Psychological and pedagogical foundations of students' intellectual development. Theoretical and methodological foundations of the intellectual development of junior schoolchildren in Russian language lessons
1.4.4 Intellectual development of children of primary school age
To date, in psychology there are different approaches to defining the concept of “intelligence”. The study of the development of intellectual abilities of children of primary school age is carried out, as a rule, within the framework of an approach that interprets intelligence as “a system of all cognitive abilities of an individual: sensations, perception, memory, etc.”
It is generally accepted that children with disturbances in the activity of analyzers, unevenness and asynchrony of intellectual and psychomotor development and those whose intellectual capabilities are close to the lower limit of the norm are most prone to adaptation disorders. Normal school workloads and demands are often excessive or overwhelming.
At the same time, primary school age contains significant potential for the intellectual development of children. Younger schoolchildren distinguish the color, shape, size of objects, and their position in space. They can correctly name and depict the proposed shapes and colors, and correctly correlate objects by their size. However, the perception of children of this age is not yet perfect: firstly, significant difficulties are caused by the analysis of the perceived object, the isolation of individual elements in its structure; secondly, perception is closely related to action (for junior school student to perceive an object means to do something with it, to somehow change it, take it, touch it); thirdly, such a property of perception as generalization is poorly developed in many children.
Despite the development of the ability to voluntarily control their behavior, students primary classes still prevails voluntary attention. Everything new, unexpected, bright, interesting in itself attracts the attention of students without any effort on their part. Children may miss important details in educational material and pay attention to unimportant ones just because they attract attention. According to Nikolskaya I.M. and Granovskaya R.M. voluntary attention fully develops only by the age of 12-16.
In addition to the predominance of involuntary attention, an age-related feature is also the relatively low stability of this mental process over time. First-graders and, to some extent, second-graders still do not know how to concentrate on work for a long time, especially if it is uninteresting and monotonous; their attention is easily distracted. As a result, children may not complete the task on time and lose the pace and rhythm of the activity. Only by the third grade can attention be maintained continuously throughout the entire lesson.
At primary school age, certain properties of attention develop: stability, distribution, switchability, attention span.
The leading types of memory in younger schoolchildren are emotional and figurative. Children remember emotionally charged material faster and more firmly. But, despite the fact that emotional memory provides quick and durable memorization of information, you cannot always rely on the accuracy of its storage.
Figurative memory also has its limitations. Indeed, children retain specific persons, objects and events in their memory better than definitions, descriptions, and explanations. However, during the period of retention in memory, the image may undergo a certain transformation. Typical changes that occur with a visual image during its storage are: simplification (omission of details), some exaggeration of individual elements.
Involuntary memorization continues to play a significant role in the accumulation of information by primary schoolchildren, but it is no longer sufficient. When assimilated curriculum requires the ability to voluntarily memorize and reproduce material. Observations show that primary schoolchildren often use this type of voluntary memorization as verbatim memorization. As a rule, only by the third grade does a child develop “his own words” when reproducing educational material.
When performing targeted independent memorization, elementary school students often use the technique of repetition. However, gradually learning more complex mnemonic techniques occurs, such as generalization, grouping material according to meaning, drawing up a plan, etc.
The main type of thinking in primary school age is visual-figurative. The process of developing conceptual thinking and overcoming the limitations characteristic of the pre-conceptual stage proceeds quite slowly.
Revealing the features of thinking at 6-8 years old, Vygotsky L.S. noted that children can combine a group of objects by similarity, but cannot recognize and name the features that characterize this group.
Direct and reverse operations are not yet combined into completely reversible compositions, and this predetermines defects in understanding. The main one is insensitivity to contradiction.
At the beginning of schooling, children rarely use a chain of judgments - inferences, but they can already establish cause-and-effect relationships. The earliest and most commonly used form of proof is an example. However, under the influence of training, third-grade students are already able to provide a substantiated proof, a detailed argument, and construct a simple deductive conclusion.
The development of conceptual thinking becomes possible through the process of decentering, the development of the ability to distinguish a subjective point of view from objective relations. As a result, the mental field expands, and it becomes possible to build a system of relationships and classes that are independent of the position of one’s own “I.”
Already during the period of primary schooling, gender differences in the development of students’ intellectual abilities appear. Boys are much better oriented in spatial-visual relations, girls have more high performance verbal intelligence.
Thus, at the age of 7-10 years, intensive intellectual development of children occurs, which is primarily associated with the formation of voluntary regulation of cognitive mental processes. However, the features of the development of the intellectual abilities of boys and girls have been little studied.
So, currently in psychological literature presented detailed description personal properties of children of primary school age that determine their neuropsychic stability, the features of general self-esteem are revealed, the motives underlying educational activities and factors influencing the status of a child in a group of peers, and also notes the features of the development of intellectual abilities during the period of study in elementary school. However, there is no information about the specifics of school anxiety, the development of private self-esteem, social-perceptual abilities, communicative reflection and other properties and abilities of children 7-10 years old. In addition, gender differences in the development of intellectual and personal characteristics that determine the success of socio-psychological adaptation of primary school students are described extremely briefly.
Conclusions on the first chapter
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Features of the intellectual development of younger schoolchildren
Stepannikova E. P.
Candidate of Pedagogical Sciences, VKK teacher,
MBOU gymnasium named after academician N. G. Basov, Voronezh
Key words: intellectual development, primary schoolchildren, educational activities, intellectual activity, cognitive processes, thinking, perception, attention, memory.
IN modern system Primary school age covers the period of a child’s life from approximately six to eleven years. Currently, most researchers agree that the optimal period of intellectual development is preschool and especially primary school age. This age level of a child has its own readiness to develop certain aspects of intelligence. This readiness is determined by the presence of certain physiological and psychological prerequisites that can ensure high results when interacting with favorable pedagogical conditions.
Analysis of psychological and pedagogical literature made it possible to identify a number of common features primary school age, which give reason to believe that this age is sensitive for intellectual development.
By intellectual development of younger schoolchildren we understand the process and result of their mental activity, which presupposes a positive attitude towards it, the formation of logical mental actions, the ability to self-regulation, the presence of a developed ability to adequately transform and apply received information .
When a child comes to school, he develops the skills and abilities of learning activities. The task of elementary school is to teach him to learn. In the process of learning activities, primary school students not only acquire knowledge, skills and abilities, but also learn to set goals, find ways to assimilate and apply knowledge, monitor and evaluate their actions.
At primary school age, learning motives, cognitive needs and interests begin to form, techniques and skills of intellectual activity develop, and individual characteristics and abilities of children; skills of self-organization, self-control, self-regulation and self-esteem begin to develop.
