Development of cognitive abilities of junior schoolchildren Akhmetvalieva Meyserya Garafovna. Report: Development of cognitive abilities in primary schoolchildren through participation in intellectual games

PAGE_BREAK--The assimilation of theoretical knowledge through educational activities is fully accomplished when it is combined with a game. The prerequisites for the need for educational activity in the form of cognitive interests arise in a child of primary school age in the process of developing a plot game, within which the imagination and symbolic function are intensively formed. Role-playing play contributes to the development of cognitive interests in the child. The child’s fulfillment of rather complex roles presupposes that, along with imagination and symbolic function, he also has a variety of information about the world around him, about adults, and the ability to navigate this information according to its content. A necessary element of the game, an imaginary situation represents a transformation of the child’s accumulated stock of ideas.
The fantasy image acts as a program for play activity. Role-playing games, which provide rich food for the imagination, allow the child to deepen and consolidate valuable personality traits (courage, determination, organization, resourcefulness). Comparing one's own and other people's behavior in an imaginary situation with the behavior of the represented real character. The child learns to make the necessary assessments and comparisons.
At primary school age, children's games gradually acquire more advanced forms, turn into developmental ones, their content changes and is enriched due to newly acquired experience. Individual subject games acquire a constructive character; new knowledge is widely used in them, especially from the field of natural sciences. As well as the knowledge that children acquire through labor classes at school.
Group and collective games are being intellectualized. At this age, it is important that the younger student is provided with a sufficient number of educational games at school and at home and has time to play with them. Games at this age continue to take second place after educational activities as leading ones and significantly influence the development of children.
“Play is a need of a growing child’s body. In play, the child’s physical strength develops, the hand becomes stronger, the body becomes more flexible, or rather the eye, intelligence, resourcefulness, and initiative develop.”
Play for a child is not only relaxation and entertainment, but also a type of activity: without play, a child cannot grow and develop normally. In games, the child develops physically and mentally, encountering the world of modern technology. The game develops hard work, perseverance in achieving goals, observation, and ingenuity. It is necessary to constantly find and use games that promote children's development. All games taken together must necessarily lead to certain pedagogical goals and achieve them. When starting to organize games in a children's group, it is necessary to rely on the already achieved level of development of the children, their inclinations, habits, and abilities. And then smoothly adjust and rebuild the existing interests of children into the desired ones, increasing the requirements for them, patiently and persistently working on their spiritual transformation.
Play cannot be equated with entertainment. Even though some games are fun, a way to pass time. But the degree of usefulness of most games as a means of development depends on the methodology and technique of their organization, on the style of the game, and most importantly, on its nature and goals. The whole essence of a child is revealed in games. And if these games are selected thoughtfully and carried out correctly, then it is in games that much can be achieved, which is very difficult to achieve through conversations, meetings and other methods and techniques of influencing the child, which are very tiring for him. By observing children during play, the teacher can correct the child in time and help him. In games, children discover their positive and negative sides, seeing and comparing which the teacher receives a huge opportunity to properly influence everyone together and each individually.
Thus, a game is one of the components of the means, methods and forms used for development purposes. The game evokes a cheerful and cheerful mood and brings joy. Captivated by lively, emotional play, children more easily learn and acquire various skills, abilities and knowledge that they will need in life. This is why games should be widely used in working with children. It is customary to distinguish between two main types of games:
games with fixed and open rules;
games with hidden rules.
An example of games of the first type is the majority of educational, didactic and outdoor games, as well as educational games (intellectual, musical, fun games, attractions).
The second type includes games in which, on the basis of life or artistic impressions, social relationships or material objects are freely and independently reproduced.
Typically, the following types of games are distinguished: outdoor games - varied in design, rules, and the nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it; construction games - with sand, cubes, special building materials, develop children's constructive abilities, serve as a kind of preparation for mastering later labor skills; didactic games - specially developed for children, for example, lotto to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games of school, daughter-mother, store, railway. Story games, in addition to their educational purpose, develop children's initiative, creativity, and observation skills.
1.3 Didactic game as a means of intellectual development Recently, teachers and parents often face the difficulty of introducing children to active recreation. One of the most accessible forms of active leisure is gaming.
Intellectual and creative games for younger schoolchildren are very popular. The following types of such games can be distinguished:
Literary games: create interest in reading among students. Having become acquainted with a book, the whole class prepares homework and comes to the game, which includes intellectual, creative, outdoor tasks and competitions. The purpose of such games is to develop cognitive interest among students, develop individual abilities, and master the skills of collective activity.
combination games: these are games such as tangram, games with matches, logic problems, checkers, chess, puzzles and others - they involve the ability to create new combinations from existing elements, parts, objects.
planning games: labyrinths, puzzles, magic squares, games with matches - aimed at developing the ability to plan a sequence of actions for any goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later.
games to develop the ability to analyze: find a pair, find the odd one out, riddles, continue the series, entertaining tables - provide the ability to combine individual objects.
Intelligence in a broad sense is all cognitive activity; in a narrower sense, it is the most general concept that characterizes the sphere of human mental abilities. These kinds of qualities include the ability to analyze, synthesize and abstract, the presence of which means that the intellect has sufficient flexibility of thinking and creative potential; the ability for logical thinking, manifested in the ability to see cause and effect relationships between events and phenomena of the real world, to establish their sequence in time and space; as well as the child’s attention, memory, and speech.
From the point of view of N.S. Leites, the most essential thing for human intelligence is that it allows one to discover regular connections and relationships in the surrounding world. Anticipating upcoming changes makes it possible to transform reality, as well as to understand one’s mental processes and influence them (reflection and self-regulation). The need-personal side of the signs of intelligence is of primary importance.
Mental activity is the most characteristic feature of childhood. It appears not only in external manifestations, but also in the form of internal processes. Psychology has long noted the importance of activity for the success of mental development.
The uniqueness of didactic games lies in the fact that at the same time it is a form of education that contains all the structural elements (parts) characteristic of children’s play activities: the idea (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.
The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity.
In contrast to the direct setting of a task in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops independence and active thinking and speech in children.
Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.
One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort.
As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops.
The rules of the game are educational, organizing and disciplinary in nature.
teaching rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution;
organizing - determine the order, sequence and relationships of children in the game;
disciplining - warn about what and why not to do.
The rules of the game established by the teacher are gradually learned
children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.
The result of a didactic game is an indicator of the level of children’s achievement in mastering knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.
Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational and training impact.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge.
These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.
The teacher outlines a sequence of games that become more complex
content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.
The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The fast pace sometimes causes confusion in children, uncertainty,
untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.
A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process.
Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.
1.4 Games of children of primary school age At the age of 6-7 years, a child begins a period of change in the leading type of activity - the transition from play to directed learning (in D.B. Elkonin - “crisis of 7 years”). Therefore, when organizing the daily routine and educational activities of junior schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another. To solve this problem, you can resort to the widespread use of games in the educational process (cognitive and didactic games) and during recreation.
Young schoolchildren have just emerged from a period in which role-playing was the leading type of activity. The age of 6-10 years is characterized by brightness and spontaneity of perception, ease of entering into images.
Games continue to occupy a significant place in the lives of children of primary school age. If you ask younger schoolchildren what they do besides studying, they will all unanimously answer: “We play.”
The need for play as preparation for work, as an expression of creativity, as training of strengths and abilities, and, finally, as simple entertainment among schoolchildren is very great.
At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person.
While playing, children strive to master those personality traits that attract them in real life. Therefore, children like roles that are associated with the manifestation of courage and nobility. In role-playing, they begin to portray themselves, while striving for a position that is not possible in reality.
Thus, role play acts as a means of self-education for the child. In the process of joint activity during role play, children develop ways of relating to each other. Compared to preschoolers, younger schoolchildren spend more time discussing the plot and assigning roles, and choose them more purposefully. Particular attention should be paid to organizing games aimed at developing the ability to communicate with each other and with other people.
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Today, the quality of modern education has become a topical subject of discussion among the pedagogical community. The civilization of the 20th century is being replaced by an intellectual-information civilization, which is characterized by an increase in the functions of social intelligence. In this regard, the content of education is being updated in Russia. This gives the teacher the right to design the pedagogical process according to any model.

It is important to combine educational activities (within the framework of which basic knowledge, skills and abilities are formed) with the development of individual inclinations of students, their cognitive activity, and the ability to independently solve non-standard problems. Active introduction into the traditional educational process of a variety of developmental exercises and activities aimed at developing the personal, motivational and analytical-synthetic spheres of the child. The development of memory, attention, and thinking is an important task for the teacher at the moment. Thus, one of the motives for using developmental exercises is to increase the cognitive and creative search activity of children. It is equally important both for students whose development corresponds to or is ahead of the age norm, and for weak students, since their developmental delay is associated precisely with the insufficient development of basic mental functions.

The importance of introducing exercises into lessons to develop children’s mental processes is relevant specifically in elementary school. This is due to the psychophysiological characteristics of younger schoolchildren, since at this age the physiological maturation of the main brain structures is completed. That is why it is possible to most effectively influence the intellectual and personal sphere of the child. The possibility of presenting tasks in a playful manner contributes to a smoother course and shortening of the adaptation period of first-graders. These reasons prompted me to introduce into the lesson a number of exercises to develop memory, thinking, and attention. The use of these games and exercises in the educational process has a beneficial effect on the development of not only the cognitive, but also the personal and motivational sphere of the child. So, for example: more intensive development of students’ logical thinking, attention, memory helps to better analyze and better understand the text read, rules in Russian language lessons, more freely navigate the patterns of the surrounding reality, more effectively use accumulated knowledge and skills in mathematics lessons. This creates the prerequisites for the successful completion of the learning process in subsequent grades.

