects and processes for him, pay attention not to trifles and secondary, but vivid details, but to main, essential.

To develop observation skills, it is very important to teach children to compare things and phenomena. When showing children some objects to observe, the teacher asks what they look like. Having established similarities, it is necessary to ensure that students are able to point out the differences between objects. It is also important to include as many senses as possible in the observation, so that the student looks, listens, and, if necessary, touches the object. Gradually, one must move from describing what is perceived to explaining it.

Observation also develops well during excursions to nature, to production, to a museum, art gallery, etc. All this fosters the ability not only to look, but also to peer, not only to listen, but also to be attentive.

You can also train and develop the perception of younger schoolchildren with the help of specially selected games. Let us give examples of several games aimed at developing various modalities of perception (Tikhomirova L. F. Development of intellectual abilities of a schoolchild. - Yaroslavl, 1997).

Game “Developing the eye”

Participants may sit in their own seats in class. One of the children becomes a driver. He stands with his back to the class. After this, one of the players says 2-3 words (“it’s hot today,” etc.). The driver must recognize by voice who said it. For each driver, 2-3 such tasks are offered. All participants in the game must play the role of driver.

Game “Developing a sense of time”

The participants of the game are located in a circle. The facilitator asks them to close their eyes and relax. The presenter says the following: “When I say “start,” you begin to feel the time. When I say “enough,” you will take turns telling me how much time has passed.” Usually 1, 1.5 or 2 minutes are timed. The one who tells the time more accurately wins.

Game “Which page is the bookmark on?”

The host prepares 2-3 books for the game with a different number of pages, each with a bookmark. First, the first task is given: “Determine how many pages there are in each book,” then the second task: “Indicate which page in each book the bookmark is on.” For each correct answer the player receives 1 point.

The teacher needs to know and take into account that younger schoolchildren do not know how to quickly switch attention from one object to another. Gradually, with the correct organization of the educational process, this quality of attention of younger schoolchildren is also improved: if necessary, students freely move from one action to another.

To train the attention of a younger student, you can use the following games:

In a newspaper or magazine, ask your child, at a signal, to cross out all the letters e that appear. An adult can also take part in the competition.

Prepare a series of letters on a piece of paper, among which you need to find the words: PRNOSYDPORMSASOK (NOSE, JUICE, etc.).

Ask them to find around you and name in 15 seconds objects with a certain color or shape.

In addition, various games, such as “Find the differences” in 2 pictures, mazes, etc., will help develop the attention of a younger student.

You need to find out from a psychologist what type of memory the child has the most developed. If auditory memory is well developed, then it is necessary for the child to read aloud the material to be memorized. If visual memory is most developed, then you need to make maximum use of a variety of visual aids. If motor memory predominates, the child should be recommended to briefly write down the material that needs to be remembered. In case of memory impairment, it is necessary to ensure that the child does not memorize the educational material verbatim, but rather its general understanding. In those cases where verbatim memorization is required, it must be carried out in small portions. For memory development younger preschooler You can use the following types of games.

Game "Be careful, look, repeat without mistakes."

For the development of auditory and short-term memory.

Children are given numbers in random order and must reproduce them (or reproduce them in reverse order).

Game "Name the differences".

For the development of visual memory.

Students are given 2 pictures, which are presented sequentially. The pictures differ in detail. It is necessary to name the differences.

Game "Magic bag".

For the development of tactile memory.

For example, topic: Geometric shapes. In front of the children are bags with a selection of different geometric shapes. They select a figure called by the teacher from the bag and place it on the table.

Game "Visual dictation".

For the development of short-term memory. Children are presented with a picture depicting a geometric pattern, which they must then reproduce from memory on a piece of paper.

Game "Five Lines".

For the development of associative memory.

The teacher reads aloud five lines of 2 words each, paying attention to the logical connection that exists between the words. After reading 5 lines aloud, the teacher offers students notebooks in which only the first words are written. Children must write the second words on each line.

Even in the elementary grades, a teacher must instill in children a love for the correct, precise use of words and phrases and an aversion to any distortion of speech.

To develop children's oral speech, the teacher should not limit himself to the child's answers, in which the text is reproduced almost verbatim. You should ask the child additional questions, the answers to which require some restructuring of the material read in the book, conveying it in your own words. For the development of speech, essays on free topics (developing creative imagination), as well as dialogues between students, for example, about what they saw on an excursion, in the cinema, theater, etc., are very useful. In such conversations, children learn to think independently, and Where there is a clear thought, there is precise, understandable speech.

Reading is of great importance for the development of speech and the enrichment of vocabulary. Therefore, from the first days of children’s education at school, it is necessary to instill in them an interest and love for books, to accustom them to independent reading not only at school, but also at home. Oral and written retellings of what they have read contribute to the development of coherent speech in students and enrich their language with speech patterns. It is very useful to conduct explanatory reading in the elementary grades, during which children reveal the meaning of words, select synonyms and antonyms, highlight the main ideas in the text, and draw up a story plan.

Grammar and spelling lessons in elementary grades develop in children a meaningful attitude towards text and literary speech skills.

Special classes for speech development are of great importance. The teacher requires children to correctly pronounce individual words and sentences, observing stress, grammatical forms, pauses, and the necessary intonation.

The model for students should be the teacher’s impeccably correct, clear, concise, meaningful and moderately emotional speech.

Great help in developing the speech of younger students is provided by visual aids, various technical teaching aids (films, educational films, tape recorder). Serves the same purpose extracurricular activities, visiting the theater, participating in amateur performances, literary circles, etc.

The development of students' speech is closely connected with their active acquisition of knowledge about the world around them, with the general growth of the student's culture, the increase in his cognitive interests, curiosity and observation.

You can develop the thinking of a primary school student with the help of games.

Game "Shortening the Story".

Children are presented with a printed story or read a short story. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that there is not a single extra word in them. At the same time, the main content of the story, of course, must be preserved.

Game "Eliminate the superfluous."

Children need to choose the odd one out of 3 words.

Game "Come up with a fairy tale."

The presenter shows everyone a picture that can depict anything, and the players take turns making up a fairy tale about what is shown in the picture.

Conclusion

Younger schoolchildren will have a very important point in their lives - the transition after finishing the primary level to the secondary level of school. This transition deserves the most serious attention. This is due to the fact that the conditions of teaching are radically changing. New conditions place higher demands on the development of children’s thinking, imagination, memory and attention, and on their personal development.

However, the level of development of a significant number of students barely reaches the required limit, and for a fairly large group of schoolchildren, the level of development is clearly insufficient for transition to the secondary level.

This indicates that those qualities that should be developed in students by the end of their primary education are not formed, or are developed to an insignificant extent, or not in all children.

Therefore, identifying the degree of development of the cognitive abilities of younger schoolchildren, determining their readiness for education at the secondary level is very important, and the more accurately the child’s diagnosis is carried out, the faster and more correctly a set of correctional work is developed and carried out with each student, the higher the students’ academic performance and their success in learning.

Thus, the positive change in the level of cognitive processes in students confirms our hypothesis that correct use teacher's knowledge regarding the characteristics of the mental development of primary schoolchildren, it is possible to structure the educational process in such a way as to intensify the cognitive interest of students and successfully develop memory, thinking and other mental functions of children.

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