Intellectual activity is an activity that turns the child on himself, requires reflection, answering the questions: “what I was” and “what I have become.” The student gradually learns to look at himself as if through the eyes of another person from the outside, to evaluate himself.
Under the influence of learning, younger schoolchildren undergo a restructuring of all cognitive processes. Younger schoolchildren gradually begin to master their mental processes, learn to manage perception, attention, memory, thinking.
In psychology, age-related intellectual development refers to qualitative changes in a person’s thinking. At primary school age, it is thinking that becomes the dominant mental function. Psychologists distinguish two main stages in the development of thinking of younger schoolchildren. At the first stage, students analyze the educational material mainly in a visual-effective and visual-figurative manner.A sufficient level of its development enables the child to solve problems without the use of practical actions or objects, but only on the basis of mental ideas. This type of thinking allows the use of schematic images,perform actions silently - mentally, i.e.In younger schoolchildren, visual and figurative thinking is improved, the foundations for the formation of verbal and logical thinking and an internal plan of action are laid as one of the new formations of this period of development.This means that the intellectual development of younger schoolchildren has risen to a new level, and they have formed an internal plan of action.
At the second stage of development of thinking, children master generic relationships between individual features of concepts, i.e. classification, they form an analytical-synthetic type of activity, and master the action of modeling. This means that logical thinking begins to form.
Rapid sensory development of a child in preschoolat this age leads to the fact that the younger schoolchild hassufficient level of development of perception: he has a high level oflevel of visual acuity, hearing, orientation to the shape and color of meta. TO At the end of primary school age, with appropriate training, synthesizing perception appears. Developing intelligence creates the ability to establish connections between elements of what is perceived. This stimulates further development of perception, appears observation as a special activity, observation develops as a character trait.
The memory of younger schoolchildren develops in two directions - arbitrariness and meaningfulness. Children involuntarily remember educational material, arousing their interest, presented in game form, associated with vivid visual aids or memory images, etc. But they are already capable of purposefully, voluntarily remembering and the material is not interesting to them. Every year, learning is increasingly based on voluntary memory.
At primary school age, attention develops. Students in elementary school are already able to concentrate on uninteresting activities, but their involuntary attention still predominates. It is still difficult for them to concentrate on incomprehensible complex material, to penetrate into the essence of things (events, phenomena), and it also makes it difficult for them to control their activities. The attention of younger schoolchildren is characterized by a small volume and low stability.
The development of voluntary attention in younger schoolchildren is facilitated by the clear organization of the child’s actions using a model and also such actions that he can direct independently and at the same time constantly control himself. So gradually the younger student learns to be guided by an independently set goal, i.e. voluntary attention becomes his leader. The developing arbitrariness of attention also affects the development of other properties of attention.
In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. From the very beginning of education, the recreating imagination of a primary school student is included in purposeful activities that contribute to his mental development.
For the development of the imagination of younger schoolchildren, their ideas are of great importance. Therefore it is important great job teachers in lessons on accumulating a system of thematic ideas for children.As the child develops the ability to control his mentalWith this activity, the imagination becomes more and more controlledour process, and its images arise in line with the tasks thatsets before him the content of educational activities. Prerequisites are being created for creative development ical imagination.
Thus, we came to the conclusion that primary school age is a sensitive period for intellectual development. At this age, the motives for learning are laid; cognitive interests; skills and abilities of intellectual activity begin to form; the individual characteristics and abilities of children are revealed; the process of assimilation of morals begins, social norms; communication skills with peers are laid. There is an intellectualization of all aspects mental development(memory, perception, attention, thinking, imagination), their awareness and voluntariness. Becomes of great importance such a new formation of this age as abstract theoretical thinking, a generalized picture of the world is formed, relationships are established between various areas reality being studied. Reflection of skills and abilities begins to form, self-organization, self-control, self-regulation and self-esteem develop. All of these psychological features of the development of younger schoolchildren are closely interconnected, complement and partially interdetermine each other.
Knowledge and consideration of age psychological characteristics younger schoolchildren allows the primary school teacher to choose different shapes, methods and teaching aids that have great potential for the intellectual development of younger schoolchildren.
Literature
1. Asaulyuk E.P. Interdisciplinary integration as a means of intellectual development of junior schoolchildren: Dissertation...candidate of pedagogical sciences.– Voronezh, 2012. – 211 p.
2. Leites N. S. Psychology of giftedness in children and adolescents. / N. S. Leites.– M., 1996 – 416 p.
3. Kholodnaya M. A. Psychology of intelligence. Paradoxes of research / M. A. Kholodnaya. – 2nd ed., revised. and additional – St. Petersburg: Peter, 2002. – 272 p.
4. Elkonin D. B. Psychology of teaching junior schoolchildren / D. B. Elkonin. – M.: Pedagogy, 1974. – 315 p.
Developmental teaching techniques in elementary school lessons
Who does not know which harbor he is sailing to,
there is no tailwind for that.
It is not necessary to teach thoughts, but to teach how to think.
In the early 30s of the XX century. L.S. Vygotsky put forward the idea of learning that goes ahead of development and is focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but merely a means of student development.
The ideas of L.S. Vygotsky were developed and substantiated within the framework of the psychological theory of activity (A.N. Leontiev, P.Ya. Galperin, etc.). As a result of the revision of traditional ideas about development and its relationship with learning, the formation of the child as a subject of various types and forms of human activity was brought to the fore.
One of the first attempts to implement these ideas was made by L.V. Zankov, who in the 50-60s developed system of intensive comprehensive development for elementary school. At that time, due to known circumstances, it was not put into practice.
A slightly different direction of developmental education in the 60s was developed by D.B. Elkonin and V.V. Davydov and embodied in the practice of experimental schools. Their technology focused on development of intellectual abilities child.
Development of intelligence in younger schoolchildren
The developmental education system is aimed at developing children's intellectual abilities, desires and abilities to learn, and skills of business cooperation with peers. At primary school age, the child experiences intensive development of intelligence. The nature of intelligence is dual - biological and logical at the same time. Intelligence plays a major role not only in the human psyche, but also in his life in general. Intelligence (lat. understanding, understanding, comprehension, reason) is the ability to cope with relevant tasks and effectively engage in sociocultural life. Intelligence is mental adaptation to new conditions. The effectiveness of the intellectual development of younger schoolchildren depends on the activities of the teacher, his creative approach to teaching children, when the teacher gives preference to teaching methods and techniques that stimulate complex cognitive processes and promotes independent activity of students, focused on their creativity. The formation of a harmonious mindset is one of the main tasks of the pedagogical process. Schoolchildren have different mindsets - some have an analytical mind, others have a predominance of visual and figurative ones, while others have figurative and abstract components that are developed relatively evenly. Therefore, it is necessary to raise the bar of both logical and abstract thinking as high as possible. To do this, the material needs to be presented in a more voluminous manner, highlighting its logical and figurative side. For successful learning, students must formulate 3 components of thinking:
high level elementary mental operations: analysis, synthesis, comparison, generalization, classification, judgment, inference;
high level of activity, relaxed thinking, which consists in the emergence of several options for solving a problem, large quantity hypotheses, ideas.
a high level of organization and focus, which are manifested in an orientation towards identifying what is essential in a phenomenon, in the use of generalized schemes for analyzing the phenomenon.