A prerequisite for the successful solution of pedagogical problems is the inherent need for mental effort and impressions in younger schoolchildren. This is required by their rapidly developing brains. High mental activity during the learning process is stimulated by novelty and a certain degree of difficulty of mental work. How to preserve children's desire to learn, maintain and develop cognitive needs? First of all, I try to create good-natured relationships in the lessons, in which children are not afraid to express their opinions, exercising their right to think independently - this is a prerequisite for new thinking. A child, crossing the threshold of school, learns different types of activities through which he will become acquainted with new things. One of the leading types of activity is cognitive. The development of cognitive abilities can be achieved through a student-centered approach to learning. The task of the teacher when implementing a person-oriented approach to teaching is to create such psychological and pedagogical conditions that would provide active stimulation of students, self-valuable educational activities based on self-education, self-development, self-expression in the course of mastering knowledge.

The restructuring that has taken place in teaching methods in the direction of enhancing the development of the student puts forward the task of the teacher - to study the progress of students in development. Without an orientation toward such learning, the work on student development itself ceases to be recognized by the teacher as a necessary part of the learning process. So what is development? What aspects of development are important to study in students? What are the ways to identify them?

So, a situation may arise when, for some time, what the teacher teaches does not seem to find any reflection in the child’s psyche. He remains, as it were, deaf to certain pedagogical influences. But there comes a period when these influences suddenly manifest themselves in changes in knowledge, skills, and relationships, which indicate his mental development in the direction that the teacher sought. These changes may be barely noticeable, but they appear and it is very important for the teacher to see them; they are evidence of the child’s true development, his progress compared to the initial level. General development can be characterized by data on the development of such aspects of the psyche as memory, attention, thinking. The successful development of a child in these areas ensures reliable mastery of various types of activities, both cognitive and practical.

Teaching primary schoolchildren through the development of cognitive abilities

What kind of people do we want our elementary school graduates to be? Of course, I think so: educated, decent and well-mannered, as well as honest and kind. But today we already understand well: in order to be successful, it must be “a self-developing, self-regulating person with flexible and conscious knowledge, a subject of his own life.” Modern society needs to educate an independent, responsible, thinking person. And it is not the sum of knowledge that is the true asset of a child, but the ability to learn and the desire for self-development. Cultivating self-confidence and the achievability of reasonably set goals is necessary for the successful life of every person.

To do this, it is necessary to ensure the full mental, physical and intellectual development of the child, respecting him as an individual, taking into account the educational interests of everyone. These areas should become the main ones from the very beginning of schooling.

Primary education has its own characteristics that sharply distinguish it from all other stages of the school education system, and is the foundation of all subsequent education. First of all, this concerns the formation of general educational abilities, skills and methods of activity, on which the success of education in primary school largely depends. The level of their development determines the nature of the student’s cognitive activity, his ability to organize it expediently and purposefully. During this school period, there is an intensive formation of cognitive interests and cognitive motivation, and the development of cognitive abilities. The primary school teacher has a great responsibility, since under favorable learning conditions the child’s self-awareness and self-esteem develop.

There are many positive trends in modern primary education:

there is variability in the competency-based pedagogical approach;
teachers now have freedom for creative exploration;
The need for pedagogical support for the child’s individuality is increasingly recognized.

In my teaching work, I focus teaching on the development of the child, taking into account indicators of the health and emotional well-being of children.

The problem of the relationship between development and education has always been one of the core problems of pedagogy. Starting with the works of Ya. A. Komensky, there was a search for the scientific foundations of education, which recognized the individual capabilities of each child and their changes in the process of age-related development. L. S. Vygotsky spoke about the importance of the mental development of a child mastering educational activities. He emphasized that the school, when teaching children, must inevitably take into account the degree of development of cognitive abilities. In the 80s - 90s. In Russia, active research into the characteristics of the mental development of children in school conditions continued. It was noted that the lack of formation of the required level of mental development in individual students affects not only the child’s academic performance, but also his attitude to learning, emotional well-being, and the nature of relationships with peers, teachers, and parents. Thus, specially organized educational activities for the development of cognitive abilities affect all aspects of the child’s mental development.

Learning, as an activity, makes demands on cognitive processes, as a result of which the learner himself develops. The activity of learning, which replaces play as a leading activity, will lead the development of primary school children further and will allow them to master all the main aspects of their mental activity. However, this will only happen if the learning process is built taking into account the conditions that determine its developmental orientation.

The importance of developing cognitive abilities is relevant specifically in elementary school. This is due to the psychophysiological characteristics of younger schoolchildren. At this age, the physiological maturation of the main brain structures is completed, which is why the most intensive development of the child’s intellectual and personal sphere is necessary.

An important reason that encourages the active introduction of developmental exercises into the educational process is the possibility of diagnosing the intellectual development of children with their help.

The next reason is the possibility of presenting tasks in a playful way, which is leading at this age and contributes to a smoother adaptation to school and a solid assimilation of educational material.

The development of cognitive abilities is equally important both for students whose development corresponds to or is ahead of the age norm, and for weak students, since their developmental lag is associated precisely with the insufficient development of basic mental functions.

No one will argue that every teacher should develop cognitive abilities. This is discussed in the explanatory notes to the curriculum, and is written about in the methodological literature. However, there is no system for the development of cognitive abilities, both in textbooks and in teaching methods.

While building the system of my work, I came to the conclusion that learning is impossible without progress in the development of the mental properties of the individual, without the development of the individual inclinations of each student.

The pedagogical process is a way of organizing educational relations, concluded in the targeted selection and use of external factors in the development of participants. Wherever the educational process takes place, no matter what kind of teacher it is created, it will have the same structure:

goal – principles – content – methods – means – forms.

Complementing this structure, in the pedagogical process I take into account:

Cognitive processes (attention, perception, imagination, thinking, memory).
Students’ demonstration of interest, inclinations, motivation for learning, and emotional state.
Increases in mental and physical stress, performance and fatigue.

Thus, the pedagogical process is represented as a relationship between pedagogical, methodological and psychological. In the latter I focus on cognitive processes.

By means of primary education, I rely on children’s natural curiosity, the need for independent knowledge of the world around them, cognitive activity and initiative, in primary school we create a favorable educational environment for the development of cognitive abilities, the ability to evaluate one’s thoughts and actions, and correlate the results of activities with the set goal. And also, the ability to reflect is an important quality that determines the social role of a child as a student.

GOAL: Formation of the creative potential of the student’s personality in the context of a developmental orientation of education.

Throughout the entire period of primary education, I set the following goals:

Preservation and support of the individuality of each child based on the development of cognitive abilities.
Protecting and strengthening the physical and mental health of children, ensuring their emotional well-being.
Development of the child’s qualities as a subject of relationships with people.

In my work I highlight the following principles:

The principle of self-esteem at each age, suggesting:

focus on developing the child, first of all, cognitive abilities;
reliance on the achievements of the previous stage of development, which create the prerequisites for a successful transition to the next stage of education;
full realization of the possibilities of the child’s age;
building self-esteem and supporting self-confidence;

Principle of humanity:

establishing norms of respect and friendly attitude towards every child;
exclusion of coercion and violence;
training in communication and cooperation skills.

The principle of individualization of education, ensuring:

maximum manifestation of the originality and creative potential of each child;
formation of educational independence (the desire and ability to learn, constantly expanding the boundaries of one’s capabilities).

The principle of socio-cultural openness of education:

respect for the norms and traditions of different cultures, openness to a changing world;
support in all types of activities of initiatives of students and their parents.

The set objectives of education cannot be solved without a clear and intelligible answer to the question “How to teach?”

The development of cognitive abilities can be characterized by such mental processes as attention, perception, imagination, memory, thinking. The successful development of a child in these areas ensures reliable mastery of various types of activities, both cognitive and practical. With their help, a person carries out not only cognition, but also the transformation of the surrounding world. In general, a person’s entire life is determined by these mental processes, which form the core of personality. They are organically interconnected and interdependent. Each of these processes influences the course of others and is impossible without them.

As a result, adhering to my system of work, I observe that the children have positive educational motivation, their speech is logically competent and verbose, the children have learned to negotiate among themselves without offending each other, their concentration has increased, they have learned to approach any task creatively, and they know how to compose their own poems. Using the example of a lesson on the surrounding world in 2nd grade, I wanted to show how I develop the creative abilities of children.

Topic: Structure of the human body. Rules of personal hygiene. Daily regime.

Goal: Formation of the creative potential of students’ personalities in the context of a developmental orientation of education.

introduce children to the structure of their body; main internal organs.
teach to determine the location of the main organs.
develop children's cognitive activity.
repeat the rules of personal hygiene; daily routine of children studying in the 2nd shift.

Organizing time.

Repetition about people's professions.

Tell me, who cooks cabbage soup so deliciously,
Smelling cutlets, salads, vinaigrettes. (cook)
We get up very early, because our concern is
Drive everyone to work in the morning. (driver)
We teach children to read and write,
Love nature, respect the elderly. (teacher)
The glass eye will point, click once, and remember you. (photographer)
Who is sitting by the sick man's pastel?
I. tells everyone how to get treatment;
He will offer drops to anyone who is sick,
Anyone who is healthy will be allowed to take a walk. (doctor)

New material.