Most favorable conditions For this purpose, they were created in the technology of developmental education, because it is based on the participation of the child in the educational process as a subject of learning. The form of goal in which the student becomes the subject of educational activity is a task. The task must be formulated in such a way that it can fulfill the function of the goal, namely, determine the nature and method of activity. The educational material must be problematic in nature. The tasks offered to students must present a problem-solving task. Such a task is an artificial pedagogical construction, since the educational process uses those problematic tasks that have already been solved by society and the teacher already knows this solution. For the student, the task acts as a subjective problem. If the educational material is problematic in nature, and children do not have the basis for solving an abstract-mental creative problem, then in this case the teacher must structure the task in such a way that the conditions of the task become accessible to the direct perception of the students or can be visually represented by them. Not all material is problematic. However, it must also be presented to children in the form of tasks that fulfill a functional purpose. If the necessary cognitive actions are not formed in younger schoolchildren, then tasks are offered in a playful form, in the form of a didactic mini-game. Consequently, the teacher needs to specially plan tasks for students in the lesson, in which they would perform similar intellectual actions again and again on a new information basis. Completing the task constantly expands the information base for new knowledge. Thus, knowledge and methods of intellectual action are acquired in the process of performing many different tasks. The fundamental didactic requirement of developmental education technology is setting the goal of the lesson in the form of developmental tasks, which define intellectual actions that lead to an understanding of the educational material. The success of completing developmental tasks causes strong emotional phenomena, including the so-called feeling of “mental joy”. The next didactic requirement of developmental education technology is formulated as preparation for the success of completing developmental tasks in the educational process. The technology of developmental training places demands on the tasks used in various stages educational process, another important requirement is that assignments should not only lead students to understand what is being studied, but also perform a corrective function. Thanks to this, the proposed teaching technology can be used when working with children with high intellectual potential, as well as with children with an average level of intelligence. Tasks for the development of logical and creative thinking, reconstructive and creative imagination, analytical-synthetic perception and logical memory from lesson to lesson, changing their content in accordance with the topic of the lesson, repeatedly repeat the methods of performing actions, only gradually increasing the level of their complexity.
Activation of mental-speech activity of students at the stage of the lesson “Statement of an educational task”
The principle of child activity in the educational process has been and remains one of the main principles in pedagogy. It consists in students’ purposeful active perception of the phenomena being studied, their comprehension, processing and application. This principle implies a quality of educational activity that is characterized by a high level of motivation, a conscious need to acquire knowledge and skills, and effectiveness in accordance with the requirements of time and society.
The effectiveness of the educational process and the state of cognitive activity depend on the student’s awareness of the purpose of the activity. As D.G. Leites noted, this goal cannot arise in the student automatically as soon as the bell rings; it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher’s activities should be aimed at creating conditions for the formation of active goal-setting in the lesson. In this regard, there was a need to develop techniques that would promote the formation of learning motivation in the classroom.
All techniques are based on the active mental and verbal activity of students. The teacher’s task is to organize and direct the activities of students.
I classify all techniques according to the predominant channel of perception.
1. Visual:
Topic-question
Working on the concept
Bright spot situation
Exception
Speculation
Problem situation
Grouping.
2. Auditory:
Leading dialogue
Collect the word
Exception
Problem from the previous lesson.
Practice shows that first-grade students can formulate a topic and determine the objectives of a lesson under certain conditions. The time spent in the lesson on understanding the topic and objectives of the lesson is replenished by the effectiveness of educational work, the success of students, and conscious reflection of the lesson.
The mandatory conditions for using the methods listed below are:
– organization of perception through visual, auditory and tactile (in some cases) perception, in view of the developmental characteristics of children of primary school age,
– taking into account the level of knowledge and experience of children,
– accessibility, i.e. solvable degree of difficulty,
– tolerance, the need to listen to all opinions, right and wrong, but always justified,
– all work should be aimed at active mental activity.
The process of goal setting forms not only the motive, the need for action, it teaches purposefulness, meaningfulness of actions and deeds, and develops cognitive and creative abilities. The student realizes himself as a subject of activity and his own life. The process of goal setting is a collective action, each student is a participant, an active figure, everyone feels like a creator of a common creation. Children learn to express their opinions, knowing that they will be heard and accepted. They learn to listen and hear the other, without which interaction will not work.
Techniques for activating students’ mental-speech activity at the stage of the lesson “Setting a learning task”
Topic-question
The topic of the lesson is formulated in the form of a question. Students need to construct an action plan to answer the question. Children put forward many opinions, the more opinions, the better developed the ability to listen to each other and support the ideas of others, the more interesting and faster the work goes. The selection process can be led by the teacher himself in a subject-subject relationship, or by the selected student, and the teacher in this case can only express his opinion and direct the activity.
For example, for the lesson topic “How do adjectives change?” built an action plan:
1. Review knowledge about adjectives.
2.Determine which parts of speech it is combined with.
3. Change several adjectives along with nouns.
4. Determine the pattern of changes and draw a conclusion.
Working on the concept
I offer students the name of the topic of the lesson for visual perception and ask them to explain the meaning of each word or look it up in the Explanatory Dictionary. For example, the topic of the lesson is “Verb Conjugation”. Next, we determine the task of the lesson based on the meaning of the word. The same can be done by selecting related words or by searching for word components in a complex word. For example, the topics of the lessons are “Phrase”, “Rectangle”.
Leading dialogue
At the stage of updating the educational material, a conversation is conducted aimed at generalization, specification, and logic of reasoning. I lead the dialogue to something that children cannot talk about due to incompetence or insufficient justification for their actions. This creates a situation that requires additional research or action.
Collect the word
The technique is based on children’s ability to isolate the first sound in words and synthesize them into a single word. The technique is aimed at developing auditory attention and concentrating thinking to perceive new things.
For example, the topic of the lesson is “Verb”.