Today, comrade “doctor” who treats and prevents diseases, will introduce us to the second issue of the magazine “Health”. The contents of the magazine include the following sections:

Body parts.
Human internal organs.
Rhythmic gymnastics.
Rules for maintaining health.
Ads.
Orders. Rules of personal hygiene.
Daily regime
Proverbs from “My-to-the-holes”.

Parts of the human body.

Each of you has looked in the mirror many times. What parts does your body consist of? Name the body parts sequentially from top to bottom. (children's answers)

Let's check if everyone has the body parts you named.

Practical part.

Nod your head to me. Smile and nod your head to your seatmate.
Show me where your neck is.
Feel your chest.
Pat each other on the back.
Pat your belly.
Raise your right hand.
Hide your left hand behind your back.
Place your right foot on your heel.
Stomp your left foot.

How to call the chest, back, stomach in one word? (torso)

The arms are the upper limbs, and the legs are the lower limbs. All we have shown is that these body parts are on the outside. And what we have inside? We move on to the second section of our magazine:

Human internal organs. (table “Human internal organs”)

There are a lot of internal organs. You will become more familiar with them and their work in the body when you get older, but everyone needs to know the main internal organs, their location and work. Getting acquainted with the internal organs, we will sign them on our diagrams.

Let's look at two oval organs - the lungs. What do you know about them? (answers)

The right and left lungs are located inside the chest and are protected by the ribs. When we inhale, the lungs increase, and when we exhale, they decrease. The lungs absorb oxygen from the inhaled air and rid our body of the carbon dioxide that comes out when we exhale. We couldn't live without lungs.

Next to the left lung is the heart. (Read the text from Appendix No. 1)

Clench your fist - your heart is slightly larger than your fist.

(Let's take a break for rhythmic gymnastics to the music.)

The lungs and heart are separated from other internal organs by a strip of muscle called the diaphragm. Let's look at where the liver is located. The liver “works” much more than any other organ. It accumulates proteins, fats and carbohydrates and releases them into the blood. The liver cleanses the blood of harmful products. The liver works like a chemical laboratory.

The stomach is located under the diaphragm. What do you know about him? (answers)

The stomach is connected to the intestines. The stomach resembles a bag. It can accommodate a lot of food and liquid inside. An adult has a stomach the size of a football, a child has a smaller stomach. The muscles grind food, grind it into tiny pieces, and when the food becomes soft, it passes into the intestines.

To keep your internal organs healthy, read the memo. (Appendix No. 2)

Next section:

Everyone needs to know this.

To keep your organs healthy and you look well-groomed, Moy-to-holes sent us recommendations. (Appendix No. 3).

1. There is no better toothpaste in the world, brush your teeth “BLENDAMED” (Bibikov N.)

2. We brush our teeth with Blendamed, and there are no germs in our mouth,

The white teeth shine like those of little beavers. (Yakovenko P,)

3. Safeguard” soap we have, this soap is the highest class. (Turkin P.)

4. To keep you very clean, wash with scented soap. (Shukurova K.)

5. Piglets Nif and Naf wash their nose with Dove soap. (Gorbunova I.)

6. Our uncle Gena Crocodile bought a brush from Colgate,

And for a year in a row, Gena’s teeth don’t hurt. (Shukurova Yu)

The purchase of any hygiene products is an individual matter, it largely depends on the family budget and no matter what it is, just wash your hands more often and don’t forget to brush your teeth. Therefore you need to know:

Rules of personal hygiene. (poems written by children)

1. Don’t brush your teeth if the brush is not yours, otherwise your friendly family will get sick.

When you return home, immediately wash your hands with soap,
So that all sorts of microbes go a different way,
If you are clean and tidy, it is nice to look at such people.
If you want to be dirty, you don’t have to wash your hands.
Just know that stupid people like that go straight to the hospital.

Work from the textbook p.11

Name personal hygiene items!! (game “Pig in a Bag” (identify the object by touch from the bag with your eyes closed)).

What are some personal hygiene items that the whole family can use?

Task No. 2 from the textbook:

Finish the sentence.

As a result, we can identify a set of rules for personal hygiene and protecting your health, and they all consist of a daily routine that you follow every day.

Since we study in the 2nd shift from 13.00. hours, I offer you a new daily routine (approximate appendix No. 4), but you can create your own that is more convenient for you.

Assignment: Make up a proverb where the beginning is given, and choose the ending.

Bottom line.

What do you remember most about the content of the magazine “Health No. 2”?

The lesson is over. “Thank you for the lesson!!!”

“Development of cognitive abilities of junior schoolchildren”

“If you want to instill in children courage of mind, interest in serious intellectual work, and instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form a kingdom of thoughts, give them the opportunity to feel like rulers in it.”

Sh.A. Amonashvili.

In the materials of the second generation Federal State Educational Standard, one of the value guidelines indicates “the development of initiative, responsibility of the individual as a condition for its self-actualization”, that is a person’s desire for the fullest possible identification and development of his personal capabilities,including cognitive activity.

What is cognitive activity? Let's turn to the dictionary.

“Cognitive activity is the selective focus of the individual on objects and phenomena of the surrounding reality.”
Primary school age is one of the main periods of a child’s life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development.

There are objective indicators of the level of cognitive activity. These include: stability, diligence, awareness of learning, creative manifestations, behavior in non-standard learning situations, independence in solving educational problems, etc.

All this makes it possible to distinguish the following levels of activity: zero, relatively active, executive active and creative. The degree of manifestation of student activity in the educational process is a dynamic, changing indicator. It is within the power of the teacher to help the student move from a zero level to a relatively active level, etc.

Students with a zero level of cognitive activity are not characterized by aggression or demonstrative refusal of educational activities. As a rule, they are passive, have difficulty getting involved in academic work, and expect the usual pressure from the teacher. When working with this group of students, you need to remember that they slowly get involved in the work, their activity increases gradually. When answering, you shouldn’t interrupt them or ask unexpected tricky questions.

Students with a relatively active level of cognitive activity are characterized by interest only in certain learning situations related to an interesting lesson topic or unusual teaching techniques. Such students eagerly begin new types of work, however, when faced with difficulties, they just as easily lose interest in learning. The teacher's strategy in working with relatively active students is to help them engage in learning activities. But also maintain an emotionally relevant atmosphere for them throughout the lesson.

Students with an active attitude towards cognitive activity are usually loved by teachers. They always do homework, help teachers, the main thing in them is stability and constancy. It is this category of students that the teacher relies on when studying a new (difficult) topic; It is these students who help the teacher out in difficult learning situations (open lessons). However, these students also have their own problems. They are called “crammers” for their perseverance and diligence. The apparent ease with which they learn is the result of the student’s earlier efforts: the ability to concentrate on a task, carefully study the terms of the task, activate existing knowledge, choose the most successful option, and, if necessary, repeat this entire chain. These students begin to get bored in class if the material being studied is quite simple. If the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the educational task and no longer want or get used to looking for non-standard solutions. That is why the problem of activating the cognitive activity of such students is quite relevant. The main strategy of the teacher in working with students with high cognitive activity is to encourage the student to be self-active in learning.

Pedagogical work with students with a creative level of cognitive activity is focused on special techniques that stimulate the creative activity of students in general.

The main task of a teacher who develops cognitive interest:
- be attentive to each child;

Be able to see and notice in a student the slightest spark of interest in any aspect of educational work;

Create all the conditions in order to kindle it and turn it into a genuine interest in science, in knowledge.

Conditions, the observance of which contributes to the development and strengthening of students’ cognitive interest:

First condition is to provide maximum support for the active mental activity of students.

Second condition involves ensuring the formation of cognitive interests and the personality as a whole.
Emotional atmosphere of learning, positive emotional tone of the educational process -third important condition.

The fourth conditionis favorable communication in the educational process. This group of conditions for the relationship “student - teacher”, “student - parents and relatives”, “student - team”.
Educational activities should be rich in content, require intellectual effort from students, and the material should be accessible to children. It is important that students believe in themselves and experience success in their studies. It is academic success at this age that can become the strongest motive that causes a desire to learn. It is important to organize a differentiated approach to students; this is what helps to reveal the abilities of each of them.

Project method – one of the effective forms of development of cognitive abilities

The first projects that we carried out in 1st grade were: “My Family”, “Plant World. Similarities and differences”, “Who are insects? (bees, ants, ladybugs)", "Living ABC".

“Brain gymnastics” 2-3 minutes.

Head Swings (breathe deeply, relax your shoulders and drop your head forward; allow your head to swing slowly from side to side)

Lazy Eights Draw eights in the air three times with each hand, and then with both hands.

“Keen Eyes” Using your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

“Shooting with the eyes” Move your eyes left and right, up and down 6 times.

“Writing with your nose” Close your eyes. Using your nose like a long pen, write or draw something in the air.

Slide 14:

Non-standard tasks.To solve non-standard problems, the student must:

Analyze the source data,

Create a sequence of actions

Get the desired result.

The ability to navigate the text of a problem is an important result and an important condition for the student’s overall development. We need to cultivate in children a love for the beauty of logical reasoning.

Example:

Brother and sister came to school at the same time. Brother walked faster. Which one came out first?

Order of reasoning:

Since the brother walked faster and they arrived at school at the same time, the sister left earlier.

In second grade, we became interested in the topic in the literary reading program “Children's Magazines” and we worked on the “My Magazine” project. In Russian language lessons - “This entertaining Russian language!”

To solve the problem of developing students’ cognitive activity, it is important that they not only receive ready-made knowledge, but rather discover it anew. At the same time, the teacher’s task is to arouse the attention of students, their interest in the educational topic, and to strengthen cognitive activity on this basis.

GAMES

Fun account

Development of thinking and attention in schoolchildren.

For this exerciseA set of cards with numbers from 0 to 9 for each team is prepared in advance. The group is divided into 2 teams. The teams line up opposite the leader, in front of whom there are two chairs.

Each player receives a card with one of the numbers. After the team leader reads the example, the players with the numbers that make up the result run out to the leader and sit on chairs so that the answer can be read. Let's say this was an example: 16+5. Participants who have cards with the numbers 2 and 1 in their hands should sit on the chairs next to the leader, since the sum of 16 and 5 is 21. The team that managed to do this quickly and correctly earns a point. The score goes up to five points.

Illogical pair associations

In this exercise you need to combine in your imagination two objects that have nothing in common with each other, i.e. not connected by natural associations.

"Try to create an image of each object in your mind. Now mentally combine both objects in one clear picture. Objects can be combined by any association, give free rein to your imagination. Let, for example, the words “hair” and “water” be given; why not imagine "rain-drenched hair or hair being washed? Try to paint as vivid a picture as possible."

Sample pairs for training:

Pot - corridor Sun - finger
Carpet - coffee Yard - scissors
Ring - lamp Cutlet - sand
First, let the children practice out loud, telling each other their pictures, then work on their own. In the next lessons, dictate to them one word from each pair - they must remember and write down the second. Draw their attention to the result.

Key to the unknown

Children are asked to guess what the teacher hid in his hand. To do this, they can ask questions and the teacher will answer. The teacher explains that questions are like keys to doors behind which something unknown opens. Each key opens a specific door. There are many of these keys. At each such lesson (it can be used as a five-minute warm-up in a lesson), two or three “keys” are offered, on which key words for questions are written (for example: “types”, “properties”, “influence”, “change”, etc. .P.). Children should ask questions using these key words: What species is it? What are its properties? Development of cognitive activity, purposefulness of the thought process.

During the year, children took part in the All-Russian Olympiad in Mathematics, the competition game “Russian Bear”, “Kangaroo”, the Moscow Online Olympiad in Mathematics “Olympiad Plus”, the online Olympiad “Russian with Pushkin”.

AND I would like to emphasize that the formation of cognitive activity is not an end in itself. The teacher’s goal is to educate a creative person who is ready to use his cognitive abilities for a common cause.

A system of classes and exercises to work on the development of cognitive abilities in younger schoolchildren ensures effective assimilation of program material. Properly organized work on the development of cognitive abilities is the basis for the successful formation of more complex skills in the relevant area in middle and high school.

Development of cognitive abilities of junior schoolchildren in the context of modernization of education

N.G. PELEVINA,
primary school teacher, school No. 7, Kirov

My teaching experience is 40 years, of which 25 years I have been working as a primary school teacher. I worked on the educational complex “Primary School of the 21st Century” (two editions), and now I work on the educational complex “School of Russia”.
A student today should be not so much erudite as flexible, able to select, process and organize information adequately to a specific situation. In lessons and extracurricular activities, the ability to work independently and provide assistance to friends is developed. By learning to communicate, schoolchildren learn to learn and compensate for their own ineptitude with the help of other people: teachers, classmates, parents. In the process of joint activities, such qualities as goodwill, mutual assistance, good-heartedness, self-control skills are formed, and student self-government develops.
Personal development means that a growing person gradually learns to manage his behavior, set and solve complex problems, find ways to solve them, that is, become the subject of educational activities, and then of his own life.
Personal development is the process of becoming a person’s readiness (his internal potential) to carry out self-development and self-realization in accordance with emerging or assigned tasks of varying levels of complexity, including those that go beyond what was previously achieved.
During the period of modernization of education, the learning process must be built on other psychological foundations: it is necessary not only to take into account the age and typological characteristics of schoolchildren, but also specific conditions for self-discovery of the natural forces and capabilities inherent in them.

In modern conditions, a primary school teacher has to solve a whole range of professional and near-professional problems. On the one hand, it is necessary to ensure that the knowledge, skills and abilities of schoolchildren meet the requirements of the curriculum, regardless of their ability to master them, on the other hand, to create a comfortable stay for the student in the classroom, school, and optimal opportunities for the intellectual development of all students in the class.
The full development of the student is ensured by: studying his individual characteristics and including self-regulation in the process of managing his own physiological and mental states; providing opportunities for personal self-determination - expressing one’s own opinion and forming attitudes towards oneself, other people, natural phenomena and social life; disclosure of individuality - a person’s awareness of himself, his characteristics (self-awareness - in creativity); recognition of the student as a subject, that is, capable of setting goals and implementing them (teaching methods of activity)
When organizing the educational process, you must constantly keep in mind the following: educational activities must be rich in content, require intellectual effort from students, and the material must be accessible to children. It is important that students believe in themselves and experience success in their studies. It is academic success at this age that can become the strongest motive that causes a desire to learn. It is important to organize a differentiated approach to students; this is what helps to reveal the capabilities of each of them.

A differentiated approach creates conditions for the maximum development of children with different levels of ability: for the rehabilitation of those who are lagging behind and for the advanced training of those who are able to learn ahead of schedule.
The main goal of my work with children is to teach them to think. That is why I try to teach my students to express their thoughts orally and in writing, and to analyze the answers of their peers. My students are happy to take part in debates on certain issues with both the teacher and the class.
I select material for lessons and extracurricular activities so that it develops thinking, both logical and creative. I pay special attention to the development of spatial thinking. The development of verbal and logical thinking, the development of operations of comparison, generalization, and the identification of essential features occurs throughout the entire education in primary school. Complication occurs due to the material: from gaming to educational, from simple to complex, from reproductive reproduction to creative self-expression.
I consider the method of alternating tasks solved in different ways, composing tasks, and various transformations leading to simplification and complexity to be productive. I try not to “chew”, but to create problematic situations that orient students to search. As a result, the student acts as a researcher discovering new knowledge.

I will give specific examples of such tasks: “Choose the right number”, “Find the missing number”, “What should be drawn?”, “Which letter is extra?”, “Not a question, but... What numbers and why will you put instead of questions? ", "How many squares?", "How many triangles?", "Which word is extra?" and others. Such tasks put children in a situation where they must compare, generalize, draw conclusions, and analyze. The special value of such tasks is that when solving them, mental activity is stimulated, because the problem often cannot be solved “on the spot”, it seems to “resist”, and this is what forces the child to think. B. Pascal said wonderful words about this: “You can only rely on what resists.” Under this condition, the ability to overcome difficulties develops, and this is the main quality of a thinking person.
I pay great attention to thinking training; it is useful for all students, and especially those who have difficulties in learning. I carry out in practice the selection of non-standard tasks (invisible errors, problems in verse, games, logical chains, encrypted words, arithmetic puzzles).
Logical chains that need to be continued to the right and left, if possible, require great observation from students. To do this, you need to establish a pattern. For example:
a) ...6, 12, 18...(6, 12, 18, 24, 30, ...)
b) ...6, 12, 24...(6, 12, 24, 48, 96...)
It is fundamentally important that at every lesson the child experiences the joy of discovery, so that he develops faith in his own abilities and cognitive interest. Interest and success in learning are the main parameters that determine the full intellectual and physiological development of a primary school student, and therefore the quality of the teacher’s work.
An effective means of allowing every child in the class to open up and realize themselves is the creative work of children. Creative tasks, during which children come up with, compose, or invent something, should be used systematically by the teacher. “Only a creative personality can educate a creative personality” - for a teacher, this truth is both a motto and a guide to action.
The range of creative tasks is unusually wide in complexity. When solving them, an act of creativity occurs, a new path is found, or something new is created. This is where special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - everything that together constitutes creative abilities.
Examples of such tasks are the exercises: “Read the proverb using the correspondence of signs and letters”, “Arithmetic in Martian style”.

I often use educational games at work. They create a unique microclimate for the development of the creative sides of the intellect. At the same time, different games develop different intellectual qualities: attention, memory, especially visual, the ability to find dependencies and patterns, classify and systematize material, the ability to create new combinations from existing elements and objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of one's actions. Together, these qualities make up what is called intelligence, a creative way of thinking.
Anagrams, in which, after reading them, you need to highlight the “extra” word, grouping the words according to some characteristic, are of great interest to younger schoolchildren.
For example: canopy - (spring), pine - (pump), mouse - (reed), bank - (boar).

Children experience great excitement when completing tasks like “Take away the letter”: “Remove one letter from each word, and rearrange the rest so that you get the names of various animals. For example: bug dome; bulldog - (bird) pigeon; birch - (African equid) zebra; Kaluga - (sea predator fish) shark; charlotte - (whale) sperm whale; scab - (bird) magpie; cable - (fur-bearing animal) squirrel; funnel - (domestic animal) cow; croup - (insect) spider.

Among problems of a problematic nature, I introduce so-called “philosophical problems” into lessons.
For example:
1. Complete the statements
Work is a reward, and laziness is _______________.
Night is silence, and day is _______________.
Spring is dawn, and autumn is ______________.

2. Connect words with opposite meanings with lines.
kindness hard work
justice cowardice
honesty deceitful
truthful injustice
laziness dishonest
courage evil

3. Connect the beginning and end of the proverbs with lines.
Do you like to ride... ...have a hundred friends.
Labor feeds a person, but ... ... love to carry sleighs.
Don’t have a hundred rubles, but... ... laziness spoils it.