- Collect a word from the first sounds of the words: “Rattling, caressing, neat, voice, island, catching.”
If possible and necessary, you can repeat the studied parts of speech using the proposed words and solve logical problems.
Bright Spot Situation
Among the many similar objects, words, numbers, letters, figures, one is highlighted in color or size. Through visual perception, attention is concentrated on the highlighted object. The reason for the isolation and commonality of everything proposed is jointly determined. Next, the topic and objectives of the lesson are determined.
For example, the topic of the lesson in 1st grade is “Number and figure 6”.
Grouping
I suggest children divide a number of words, objects, figures, numbers into groups, justifying their statements. The basis of the classification will be external signs, and the question: “Why do they have such signs?” will be the task of the lesson.
For example: the topic of the lesson “Soft sign in nouns after hissing” can be considered on the classification of words: ray, night, speech, watchman, key, thing, mouse, horsetail, stove. A mathematics lesson in grade 1 on the topic “Two-digit numbers” can be started with the sentence: “Divide the numbers into two groups: 6, 12, 17, 5, 46, 1, 21, 72, 9.
Exception
The technique can be used through visual or auditory perception.
First view. The basis of the “Bright Spot” technique is repeated, but in this case children need to, through an analysis of what is common and what is different, find what is superfluous, justifying their choice.
For example, the topic of the lesson is “Wild Animals”.
Mathematics 1st grade "The number 10 and its composition."
Second view. I ask the children a series of riddles or just words, with the obligatory repeated repetition of the riddles or the proposed series of words. By analyzing, children easily identify what is superfluous.
For example, The world around us in 1st grade on the topic of the lesson “Insects”.
– Listen and remember a series of words: “Dog, swallow, bear, cow, sparrow, hare, butterfly, cat.”
-What do all the words have in common? (Names of animals)
– Who is the odd one out in this row? (Out of many well-founded opinions, the correct answer is sure to emerge.)
Speculation
1) The topic of the lesson is presented in the form of a diagram or an unfinished phrase. Students need to analyze what they saw and determine the topic and objective of the lesson.
For example, for a Russian language lesson in 1st grade on the topic “Proposal”, you can propose the following scheme:
2) The topic of the lesson and the words “helpers” are suggested:
Let's repeat
Let's study
Let's find out
Let's check
With the help of the words “helpers”, children formulate the objectives of the lesson.
3) Active cognitive activity is organized to search for patterns in the construction of a number of constituent elements and the assumption of the next element of this series. To prove or disprove the assumption is the task of the lesson. For example: for the topic “The number 9 and its composition”, observation is carried out over a series of numbers: 1, 3, 5, 7, ...
For a Russian language lesson on the topic “Future tense of verbs” I offer children a series of words:
4) Determine the reason for combining words, letters, objects, analyzing the pattern and relying on your knowledge. For a mathematics lesson on the topic “The order of arithmetic operations in expressions with brackets,” I offer children a number of expressions and ask the question: “What unites all the expressions? How to carry out the calculation?”
(63 + 7) / 10
24 / (16 – 4 * 2)
(42 – 12 + 5) /
7
8 * (7 – 2 * 3)
Problem situation(according to M.I. Makhmutov).
A situation of contradiction is created between the known and the unknown at the stage of actualization. At the same time, the knowledge necessary to study new material is repeated. The sequence of application of this technique is as follows:
–Independent decision
–Collective verification of results
– Identifying reasons for discrepancies in results or difficulties in implementation
– Statement of the lesson objectives.
For example, for a mathematics lesson on the topic “Division by a two-digit number,” I suggest a number of expressions for independent work:
12*6 14*3
32:16 3*16
15*4 50:10
70:
7 81: 27
For a Russian language lesson on the topic “Spelling words with ъ and ь separating marks,” you can invite those who wish to write down a number of words on the board and, if possible, explain the spelling (Children can write words based on visual experience of getting to know them): family, jam, entrance, blizzard, shooting.
Problem from the previous lesson
At the end of the lesson, children are offered a task, during which they should encounter difficulties in completing it due to insufficient knowledge or insufficient time, which implies continuation of the work in the next lesson. Thus, the topic of the lesson can be formulated the day before, and at the next lesson it can only be recalled and justified.
Methodology for conducting vocabulary and spelling work
The active involvement of students themselves in the learning process makes significant changes in the methodology of vocabulary and spelling work. They relate to the structure and specifics of its implementation, ensuring the student’s conscious educational and cognitive activity in that most important part of the lesson, which is associated with the work of introducing a new vocabulary word.
In accordance with this methodology, the structure of vocabulary and spelling work acquires special harmony and clarity. It has several sequential parts:
1) students’ presentation of a new vocabulary word;
2) identifying it lexical meaning;
3) etymological certificate (where possible);
4) mastering the spelling of words;
5) introduction of a new vocabulary word into the active vocabulary of children.
Introducing a new vocabulary word consists of students independently defining and formulating the topic of vocabulary and spelling work. This activity is carried out with the help of a new type of complex logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child, the intensification of the speech-thought process and a significant increase in its role in the presentation of a new “difficult” word. All exercises are combined into groups, each of which has its own distinctive, characteristic features.
The first group includes exercises that involve identifying the desired word through working with its constituent letters. When performing them, children develop stability, distribution and volume of attention, short-term voluntary memory, speech, and analytical-synthetic thinking. For example, the teacher suggests: “Define and name a new vocabulary word that we will learn about in class. To do this, arrange the rectangles in order of increasing number of points in each of them and connect the letters in them.”
(The search word is bear.)
Gradually, the number of specific instructions from the teacher to help students identify the target word decreases. Thus, the teacher says: “You will be able to name a new word that we will learn about in class if you find a rectangle with its first letter and independently establish the sequence of connecting the remaining letters of the searched word:
What word did you read and how did you do it? Possible answer: “We read the word teacher. We started with a rectangle that was highlighted brighter than the others. He's the smallest. Next, we looked for taller rectangles and connected the letters that were written in them.” As the ability to perform tasks with a limited number of verbal instructions is developed, the teacher introduces exercises into the educational process that involve their complete absence. For example, he asks students to: “Look carefully at this recording and identify the two words we will learn in this lesson:
What words are these? How did you find them? Possible answer: “Today we will learn about the words breakfast and lunch. To identify them, you need to connect the letters with the dots at the top. Then connect the letters with dots at the bottom.”