4. Combine a Russian folk proverb with a German one that is suitable in meaning.
If you chase two hares, you won't catch either. You won't get lost with an eloquent tongue.
Language will take you to Kyiv. A rotten egg ruins the entire dough.
Silent means consent. He who starts a lot accomplishes very little.
A fly in the ointment spoils a barrel of honey. No answer is also an answer.

The nature of such tasks should correspond to the knowledge and level of intelligence of children.
In lessons and extracurricular activities, I use tasks that contain a fascinating puzzle, solving a trick. They have a special, attractive power, because something mysterious is connected with them, it amazes the imagination.
I pay great attention to the development of visual and auditory perception. Children's visual perception determines the speed of memorization and adequate reproduction of material read from the board, textbook or other aids. The teacher’s working methods depend on the level of children’s visual perception: the number and nature of visual aids, their correct selection, the time and place of their use in the lesson.
Children love magic tricks and are happy to learn this art at any opportunity. I really love teaching mathematical tricks, as they contain interesting and accessible educational material for children.
Here is one of these tricks: “Predicting the amount”.
I suggest someone write a number of several characters. I rewrite this number on paper, first subtracting 2 from one and putting two in front. I place the piece of paper with the number on the table, clean side up.
Let the student write down the number 4725, on paper I write down the answer 24723.
I suggest that someone write another number under the first number, consisting of the same number of characters. (Have him write down the number 5891.)
Under it I put the third number myself so that the figure complements the one below it to 9. In this case, under 5 - 4, under 8 - 1, under 9 - 0, under 1 - 8 (4108).
The fourth number is written by the student (let him write down 9810), the fifth number is written by the teacher, writing down the numbers according to the same rule as described above. If the leftmost number was 9, then you don’t need to write anything under it (so the number will be 189).
Then I propose to add up a column of five numbers (the guys check the correctness of the solution).
When their sum is found, I take a sheet with a number from the table and show it to the guys.

Each of you wrote the numbers you wanted. I couldn't know these numbers. Nevertheless, I predicted the amount.

The experiment is repeated several times; you can initially take numbers consisting of any number of digits.
If there are no errors in the arithmetic operations, then the result of the addition will certainly coincide with the number that was previously written down on a piece of paper.
The guys are so keen on this trick that everyone wants to be the presenter. We repeat the experiment in pairs, and then the children at home tell it to their parents and friends, themselves acting as the leader.
The kids solve such examples with enthusiasm, and the kids’ computational skills and speed of calculation are well developed.
In mathematics lessons I include arithmetic puzzles and puzzles in which you need to reconstruct unknown numbers in certain calculation records.
Arithmetic puzzles belong to one of the types of logical problems. Primary school students are distinguished by their curiosity and for them solving a logical problem is a search. There are not enough problems of this type for students of this age in the mathematical literature, so I myself select the necessary material for my work.
Cultivating interest in learning is an important means of improving the quality of schoolchildren's learning. This is especially important in elementary school, when permanent interests in a particular subject are still being formed, and sometimes are just being determined.
Therefore, I select tasks that have a direct connection with other subjects. For example, I introduce logical exercises that do not require complex calculations, and sometimes no calculations at all. But each of the exercises forces you to make comparisons, draw conclusions, forces you to think correctly, that is, consistently, demonstrably.
Lately, I myself have become interested in solving Hungarian crossword puzzles, and I teach this to my students. Having deciphered the rebus, the children explain the meaning of difficult words and do vocabulary work. Students enjoy solving such crossword puzzles in class and outside of school hours, and involve their parents and friends in solving them. The work on the crossword puzzles “Volga - Volga”, “Your own master” (the children find a dozen different useful tools in the household), “Fedorino Mountain”, “Modes of Transport”, “All words starting with the letter “3” is going well and it comes first ", "Zarnitsa" (you have to find a dozen "military" words, "Sea inhabitants" (there are 14 of them), etc.
During lessons and extracurricular activities, I pay a lot of attention to solving tasks of students’ choice, since such tasks are one of the types of differentiation.
To select a task, it is fashionable to offer exercises of the same content, but of different forms, different volumes, different complexity, that is, tasks that require different mental activity. In order for the student to choose a task consciously, he must have formed a correct self-esteem (Who was interested in the lesson and what exactly interested him? Who thinks that he understood this material? Who learned to solve such equations, give a verbal assessment of your homework), etc. d.
In my lessons I also use other forms of assessing children: mutual assessment when working in pairs (“Who liked working in pairs? Who will we say “thank you” to for their help?”).
Such work on the formation of assessment, mutual assistance, and self-esteem is important for differentiated learning.
There are internal and external differentiations. External differentiation is the division of children into classes of different levels (separation of correction classes, classes of gifted children, etc. or into groups in the same class (strong, average, weak).
Internal differentiation is the creation of conditions for free choice of task. When work is done every day to form correct self-esteem, the student can take on the workload within his strength, and over the years of primary school he gets used to calculating his capabilities and using them to the fullest. Upon entering high school, he will be ready to take conscious action in choosing electives, programs, and specializations.
Of course, the student must be specially prepared for such a choice. Constant educational work is needed, as a result of which the student is confirmed in the idea that only he can achieve success in learning who works energetically, actively, to the limit of his capabilities.
In the classroom, at first you have to help children choose tasks. Some overestimate their capabilities, others spend a lot of time choosing. But since choice exercises can be given in almost every lesson and in any subject, gradually the choice itself begins to happen quite quickly and more and more correctly.
At first I explain which task is easier and which is more difficult, but over time the children themselves evaluate the difficulty of the task themselves, i.e. determine which task they are more prepared to perform, which one does not cause them difficulties and errors.
If students choose a more difficult task and do not do as much, this should be assessed positively, since the desire to do, the passion, the interest with which the students work brings more benefits than the general obligatory but joyless work.
There is no need to be afraid that children will choose only easy tasks; on the contrary, they strive to choose more difficult tasks, and the teacher has to either tactfully help in choosing, or help complete the chosen task without reproaches or edifications (not only I, but also the students provide help). teacher's assistants). It is important to offer tasks to choose from not only for work in the classroom, but also at home.
If tasks to choose from are offered systematically in all lessons, then children develop the ability not to get lost in a situation of choice, to consciously choose work within their strengths, and the ability to objectively assess their capabilities. At the same time, a friendly atmosphere with elements of competition and mutual assistance is maintained in the class, without any offense that arises when the teacher himself divides the class into different groups.
The process of mastering academic subjects can be interesting, exciting and very effective. This is greatly facilitated by the teaching methodology by means of subjectivization, developed by G.A. Bakulina.
The work of a teacher is hard work, but joyful work when you see the good fruits of your work. If you lay a solid foundation of knowledge, teach yourself to love learning, develop your thinking abilities, then you can be calm. I believe that my children will always strive to do well.

REFERENCES
Volina V. Entertaining alphabet learning. M., 1997.
Sukhikh I. 800 riddles, 100 crosswords. M., 1996.
Bakulina G.A. Subjectivization of the process of teaching the Russian language in elementary school. Kirov, 2000.
Araslanova E.V., Selivanova O.G. Educational project “Capable Child”. Development of cognitive abilities of younger schoolchildren. Theoretical aspect. Kirov, 2006.
Kordemsky V.A. Mathematical savvy. M., 1994.

Ministry of Education and Science of the Russian Federation

Department of Education of the Vologda Region

State educational institution

Secondary vocational education

"Totemsky Pedagogical College"

Course work

in pedagogy

specialty 050709 "Teaching in primary school"

DEVELOPMENT OF COGNITIVE ABILITIES IN JUNIOR SCHOOLCHILDREN through PARTICIPATION IN INTELLECTUAL GAMES

Totma 2008

Introduction

1.4 Games for primary school children

Conclusion

Bibliography

Introduction

The state of modern society has posed a number of acute problems for education, including a sharp deterioration in the physical, mental, neurological and moral health of children. But all this, of course, affects the development of children, their interests and abilities, primarily intellectual. The development of intellectual abilities is based on the development of attention, thinking, and memory. The development of intellectual abilities and the development of independent thinking are especially important. There is a shortage of high-level specialists in society who are capable of deep and independent thinking. Only such people can make a breakthrough in economics, ecology, science and, finally, move society forward. According to psychologists, if by the age of 4 the intelligence is formed by 50%, then in the elementary grades - by 80 - 90%. Primary school age is one of the main periods of a child’s life, since it is at this stage that the child begins to acquire the main stock of knowledge about the surrounding reality for his further development. Also acquires fundamental skills and abilities. It is from this period of life that the further development of the child depends. The most important task - to outline an educational route for your student - lies on the shoulders of the teacher. It is on the rational actions of the teacher that the identification of the intellectual abilities of a primary school student depends. And the intellectual characteristics of a person are understood as the characteristics of the development of the psyche of a given child, the characteristics of his thinking, memory, and attention. In parallel with the development of independent thinking, the child develops speech, which organizes and clarifies the thought, allows it to be expressed in a generalized way, separating the important from the unimportant. The development of thinking also affects a person’s upbringing. The child develops positive character traits and the need to develop good qualities in himself: efficiency, the ability to think and reach the truth independently, plan activities, as well as self-control and conviction, love and interest in the subject, the desire to learn and know a lot. All this is extremely necessary for the child’s future life. The development of intellectual abilities relieves psychological stress in learning, prevents academic failure, and preserves health. It is equally important to note that the ideas of developing independent thinking are included in the concept of humaneness of the educational process of school, because the implementation of these ideas is nothing more than a truly humane attitude towards the child, which allows timely help in the formation of an independent personality, creating conditions for its self-expression.

When implementing the learning process, the teacher must naturally take into account the age characteristics of the students. As is known, in preschool age the leading activity of a child is play. But time passes and the child grows up and becomes a schoolchild. And at primary school age, the leading activity is study. Therefore, in order for a child to successfully adapt to school life, it is necessary to make a smooth transition from one type of activity to another. To do this, in lessons the teacher uses various types of gaming techniques - educational games. He can include them both in class activities and in extracurricular activities. Games should be educational or educational in nature. Their goal is to broaden their horizons, form their own worldview, and interest in the knowledge of younger schoolchildren. And here games of an intellectual nature come first.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education. Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions. Construction games are a type of role-playing games.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activities are not excluded, but they are more closely combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.

This topic is very relevant at the present time, since independence of mind and intelligence are the main criterion for assessing a person in society. The satisfaction, joy and happiness of a person in life depends on this. In turn, society requires activity and a high level of knowledge from students. This will facilitate a painless entry of the younger student into the process of social relations. Because through games that promote intellectual development, vocabulary expands and the individual potential of a junior schoolchild is revealed. What a wonderful thing - discoveries! Different feelings manifest themselves when comprehending something previously completely unknown, but one thing is always present - surprise. As we know, thinking begins with surprise; therefore, discoveries are extremely necessary for the development of intelligence. The life of schoolchildren deprived of mental holidays is truly catastrophic, as this affects their further success and well-being in life.

Goal: to identify the role of intellectual games in the development of children’s cognitive abilities.

study scientific and methodological literature on this topic;

establish how, with the help of intellectual games, it is possible to develop the cognitive abilities of children;

Object: cognitive abilities (attention, thinking) of a primary school student.

Subject: development of cognitive abilities of junior schoolchildren through participation in intellectual games.

Research base: Municipal educational institution "Nikolskaya elementary school No. 1" in Nikolsk.

This work consists of an introduction, two sections, a conclusion, a bibliography, and an appendix.

The introduction substantiates the relevance of the topic being studied. The first section examines the psychological and pedagogical features of the development of cognitive abilities of primary schoolchildren, which provides a description of the age-related characteristics of children, as well as games aimed at developing the cognitive sphere. The second section is devoted to the influence of intellectual games on the development of cognitive abilities of primary schoolchildren, which presents tables and graphs by which the results of the experimental work can be assessed. In conclusion, conclusions on the theoretical and practical parts of the study are presented.

Section 1. Psychological and pedagogical features of the development of cognitive abilities of primary schoolchildren

1.1 Age characteristics of a primary school student

Primary school students, that is, children of primary school age, differ greatly from each other in their academic success - focused and distracted, quick-learners and slow-witted. They came from a variety of families - more developed and less developed, well-mannered and wild, affectionate and those who do not receive affection. All of them have in common the same age, some common features of reacting to the environment.

As you know, in the lower grades, all academic subjects (sometimes with the exception of drawing, singing and physical education) are taught by one teacher, most often a teacher. Every day she teaches and educates her pets, disciplining and developing them. The attitude of elementary school students towards the teacher obviously has both strengths and weaknesses and expresses a certain stage of age development.

Such psychological characteristics as belief in the truth of everything that is taught, imitation, and trusting diligence are an important prerequisite for initial schooling and represent, as it were, a guarantee of learning ability and educability. The noted features are closely related to other features of age. According to N.S. Leites knows the freshness, brightness, children's perception and extreme responsiveness of children to their surroundings. Primary school students respond with their whole being to individual moments of the teacher’s statements: they react very vividly to what is somewhat new to them, to every joke. For some example from life. For the most seemingly insignificant reason, they develop a state of complete interest and mental activity. Not a single episode of the lesson leaves them indifferent. The impulsiveness of children and their tendency to react immediately add impetus and tension to classes and determine their intensity. Younger schoolchildren especially react to direct impressions delivered by their senses. Sensitivity to imaginative thinking and content is noticeable especially in arithmetic classes. The spontaneity of children's reactions and insatiable impressionability can be very noticeable in an out-of-school environment. Along with the immediacy of reactions, there is a passing awareness of one’s impressions. The imitation of many children's actions and statements is an important source of success in primary learning. In children of this age, it manifests itself primarily in external copying, repetition of what is perceived. Primary school students willingly transfer into their games what they themselves have just learned. Therefore, educational material is mastered and consolidated not only in the hours allotted for it.

Junior school age, the initial years of learning itself, is a period of absorption and accumulation of knowledge.

The profound changes occurring in the psychological appearance of a primary school student indicate the wide possibilities for the child’s individual development at this age stage. During this period, the potential of the child’s development as an active subject is realized at a qualitatively new level. Cognizing the world around him and himself, gaining his own experience of acting in this world.

Junior school age is sensitive for:

formation of learning motives, development of sustainable cognitive needs and interests;

development of productive techniques and skills in academic work, the ability to learn;

disclosure of cognitive abilities.

It is also necessary to include cognitive processes among the age-related characteristics of a primary school student. According to Alferov A.D. , the perception of children of this age is marked by acuteness, a kind of curiosity, which is associated with the predominance of the first signaling system. Little differentiation: at the beginning of their studies, schoolchildren may write letters with similar styles inaccurately or erroneously. They do not recognize the same geometric figure. Otherwise located on a plane. Capable of perceiving the subject not in detail, but in general. Everything bright, lively, and visual is perceived better.

There is a weakness of voluntary attention, so stimulation of their activities is required with encouragement and praise. And involuntary attention develops intensively, the stability of attention is small. The pace of work is often lost, and letters are skipped. The tendency to rote memorization is well developed in children of primary school age. Development is proceeding in two directions:

the mental role of verbal-logical memory;

The ability to manage your memory develops.

Typically, children of this age think in specific categories, but gradually there is a transition from knowledge of the external side of objects to their essence.

As the child develops, thinking is freed from ideas and moves on to analysis at the conceptual level. But still, it is easier for a student to go from cause to effect than from effect to cause. During this same period, the reconstructive and creative imagination develops. Children tend to fantasize, which is why younger schoolchildren are often considered liars.

R.S. Nemov believes that for the formation and development of each psychological and behavioral property of an individual there is a specific period when it is most reasonable to begin and actively conduct the training and education of children. But one should not think that these periods are uniquely determined for all children and times and cannot be changed as a result of improving methods of teaching and raising children. In the psychology of the theory of child development, the driving forces of development are of great importance. The process of individual development of each child occurs in certain conditions, surrounded by specific objects of material and spiritual culture, people and relationships between them. Individual characteristics, the use and transformation into appropriate abilities of certain inclinations present from birth, qualitative originality and the combination of psychological and behavioral properties acquired in the process of development depend on these conditions.

Teaching plays a leading role in the development of children of primary school age. In the process of learning, intellectual and cognitive abilities are formed. Children’s abilities do not necessarily have to be developed by the time they start school, especially those who continue to actively develop during the learning process.

Abilities are those psychological characteristics of a person on which the success of acquiring knowledge, skills and abilities depends. But which themselves do not come down to the presence of this knowledge, skills, and abilities. Otherwise, the answer on the board, a successful or unsuccessful test, would allow us to make a final conclusion about the child’s abilities. Abilities are revealed only in activities that cannot be carried out without the presence of these abilities. From the perspective of considering this problem A.V. Petrovsky, one cannot talk about a child’s ability to draw if they have not tried to teach him to draw, if he has not acquired any skills necessary for visual activity. A serious psychological mistake of a teacher is making hasty statements without seriously checking them. That the child has not yet mastered the necessary skills, solid knowledge, or established work techniques. Abilities are revealed not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition, that is, in how quickly, deeply, and easily the process of mastering knowledge and skills that are essential for a given activity is carried out, other things being equal. .

The development of cognitive abilities is due to the fact that each child goes through his own developmental path, acquiring various typological features of higher nervous activity. An individual approach creates the most favorable opportunities for the development of cognitive strength, activity, inclinations and abilities of each student.

Thus, in younger schoolchildren, when the content and conditions of learning are changed, as well as the introduction of a new type of activity in the classroom (game), it is possible to develop a fairly high level of ability for generalizations and abstractions.

1.2 Play as a means of developing a child’s individual abilities

As is known, play, as a leading activity, appears in preschool age. Children of this age spend most of their time playing games, and during this time games go through a fairly significant development path: from objective and symbolic to plot-role-playing with rules.

From the moment a child enters school, educational activity becomes the leading activity, and play fades into the background. When younger schoolchildren develop educational activities, a central new formation of this age is formed and developed - the foundations of theoretical consciousness and thinking and the foundations of the abilities associated with them (reflection, analysis, planning, etc.).

The assimilation of theoretical knowledge through educational activities is fully accomplished when it is combined with a game. The prerequisites for the need for educational activity in the form of cognitive interests arise in a child of primary school age in the process of developing a plot game, within which the imagination and symbolic function are intensively formed. Role-playing play contributes to the development of cognitive interests in the child. The child’s fulfillment of rather complex roles presupposes that, along with imagination and symbolic function, he also has a variety of information about the world around him, about adults, and the ability to navigate this information according to its content. A necessary element of the game, an imaginary situation represents a transformation of the child’s accumulated stock of ideas.

The fantasy image acts as a program for play activity. Role-playing games, which provide rich food for the imagination, allow the child to deepen and consolidate valuable personality traits (courage, determination, organization, resourcefulness). Comparing one's own and other people's behavior in an imaginary situation with the behavior of the represented real character. The child learns to make the necessary assessments and comparisons.