With the help of the second and third techniques, further improvement of the intellectual qualities of students, the development of which was ensured by the use of the previous technique, continues. At the same time, the decrease or absence of the teacher’s coordinating attitudes forces children to think more intensely and concentratedly, mobilize their intuition, will, intelligence, observation, and develop clear, reasoned speech. A similar result is ensured by the need for schoolchildren, when answering, to characterize actions related to the definition of a word, since children must answer the question (or questions) posed by the teacher with a small, logically constructed reasoning or inference.
The second group consists of exercises that involve students working with symbols, ciphers, and codes. They allow you to form abstract thinking and, along with it, improve a number of other qualities of intelligence. There is also a tendency for a gradual decrease in the teacher’s specific instructions to help children identify words. An example of a task performed based on the teacher’s full instructions: “Name two words that we will learn about in class. They are encrypted using numbers.
First word: 3, 1, 11, 6, 12, 13, 1.
Second word: 3, 1, 5, 13, 4, 7, 10, 9, 8.
Each number corresponds to a specific letter:
1 2 3 4 5 6 7 8 9 10 11 12 13
A G K O R U F L E P S T
What words are these?” (The search words are cabbage and potatoes.) An example of a task with partial instructions from the teacher: “Look carefully at this code:
3 4 5 6 7 8 9 10
1 A M N O R K V U
2 S G D Y L H C T
and the key to it: 2–3, 1–6, 2–7, 1–6, 1–4,1-3. Having solved the key of this cipher, you will be able to name the word that we will learn about in class.” (The searched word is straw.)
The third group includes exercises that in one way or another connect the search word with the linguistic material being studied. In this case, their versatility and efficiency of use increases significantly. Depending on the content of the educational material, from didactic purpose, which is set by the teacher during the lesson, there may be the most different options. An example of a task that involves consolidating knowledge of phonetics: “Cross out the letters denoting unvoiced consonant sounds in this chain, and you will recognize the word that we will get acquainted with in the lesson:
(The search word is birch.)
Exercises in this group are widely used in the “Morphology” section. For example, when studying the topic “Pronoun”, the teacher can offer the following task: “Each given pronoun corresponds to a specific letter indicated in brackets: me (c), me (e), me (b), me (e), about me (a ), me (d). You will be able to name a new word from the dictionary, which we will get acquainted with in class, if you correctly arrange the pronouns in the order of their change by case and connect the letters written in brackets.” (The search word is conversation.)
In order to improve spelling vigilance during the learning process various topics course of the Russian language, the teacher can use the following task: “Read the words written on the board: vyd...vit, okhr...nyat, b. lazn, kr...sitel, zn...chenie, umn...reap, ab...zhur, sl...mal, l...kaet. Connect the first letters of words that have the vowel a at their roots, and you will recognize the word that we will learn about in the lesson.” (The search word is station.)
For further development basic properties of attention, RAM, tasks of this type are gradually becoming more complicated due to a gradual increase in the number of landmarks when searching for the source word. For example, the teacher reads the phrases: rocky terrain, fire service, deep sea, carriage door, facing fabric, crimson rowan, petrified soil, distant village, expensive decoration, watercolor paint.
Offers the children the task: “Write word combinations. Combine the first letters of feminine adjectives, the root of which is written with an unstressed vowel a, and you will learn a new word from the dictionary.” (The searched word is freedom.)
If the goal of a lesson is to repeat or generalize what has been learned, then an exercise with the following task is quite appropriate: “You will name a new word from the dictionary, which we will get acquainted with in class, if you correctly decipher these diagrams and consistently connect the resulting letter-answers.”
(1st letter)
(2nd letter)
(3rd letter)
(4th letter)
(5th letter)
(6th letter)
(7th – 8th letters)
To decipher the diagram, which is based on the material studied in previous lessons, students compare its parts and reason out loud (when working collectively) or to themselves (when working individually).
So, according to the first scheme, the reasoning can be as follows: “Nouns are masculine, feminine or neuter. The word lake is neuter. This means the answer will contain the letter c.” Accordingly, the case, ending, etc. are clarified in the following diagrams, and the answer letters are connected in order. In this case, the desired word is sparkle.
IN next appointment a wide variety of activities are organically combined: non-traditional phonetic analysis, partial analysis of a word by composition, work on spelling, etc., during which spelling skills are improved, multifaceted analytical and synthetic work is carried out, the volume and concentration of attention, and working memory are developed. For example, the teacher says: “You will name the new word that we will get acquainted with in the lesson if you correctly complete my tasks to determine the letters of the desired word.”
Task 1. The first letter of the searched word is the consonant of the third syllable in the word straw.
Task 2. The second letter is an unverified unstressed vowel in the word sand.
Task 3. The third letter denotes the paired voiceless soft consonant in the word return.
Task 4. The fourth letter is the last in the root of the word north.
Task 5. The fifth letter is the ending in the word apple.
An additional advantage of the techniques of this group is that their use deepens the knowledge and skills of students on the topics being studied in the Russian language and does not require unforeseen time expenditure, since these exercises are nothing more than non-traditional types of vocabulary dictations, grammatical analysis, creative works, which are simply transferred from one structural stage of the lesson to another.
The fourth group consists of exercises that involve using, in the process of establishing a new word, students’ knowledge acquired while studying other academic disciplines. Depending on the object with which the connection is made, different options are also possible here. An example of a task for using knowledge in mathematics: “Look at the pictured square and the code for it.
16 (1st letter), 36 (2nd letter), 14 (3rd letter), 21 (4th letter), 40 (5th letter), 27 (6th letter)
If you determine what mathematical operation needs to be performed with the numbers of the square to identify the letters and correctly carry out the necessary calculations, you will learn a new word from the dictionary, which we will get acquainted with in the lesson. By what action did you recognize the letters of the word? What word is this? (The searched word is nod.) In case of difficulty, the teacher can give a hint about the type of mathematical operation: multiplication (numbers from the vertical row are multiplied by numbers from the horizontal row).
A task to use primary knowledge in geometry. The teacher gives the instruction: “Look carefully at the figures depicted on the board and at the letters in each of them:
Try to remember the shapes and the letters in them.” (Presentation time is 50–60 s, after which the figures and letters are removed). Then the teacher shows the same geometric shapes in the sequence in which the letters in the word are located. Students must remember which letters were in geometric shapes, and form the desired word. The order in which the shapes are shown is: triangle, circle, rhombus, polygon, square, rectangle. (The searched word is burn.)