At primary school age, children's games gradually acquire more advanced forms, turn into developmental ones, their content changes and is enriched due to newly acquired experience. Individual subject games acquire a constructive character; new knowledge is widely used in them, especially from the field of natural sciences. As well as the knowledge that children acquire through labor classes at school.

Group and collective games are being intellectualized. At this age, it is important that the younger student is provided with a sufficient number of educational games at school and at home and has time to play with them. Games at this age continue to take second place after educational activities as leading ones and significantly influence the development of children.

“Play is a need of a growing child’s body. In play, the child’s physical strength develops, the hand becomes stronger, the body becomes more flexible, or rather the eye, intelligence, resourcefulness, and initiative develop.”

Play for a child is not only relaxation and entertainment, but also a type of activity: without play, a child cannot grow and develop normally. In games, the child develops physically and mentally, encountering the world of modern technology. The game develops hard work, perseverance in achieving goals, observation, and ingenuity. It is necessary to constantly find and use games that promote children's development. All games taken together must necessarily lead to certain pedagogical goals and achieve them. When starting to organize games in a children's group, it is necessary to rely on the already achieved level of development of the children, their inclinations, habits, and abilities. And then smoothly adjust and rebuild the existing interests of children into the desired ones, increasing the requirements for them, patiently and persistently working on their spiritual transformation.

Play cannot be equated with entertainment. Even though some games are fun, a way to pass time. But the degree of usefulness of most games as a means of development depends on the methodology and technique of their organization, on the style of the game, and most importantly, on its nature and goals. The whole essence of a child is revealed in games. And if these games are selected thoughtfully and carried out correctly, then it is in games that much can be achieved, which is very difficult to achieve through conversations, meetings and other methods and techniques of influencing the child, which are very tiring for him. By observing children during play, the teacher can correct the child in time and help him. In games, children discover their positive and negative sides, seeing and comparing which the teacher receives a huge opportunity to properly influence everyone together and each individually.

Thus, a game is one of the components of the means, methods and forms used for development purposes. The game evokes a cheerful and cheerful mood and brings joy. Captivated by lively, emotional play, children more easily learn and acquire various skills, abilities and knowledge that they will need in life. This is why games should be widely used in working with children. It is customary to distinguish between two main types of games:

games with fixed and open rules;

games with hidden rules.

An example of games of the first type is the majority of educational, didactic and outdoor games, as well as educational games (intellectual, musical, fun games, attractions).

The second type includes games in which, on the basis of life or artistic impressions, social relationships or material objects are freely and independently reproduced.

Typically, the following types of games are distinguished: outdoor games - varied in design, rules, and the nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it; construction games - with sand, cubes, special building materials, develop children's constructive abilities, serve as a kind of preparation for mastering later labor skills; didactic games - specially developed for children, for example, lotto to enrich natural science knowledge, and to develop certain mental qualities and properties (observation, memory, attention); role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games of school, daughter-mother, store, railway. Story games, in addition to their educational purpose, develop children's initiative, creativity, and observation skills.

1.3 Didactic game as a means of intellectual development

Recently, teachers and parents often face the difficulty of introducing children to active recreation. One of the most accessible forms of active leisure is gaming.

Intellectual and creative games for younger schoolchildren are very popular. The following types of such games can be distinguished:

Literary games: create interest in reading among students. Having become acquainted with a book, the whole class prepares homework and comes to the game, which includes intellectual, creative, outdoor tasks and competitions. The purpose of such games is to develop cognitive interest among students, develop individual abilities, and master the skills of collective activity.

combination games: these are games such as tangram, games with matches, logic problems, checkers, chess, puzzles and others - they involve the ability to create new combinations from existing elements, parts, objects.

planning games: labyrinths, puzzles, magic squares, games with matches - aimed at developing the ability to plan a sequence of actions for any goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later.

games to develop the ability to analyze: find a pair, find the odd one out, riddles, continue the series, entertaining tables - provide the ability to combine individual objects.

Intelligence in a broad sense is all cognitive activity; in a narrower sense, it is the most general concept that characterizes the sphere of human mental abilities. These kinds of qualities include the ability to analyze, synthesize and abstract, the presence of which means that the intellect has sufficient flexibility of thinking and creative potential; the ability for logical thinking, manifested in the ability to see cause and effect relationships between events and phenomena of the real world, to establish their sequence in time and space; as well as the child’s attention, memory, and speech.

From the point of view of N.S. Leites, the most essential thing for human intelligence is that it allows one to discover regular connections and relationships in the surrounding world. Anticipating upcoming changes makes it possible to transform reality, as well as to understand one’s mental processes and influence them (reflection and self-regulation). The need-personal side of the signs of intelligence is of primary importance.

Mental activity is the most characteristic feature of childhood. It appears not only in external manifestations, but also in the form of internal processes. Psychology has long noted the importance of activity for the success of mental development.

The originality of didactic games lies in the fact that it is at the same time a form of education that contains all the structural elements (parts) characteristic of children’s play activities: design (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity.

In contrast to the direct setting of a task in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops independence and active thinking and speech in children.

Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.

One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort.

As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops.

The rules of the game are educational, organizing and disciplinary in nature.

teaching rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution;

organizing - determine the order, sequence and relationships of children in the game;

disciplining - warn about what and why not to do.

The rules of the game established by the teacher are gradually learned

children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.

The result of a didactic game is an indicator of the level of children’s achievement in mastering knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.

Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational and training impact.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge.

These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

The teacher outlines a sequence of games that become more complex

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The fast pace sometimes causes confusion in children, uncertainty,

untimely execution of game actions, violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process.

Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

1.4 Games for children of primary school age

At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (in D.B. Elkonin - the “crisis of 7 years”). Therefore, when organizing the daily routine and educational activities of junior schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another. To solve this problem, you can resort to the widespread use of games in the educational process (cognitive and didactic games) and during recreation.

Young schoolchildren have just emerged from a period in which role-playing was the leading type of activity. The age of 6-10 years is characterized by brightness and spontaneity of perception, ease of entering into images.

Games continue to occupy a significant place in the lives of children of primary school age. If you ask younger schoolchildren what they do besides studying, they will all unanimously answer: “We play.”

The need for play as preparation for work, as an expression of creativity, as training of strengths and abilities, and, finally, as simple entertainment among schoolchildren is very great.

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing, the schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person.

While playing, children strive to master those personality traits that attract them in real life. Therefore, children like roles that are associated with the manifestation of courage and nobility. In role-playing, they begin to portray themselves, while striving for a position that is not possible in reality.

Thus, role play acts as a means of self-education for the child. In the process of joint activity during role play, children develop ways of relating to each other. Compared to preschoolers, younger schoolchildren spend more time discussing the plot and assigning roles, and choose them more purposefully. Particular attention should be paid to organizing games aimed at developing the ability to communicate with each other and with other people.

In this case, the teacher must use an individual and personal approach to the child. It is typical that very shy children, who themselves cannot act in scenes because of their shyness, quite easily act out improvised scenes on dolls.

The educational significance of story games for younger schoolchildren is fixed in the fact that they serve as a means of understanding reality, creating a team, fostering curiosity and forming strong-willed feelings of the individual. Younger schoolchildren understand the conventions of the game and therefore allow a certain leniency in their attitude towards themselves and their comrades in games. At this age, outdoor games are common. Children enjoy playing with a ball, running, climbing, that is, those games that require quick reactions, strength, and dexterity. Such games usually contain elements of competition, which is very attractive to children.

Children of this age show an interest in board games, as well as didactic and educational ones. They contain the following elements of activity: game task, game motives, educational solutions to problems. Didactic games can be used to improve the performance of first grade students.

During primary school age, significant changes occur in children's games: gaming interests become more stable, toys lose their attractiveness for children, and sports and constructive games begin to come to the fore. The game is gradually given less time, because... Reading, going to the cinema, and television begin to occupy a large place in the leisure time of younger schoolchildren.

Thus, taking into account the positive significance of play for the all-round development of a primary school child, when developing his daily routine, one should leave enough time for play activities that give the child so much joy. A pedagogically well-organized game mobilizes children’s mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions. The development of intellectual abilities has a direct connection with all basic subjects of primary education. For example, intensive development of students’ thinking helps them better analyze and better understand the texts they read. And the active introduction of intellectual games into the educational process is one of the most important tasks of a teacher.

Section 2. The influence of intellectual games on the development of cognitive abilities of primary schoolchildren

2.1 Planning and organization of the experiment

Location of the study: Municipal educational institution "Nikolskaya elementary school No. 1" in Nikolsk.

Objectives of the practical part of the study.

1. Select intellectual games aimed at developing the cognitive abilities of primary schoolchildren.

2. Conduct them with schoolchildren.

3. Evaluate the results of the work done.

Hypothesis: intellectual games contribute to the development of cognitive abilities (thinking, attention) in younger schoolchildren.

Research methods:

1. testing ("What's extra?" test), testing according to the Munstenberg method;

2. play therapy;

3. methods of mathematical processing of the obtained data.

Class characteristics.

Students of grade 2 “B”, aged 8 to 9 years, took part in our study. The level of development of cognitive abilities and general educational skills of students is not high, due to the fact that psychological classes on the development of the cognitive sphere were not conducted with children due to the absence of a teacher-psychologist at school. Therefore, students had difficulties when participating in intellectual games.

Planning of practical work:

At the preparatory stage:

determine the level of development of thinking and attention in students of grade 2 "B", in accordance with this, select a number of intellectual games.

Main stage:

conducting intellectual games with children.

The final stage:

conducting repeated diagnostics aimed at assessing the level of development of cognitive abilities of primary schoolchildren;

evaluate the results of the work done and draw appropriate conclusions.