Assignment to use knowledge on fine arts. Squares are shown on the board different colors:
Each square corresponds to a specific letter. The teacher suggests mentally arranging the squares according to the colors of the rainbow, connecting the corresponding letters and naming a new word from the dictionary. (The search word is combine.) The use of techniques of this type, along with the implementation of interdisciplinary connections, stimulates the development of the basic properties of attention, speech, and analytical-synthetic thinking. #Autogen_eBook_id26
To further increase learning initiative and increase the intellectual activity of children, exercises of the fifth group are used. They involve finding a new vocabulary word and formulating the topic of vocabulary and spelling work based on the children’s establishing a semantic connection in the linguistic material used in the lesson. In this case, the teacher has the right to offer this type of task: “You will be able to name a new word from the dictionary, which we will get acquainted with in class, if you determine the nature of the semantic connection between the words in these pairs”:
m...g...zin – prod...vec
b... hospital - doctor...
t...atr – ...kter
spaceship…ship – ?
What is the semantic connection between the words of each pair? What word will we get acquainted with in the lesson? Sample answer: “In each pair, the first word denotes the place of work, the second – the main profession associated with it. In a store - a salesman, in a hospital - a doctor, in a theater - an actor, on a spaceship - an astronaut. So, today we will get acquainted with the word cosmonaut.” (See Appendix I.1.)
To enhance the spelling significance of this type of exercise, students can be given a task that establishes the spelling of the words used in it. It is usually of a search nature, contributing to the development of students' spelling vigilance. One of the options: “Tell us about spelling words with missing letters, having first grouped them by spelling.” Gradually, the degree of complexity of such tasks increases. For example: “Talk about writing words with missing letters, having first grouped them by spelling. Start your answer with the group that has fewer (more) words." To answer correctly, the student not only must combine words into groups according to spelling patterns, but also count how many words there will be in each group.
The sixth group includes exercises in which a new vocabulary word is determined on the basis of establishing the principle according to which the original words are arranged. For example, schoolchildren are offered the following entry:
Glider, helicopter, rocket.
Teacher’s task: “Read the words. Establish the principle according to which they are written. Define a new vocabulary word.”
Sample student answer: “The order of the words written in this row reflects the increase in speed of the aircraft they indicate. The word airplane is missing here. Its speed is greater than that of a helicopter, but less than that of a rocket. So, today we will get acquainted with the word airplane.” While performing exercises in this group, students develop speech, logical thinking, stability of attention, long-term memory, and the ability to establish and formulate principles.
The seventh group includes exercises with the help of which a new vocabulary word is defined by schoolchildren using non-traditional morphemic parsing several original words and selection from each specified part. To do this, students are offered this type of table:
Teacher’s task: “Look at the table. Formulate the task for the exercise and complete it.” tongue hangs well
An approximate student answer: “In the words of each part of the table, you need to highlight the indicated parts. Make a new word from them. The prefix must be extracted from the word trample. This is the prefix dis-. From the word parking - the root is hundred-. From the word despair there are two suffixes: – I, – neither. From the word plant - the ending e. The word distance was obtained.” When performing exercises in this group, students develop attention span, working memory, analytical-synthetic thinking, oral speech, knowledge of morphemics is improved.
The eighth group consists of exercises involving various operations with initial words, associated with the exclusion of letters from them according to some characteristics, and the compilation of a new vocabulary word from the remaining parts. For example, the teacher suggests: “From the words salt and give, exclude letters that do not indicate sounds. Connect the remaining parts together. Name a new vocabulary word. Justify your actions." Sample student answer: “From the words salt and give, we must exclude the letter soft sign, since it does not represent sounds. By combining the parts sol and date, we get the word soldier. So, today we will get acquainted with the word soldier.” When performing exercises in this group, concentration of attention, working memory, analytical-synthetic thinking, oral speech are developed, and knowledge of phonetics and other areas of language is improved.
The ninth group includes exercises that involve various operations with initial words, associated with adding letters to them according to some characteristics, and composing a new vocabulary word.
Teacher’s assignment: “Add one letter to the word denoting an agricultural implement in the form of a frame with teeth for finely loosening the soil. She's a vowel. Can serve as a preposition for a noun in the prepositional case. Name a new vocabulary word.”
Sample student answer: “An agricultural implement in the form of a frame with teeth for finely loosening the soil is a harrow. A vowel letter that can serve as a preposition for a noun in the prepositional case is the letter o. If you combine them, you get the word defense. So, today we will get acquainted with the word defense.” By performing exercises in this group, students develop concentration, operational long-term memory, analytical-synthetic thinking, oral speech, and improve knowledge of various sections of the Russian language. It is noteworthy that when composing oral answers, students are forced to use different syntactic constructions in their speech (participial and participial phrases, complex sentences etc.) and accordingly master them at a practical level. Using this technique, you can make up the following words: east (in, stock), road (up, horns), picture (car, mud), hammer (say, about, current), garden (about, city), weather (by, year), yesterday (faith, h), horizon (burn, umbrella), etc.
The tenth group includes exercises that involve identifying a new word from the dictionary based on identifying the pattern of its composition. For example, the teacher offers the task: “Look carefully at this entry:
Name a word from the dictionary that we will learn in class. What word is this? How did you define it? Possible answer: “This is the word carriage. To define it, we found out how the word people is composed. To compose it, the last syllables of the first two words of the top line were used. This means that the searched word must be composed of the last syllables of the words in the bottom line.” When performing this type of task, schoolchildren develop logical thinking, analytical and synthetic abilities, stability of attention, linguistic intuition, and coherent reasoned speech. Students not only name the word they are looking for, but at the same time build simple reasoning and conclusions. Exercises of this type are also valuable because they can be used to increase students’ spelling vigilance by skipping spelling patterns and corresponding tasks of the following type: “Insert the missing letters and group words according to spelling patterns.”
The second part of the vocabulary and spelling work - familiarization with the lexical meaning of the word being studied - is fundamentally different from its implementation in the generally accepted version of the traditional system. In the method under consideration, the lexical meaning of a word is mastered as a concept. To do this, the process of becoming familiar with the lexical meaning of a word is divided into two stages. Each of them is associated with the level of children’s knowledge about a specific object or phenomenon, designated by the word being studied.
At the first stage (level of ideas), students formulate the meaning of the word based on the knowledge they currently have. At the second stage (conceptual level), schoolchildren acquire deeper, systematized knowledge, formalized in the form of a definition of a concept. In the first year of study, the definition is formulated without using logical terms type, genus, or essential characteristics of objects. The work takes place in the form of a conversation-reasoning between the teacher and students and children with each other, during which there is a search for the generic affiliation of the object indicated by the word being studied. Through comparison and comparison of specific concepts, the essential features of an object are revealed. Summarizing the conversation-reasoning, students independently formulate the lexical meaning of a new word, formalizing it in the form of a definition of the concept. For example, when familiarizing yourself with the word drum, this work may look like this.
U. Tell me, what is a drum? (Students take turns speaking out, communicating their idea of this musical instrument.)
Stage II (conceptual level)
U. Choose a more general word or phrase for the word drum.
D. A drum is a musical instrument.
U. That’s right, but a guitar and a balalaika are also musical instruments. How are they different?
D. The drum is a percussion instrument, and the guitar and balalaika are string instruments.
U. What are the top and bottom of the drum covered with?
D. The top and bottom of the drum are covered with leather.
U. Tell me in full, what is a drum?
D. A drum is a percussion musical instrument, the top and bottom of which are covered with leather.
The logical chain of reasoning is built depending on the content of the concept being mastered by children, therefore, when learning the next word, it may already have a slightly different form. However, in any case, the sequence of the teacher’s questions must necessarily lead schoolchildren to independently formulate their definition of the concept.
Where it allows new topic and educational material, two words are introduced simultaneously. In this case, familiarization with the lexical meaning of words is carried out against the background of comparison of two objects that are designated by these words. The order of reasoning could now be as follows:
Stage I (performance level)
U. Tell me, who are the cow and the dog?
Stage II (conceptual level)
U. What is the semantic similarity between the words cow and dog?
D. A cow and a dog are domestic animals.
U. What is their difference?
D. A cow is a herbivore, a dog is a carnivore.
U. A cow has big horns, but a dog doesn’t.
D. What benefits do a cow and a dog bring to a person?
D. The cow gives milk, the dog guards, and people hunt with it.
U. Tell me in full what the word cow means?
D. A cow is a domestic animal with large horns that produces milk.
Teacher What does the word dog mean?
D. A dog is a domestic carnivore animal that guards and hunts with.
In subsequent years of study, work on formulating the lexical meaning of a word is transferred to a higher theoretical level. Students become familiar with the necessary terms for this: species concept, generic concept, essential characteristics of objects. Using them in the process of reasoning, students independently formulate a definition of the object designated by the new word. So, when familiarizing yourself with the word birch (species concept), the reasoning may be as follows.
Stage I (performance level)
U. Tell me, what is birch?
Stage II (conceptual level)
U. Choose a generic concept for the word birch.
D. Birch is a tree.
U. True, but spruce and pine are also trees. How are they different?
D. Birch is a deciduous tree, and spruce and pine are coniferous.
U. Now formulate a refined generic concept for the word birch?
D. Birch is a deciduous tree.
U. Name its essential features.
D. Birch has white bark and heart-shaped leaves.
U. What does the word birch mean?
D. Birch is a deciduous tree with white bark and heart-shaped leaves.
In the process of such reasoning, students develop a conceptual apparatus. They master the most complex mental operations of analysis, synthesis, comparison, classification, generalization; They master the types and types of relationships between concepts and reach a level of abstraction that is quite high for their age. They develop clear, demonstrative, correctly constructed oral speech. But to achieve such a result in the process of vocabulary and spelling work, a number of conditions must be met:
1. The definition of a concept compiled by the teacher should be relatively scientific in nature and appropriate to the age of the children.
2. The initiative in formulating the definition of a concept in the process of conversation and reasoning should belong to the students. The teacher corrects the formulation they propose, bringing it to a scientific level.
3. The introduction of terms (concept, type, genus, essential features of objects) into vocabulary and spelling work is supported by parallel (or preliminary) use of them in complex logical exercises on other structural components lesson: when consolidating, repeating, generalizing what has been learned.
Certain changes in our case, the method of familiarizing students with the spelling of a new “difficult” word is undergoing, which, among other things, involves the systematic use by students of a school spelling dictionary in Russian language lessons. Children find the word on their own spelling dictionary(P.A. Grushnikov’s spelling dictionary is convenient for this. M., 1987), write it down in a notebook, put emphasis, identify and underline unchecked unstressed vowels and other studied spellings. This structural element of vocabulary and spelling work is as close to life as possible and accustoms children to independent intellectual activity.
To introduce a new word into the active vocabulary of children, new methods are used, each of which is also designed to develop the child’s speech-thinking activity. At their core, they represent a certain kind of linguistic tasks, since in each case students are required to reason, prove and specific solutions. In the first year of study, methods are used that involve operations of comparison, juxtaposition, and the establishment of associative connections, i.e., aimed at improving some aspects of schoolchildren’s thinking and speech. Depending on the nature of the operations carried out with words from the dictionary, eight groups of exercises can be distinguished.
The first group is a comparison of two studied words that are not directly related to each other in meaning, in order to find as many of their common essential and non-essential features as possible. This method teaches you to compare objects, establish associative connections between concepts, improves the process of understanding, comprehending and memorizing new words, and develops the ability to correctly express your thoughts. For example, when familiarizing themselves with the word drum, students may be asked the following task: “Find common features of the words drum and clothing.” Possible children's answers:
The drum and clothing can be made of leather.
The drum and clothes are made in the factory.
The drum and clothes are made by human hands.
The second group is the search for objects, qualitative signs, the properties of which can be opposed to each other. This method is effective in developing children's imagination, observation skills, mastering primary analysis skills, and improving students' speech. For example, when studying the word bear, the following task is possible: “Name objects (creatures) that have properties that are significantly different from those endowed with a bear.”
Possible children's answers:
A bear and a bird differ in their method of movement: a bear walks, and a bird flies.
A bear and a snake differ in their bodily characteristics: the bear has shaggy fur, and the snake has smooth skin.
The third group is finding a third word that would connect two previously studied words that do not have a semantic connection. In such a situation, students look for a variety of, sometimes difficult to predict, associative connections; they learn to see the world around us from an unusual angle, they develop unconventional thinking. For example, when familiarizing yourself with the word dog, the following task is possible: “Choose a word that would connect the words dog and notebook so that you get a sentence. Sample answers from children:
The dog sniffs the notebook.
The dog tore the notebook.
There is a dog drawn in the notebook.
A dog doesn't need a notebook.
The fourth group - excluding an extra word from three possible ones based on an independently found sign - contributes to the development in children of a tendency to analysis, synthesis and classification. An example of a task when studying the words cow, dog: “Make a sentence with the words cow, dog, fox, highlighting the common feature in two of them and the reason for excluding the third word from this chain. Possible student answers:
A cow and a dog are domestic animals, and a fox is wild.
A fox and a dog are predatory animals, and a cow is a herbivore.
The dog and the fox do not have horns, but the cow does.