To develop the cognitive abilities of second-graders, we used the following games:

combination games - tangrams, games with matches, logic problems, checkers, chess, puzzles and others - involve the ability to create new combinations from existing elements, parts, objects;

planning games - mazes, magic squares, puzzles - are aimed at developing the ability to plan a sequence of actions to achieve a goal. The ability to plan is manifested in the fact that students can determine which actions are performed earlier and which later;

games to develop the ability to analyze - find a pair, find the odd one out, riddles, continue the series, entertaining tables - provide the ability to combine individual objects into a group with a common name, highlight the common characteristics of objects, the ability to describe an object according to the principle “what it consists of, what it does.”

In our opinion, the material of search and creative tasks of non-educational content creates favorable conditions for developing a culture of thinking in younger schoolchildren, which is characterized by the ability to independently manage mental activity, take initiative, set goals and find ways to achieve them (see Appendix 1).

2.2 Analysis of the results of experimental work

At the first stage of the study, we carried out diagnostic procedures, using the Munstenberg method to assess the level of development of attention in second-graders, and the “What’s extra?” test to assess the level of development of thinking.

The Munstenberg technique is aimed at determining the selectivity of attention, as well as for diagnosing concentration and noise immunity. Students were offered a form with alphabetic text containing words; the test subjects’ task was to look through the text as quickly as possible to find and underline these words, example:

RUKLBUBJOYAPORDLLD.

Table 1. Initial diagnostic data (Munstenberg technique).

F.I. students	Highlighted words	Errors	Missing words
F.I. students	Highlighted words	Errors	Missing words	1. Tolya S.	7	1	9
2. Lisa K.	3	14
3. Serezha S.	6	1	10
4. Vika K.	6	1	10
5. Nikita V.	4	13
6. Tanya S.	5	1	11
7. Vanya K.	2	1	14
8. Zhenya P.	8	1	8
9. Lena Ts.	8	9
10. Lesha Ch.	2	1	14
11. Olya Ch.	6	1	10
12. Lena P.	6	11
13. Sasha K.	3	14
14. Andrey I.	2	15
15. Natasha P.	7	10
16. Kolya K.	3	1	13
17. Dima K.	7	10
18. Matvey L.	7	10

Graph 1. The number of errors made by students when performing the Munstenberg technique.

According to the diagnostic results, it was found that the majority of students made from 7 to 12 mistakes (61.1%), a small proportion of children made from 13 to 17 mistakes (39.9%). Therefore, we can conclude that attention is unstable and its level of concentration is low.

Test "What's extra?" allows one to judge the degree of development of thinking, the ability to find essential features of objects, the ability to compare and generalize. The result is assessed in points:

9 - 10 points - high level (the child solved all the tasks correctly in less than 1.5 minutes).

7 - 8 points - above average (the child completed the task in 2 minutes).

5 - 6 points - average level (the child completes the task in 3 minutes; perhaps does not complete one of the tasks).

3 - 4 points - below average (the child does not complete 2 - 3 tasks in 3 minutes).

0 - 2 points - low level (the child fails to complete the task in 3 minutes or completes only one of the tasks).

Table 2. Initial diagnostic data ("What's extra?" test)

Students	State of the art	Points
1. Tolya S.	below the average	4
2. Lisa K.	below the average	4
3. Serezha S.	average	6
4. Vika K.	below the average	4
5. Nikita V.	average	6
6. Tanya S.	short	2
7. Vanya K.	average	6
8. Zhenya P.	average	6
9. Lena Ts.	average	6
10. Lesha Ch.	short	2
11. Olya Ch.	below the average	4
12. Lena P.	average	6
13. Sasha K.	average	6
14. Andrey I.	below the average	4
15. Natasha P.	short	2
16. Kolya K.	short	2
17. Dima K.	below the average	4
18. Matvey L.	average	6

Graph 2. Level of development of thinking in second-graders based on the results of the initial diagnosis

Based on the data obtained, we can conclude that the level of development of thinking among students in this class is low and below average.

And only 44% of children have an average level of thinking development.

Thus, based on the diagnostic results, we can say that students need classes aimed at developing cognitive abilities.

Therefore, at the second stage of our research, we consider it advisable to conduct intellectual games outside of school hours.

Over the course of 5 weeks, various games were played with primary schoolchildren to develop cognitive abilities, namely thinking and attention.

After that, repeated diagnostic procedures were carried out with the children - the “What’s extra?” test. and the Munstenberg technique.

The following results were obtained:

Table 3. Repeated diagnostic data (Munstenberg technique)

F.I. students	Highlighted words	Errors	Missing words
1. Tolya S.	10	1	6
2. Lisa K.	5	11
3. Serezha S.	9	8
4. Vika K.	10	1	6
5. Nikita V.	7	10
6. Tanya S.	10	7
7. Vanya K.	5	12
8. Zhenya P.	14	1	2
9. Lena Ts.	13	4
10. Lesha Ch.	6	11
11. Olya Ch.	8	1	8
12. Lena P.	6	11
13. Sasha K.	7	10
14. Andrey I.	7	1	9
15. Natasha P.	8	9
16. Kolya K.	5	1	11
17. Dima K.	8	9
18. Matvey L.	9	8

Graph 3. Number of errors made by students when performing the Munstenberg technique (repeated diagnosis)

Graph 4. Comparative control data of results using the Munstenberg method

Based on the data obtained, after conducting intellectual games with children, we see that the result is significantly different from the original; namely, the concentration of attention has increased, it has become more stable, as evidenced by the increase in the number of correctly highlighted words.

And in identifying changes in the level of development of students’ thinking, the following results were obtained:

Table 4. Repeated diagnostic data ("What's extra?" test)

Students	State of the art	Points
1. Tolya S.	average	6
2. Lisa K.	average	5
3. Serezha S.	above average	7
4. Vika K.	average	5
5. Nikita V.	average	6
6. Tanya S.	below the average	3
7. Vanya K.	average	5
8. Zhenya P.	above average	7
9. Lena Ts.	above average	7
10. Lesha Ch.	below the average	4
11. Olya Ch.	average	6
12. Lena P.	average	6
13. Sasha K.	above average	7
14. Andrey I.	average	6
15. Natasha P.	below the average	4
16. Kolya K.	below the average	3
17. Dima K.	average	6
18. Matvey L.	above average	7

Graph 5. Comparative control data of results ("What's extra?" test)

As a result of the final diagnostics, we can conclude that the results shown by the children generally increased, the ability to find essential features of objects, the ability to compare and generalize was formed. After conducting intellectual games, we see that the majority of children have an average level of thinking development, even 27.7% of students have an above average level of thinking development, which was not observed during the initial diagnosis.

Conclusions and recommendations: by analyzing the study, one can judge the effectiveness of using intellectual games for the development of cognitive abilities, namely attention and thinking in primary schoolchildren. The diagnostic results we received confirm the above - the concentration of attention has increased, it has become more stable, the ability to find essential features of objects, the ability to compare and generalize have been developed. Students develop forms of consciousness and self-control, and the fear of making mistakes disappears.

Conclusion

Today, more than ever, society's responsibility for educating the younger generation is widely recognized. The transformation of general education and vocational schools aims to use all opportunities and resources to increase the efficiency of the educational process.

Not all pedagogical resources are used in the field of child upbringing and development. One of these little-used means of education is play.

Meanwhile, pedagogy and psychology see such important

features like:

multifunctionality - the ability to provide the individual with the position of a subject of activity instead of a passive “consumer” of information, which is extremely important for the effectiveness of the educational process.

the game refers to an indirect method of influence: the child does not feel like an object of influence from an adult, but is a full-fledged subject of activity.

play is a means where education turns into self-education.

play is closely related to the development of personality, namely during the period of particularly intensive development in childhood, it acquires special significance.

play is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

When organizing intellectual games, it is necessary to take into account the age characteristics of students, since primary school age is a period of positive changes and transformations. That is why the level of achievement achieved by each child at a given age stage is so important. If at this age a child does not feel the joy of learning and does not acquire the ability to learn, doing so in the future will be much more difficult and will require immeasurably higher mental and physical costs.

In play, a child’s imagination is formed, which includes both a departure from reality and penetration into it. The abilities to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play the path is paved from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the individual are collected, manifested in it and through it are formed in the roles that the child, while playing, assumes; the child’s personality itself expands, enriches, and deepens.

In the game, to one degree or another, the properties necessary for studying at school are formed, which determine readiness for learning.

At different stages of development, children are characterized by different games in natural accordance with the general nature of this stage. By participating in the development of the child, the game itself develops.

In order for a game to be an effective means of developing and educating a child, the following conditions must be met when organizing and conducting games:

emotional (to attract the child, give him pleasure, joy);

cognitive, educational (the child must learn something new, recognize something, decide, think);

games should be socially oriented.

The main goal of the teacher is to consistently guide the process of developing independent play for each child and the team as a whole, because Only play in the form of children's independence has the greatest influence on the child's mental development. This is its pedagogical value. It is necessary that the game does not lose its value, freedom and ease.

It is necessary to take into account individual and age characteristics.

Subject to these conditions, the game will serve the development and education of the child.

Analyzing the study, we can judge the effectiveness of using intellectual games for the development of cognitive abilities, namely attention and thinking in primary schoolchildren. The diagnostic results we received confirm the above - the concentration of attention has increased, it has become more stable, the ability to find essential features of objects, the ability to compare and generalize have been developed.

Therefore, we believe it is advisable to conduct intellectual games and actively involve students in this process.

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