The fifth group is the search for intermediate links, consisting of two words familiar to schoolchildren and providing a semantic logical connection between another pair of words studied in this lesson. The significant difference between this type of exercise and the third is that here the four main words must be nouns. An example of a task when familiarizing yourself with the words city and village: “Make a sentence in which the words city and village would connect two other words from the dictionary.” Answer options:
In the village, cows provide milk, which is taken to the city.
A man lives in a village and wears clothes made in the city.
The sixth group is composing a sentence with the simultaneous inclusion of two or three vocabulary words.
The seventh group is finding options for real and fantastic use of the subject, which develops speech and creative thinking. An example of a task when studying the word coat: “Make sentences indicating in them how coat can be used in real life, and then come up with examples of a fantastic nature.” Real answer options:
The coat is worn in cold and cool seasons.
You can cover yourself with a coat instead of a blanket.
The coat can be used as an umbrella in the rain. Etc.
Fantastic answer options:
The coat can be used as a flying carpet.
You can float down the river on a coat, like on a raft. Etc.
The eighth group is a comparison from different angles of phraseological units, proverbs, sayings, which include the studied vocabulary words. Exercises in this group, in addition to positive impact to improve speech and thought processes, contribute to expanding the erudition of schoolchildren, their familiarization with the elements of folklore. An example of a task when familiarizing yourself with the word language: “For the phraseological units in the left column, select words or phrases that are suitable in meaning from the right column.”
evil tongue
long tongue
hold your tongue
spill the beans
bite your tongue
pull the tongue
swallow tongue
rolled off the tongue
be silent suddenly become silent
gossip
can speak
engage in idle chatter
say without thinking
talkative man
force one to speak
A child entering school is influenced by the educational process. A change in cognitive processes occurs in the consciousness, preparing the child for adult life. This requires special interest and diligence from students.
The development of schoolchildren begins from primary school and continues until the end of education. Of course, the development does not end there. The school one is being replaced by another development. So, primary school age is considered more important in the development of schoolchildren. Child psychologists say that this stage is considered decisive in the intellectual development of children. In elementary school, changes occur in the child's mind.
Children begin to engage in new, hitherto unknown types of activities and activities. Such activities sometimes require perseverance and perception from the student. Some psychologists have noticed that it is primary school students who are able to realize and remember more information than students in high school. Perhaps this can be traced because in more younger age can arouse interest in learning.
The intellectual development of schoolchildren must include cognitive processes. The development of intelligence at school age will be influenced by memory, thinking, and perception. It is necessary to pay special attention to memory. At primary school age, children's memory is simply excellent. They can be said to senselessly remember everything that the teacher tells them.
In high school, this ability sharply declines; perhaps this is due to the fact that the acquired knowledge is already being comprehended and assimilation is worse. The development of children's intelligence is also influenced by means of thinking. If a schoolchild is forced to think out loud and express his thoughts in words, then the development of intelligence will be more successful.
In particular, the development of intelligence will be influenced by the student’s ability to use images when expressing his thoughts. In many ways, the intellectual development of a student is influenced by communication with the outside world, people, and especially with adults. Because it is adults who will serve as objects of imitation and a source of various knowledge for children. It is also worth paying attention to educational games, in particular games in groups, in pairs.
It is also necessary for the formation of intellectual abilities and literary development of schoolchildren. Introducing a child to reading books helps develop memory, perseverance, improves speech skills, and develops logical thinking. In order to somehow identify intellectual abilities, they resort to a variety of techniques.
There are a number of methods for developing intelligence. In particular, these are all kinds of intellectual tests, which are a set of techniques. Let's list some of them. For example, a school test mental development. Thanks to this test, it is possible to identify in a student, in addition to his general level of intelligence, the degree of assimilation of knowledge acquired in the classroom. It also makes it possible to determine which abilities or capabilities are more developed in children.
This psychological test has two equal forms A and B, which include six subtests with different compositions of tasks. In total, the test contains 119 tasks that students must complete in forty minutes. There is a specific time limit for completing the subtest. When performing a psychological test, the individual indicator is the entire sum of points obtained by adding up the results of solving the entire set of tasks.
There is also a test of mastery of thinking. School test of mastery of thinking - in it most of the tasks are based on information from school textbooks. All tasks are arranged by discipline (Russian language, literature, mathematics, history, etc.). The tasks are presented in the form of closed-type tasks. Each student's correct answer should be worth 1 point.
The level of knowledge of conceptual thinking is determined as a percentage (the percentage of all correct answers out of the total number of questions). Based on the test results, you can also find out information about the percentage of correct answers to questions related to certain academic disciplines. The psychological test SHTOM contains 2 corresponding forms - A and B for conducting the test and its purpose for recognizing the thinking of students in the second, third and fourth (fifth) grades.
The process of conceptual thinking provides an opportunity to organize, analyze and systematize the information received, classify it into familiar categories, and also allows you to draw conclusions and conclusions. The Guilford psychological test can also be classified as a method of intellectual development.
Thanks to this test, it is possible to determine social intelligence. J. Guilford's test makes it possible to measure general level development social intelligence, as well as assess individual abilities in understanding the behavior of children and adults: the ability to foresee the consequences of behavior, the correspondence of the display of verbal and non-verbal expressiveness, awareness of the logic of development in difficult situations interpersonal interaction, awareness of internal motivation in human behavior.
A similar method of intellectual development is provided for the entire age range, starting with children aged 9 years. Total time It takes half an hour to conduct a psychological test, covering and familiarizing yourself with the instructions. The following tips can be offered to parents of students. In order for a child’s intelligence level to increase, the student must be given more independence. Let him discover new knowledge for himself.
Create conditions for the child to complete his activities so that he is interested in learning and discovering something new for himself. It is necessary to constantly praise the student for his academic success, as well as for his patience and perseverance. It has been noted that praise and support provide an opportunity to significantly increase a student’s intellectual achievements. Under no circumstances should you give a child negative marks for his achievements.
In this regard, he may lose interest in studying, his intellectual abilities may decrease, and he may lose confidence in himself and his abilities. Also, parents should not compare students with other children; it is better to compare him with himself. For example, when performing some task, tell him that today he did better than yesterday. With this approach, the child will improve himself, thereby improving his abilities and capabilities.
Parents should support their child in all endeavors and aspirations. Also, there is no need to rush to give him tasks that exceed his intellectual abilities; parents need to be patient. There is no need to force the student to do any tasks; if he is spinning, overtired or upset, it will be great to do something else with him. It is also necessary to periodically allow the child the opportunity to sometimes do something he likes, in addition to studying.
In conclusion, we can say the following. In order for a student’s intellectual abilities to be well developed, it is necessary to constantly study with him. Give more independence in choosing activities, hobbies, and aspirations.