Development of cognitive activity of primary schoolchildren through games. Development of cognitive activity of junior schoolchildren in the educational process

MUNICIPAL

BUDGETARY EDUCATIONAL INSTITUTION

"KRAINENSKAYA SECONDARY SCHOOL"

SAKSKY DISTRICT OF THE REPUBLIC OF CRIMEA

PRIMARY SCHOOL TEACHER

TKACHUK GALINA FEDOROVNA

With. Extreme

2015/2016 academic year

Impact of the game

on the development of cognitive processes

junior schoolchildren

In junior school age children have significant development reserves. Their identification and effective use is one of the main tasks of teachers and parents.

Psychologists have proven that ordinary children in the lower grades of school are quite capable, if only they are taught correctly, of mastering more complex material than that given under the current curriculum. To do this, it is necessary to teach them to study without spending extra physical effort, to be attentive and diligent. In this regard, it is necessary to arouse and maintain constant interest among students.

When a child enters school, under the influence of education, a restructuring of all his cognitive processes begins, and they acquire qualities characteristic of adults. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities. General characteristics All cognitive processes of a child should become arbitrary, productive and stable.

The types of games for children are very diverse. There are games that are designed specifically for developing the mental abilities of schoolchildren, improving and training their memory and thinking, which help to better assimilate and consolidate the knowledge acquired at school, awakening in students a keen interest in the subjects they study. These games require constant attention.

In their totality, educational, cognitive games should contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, habits of self-testing, learning children to subordinate their actions to the task at hand, to complete the work they have begun.

By the beginning of primary school age, gaming activity does not lose its role, but the content and direction of the game changes (compared to preschool age). At this time, games with rules and didactic games occupy a significant place. In them, the child learns to subordinate his behavior to rules, his movement, attention, and ability to concentrate are formed, that is, abilities that are especially important for successful learning at school are developed.

Attention plays a great role in the educational process of younger schoolchildren. The learning process depends on how much the teacher can hold the attention of the children's audience.

To maintain the cognitive activity of younger schoolchildren, ensuring the achievement of learning goals, various methods and forms of organizing student activities are used in the practical activities of the school, as well as various means training. The leading place among the latter belongs to didactic games. In didactic games, primary schoolchildren learn to subordinate their behavior to rules, their movements, attention, and ability to concentrate are formed, that is, they develop abilities that are important for successful learning at school.

In the process of teaching mathematics, it is important to develop in children the ability to observe, compare, analyze, generalize, reason, and justify the conclusions that students come to in the process of completing tasks.

The purpose of the didactic game “Logical Dominoes” is to consolidate children’s knowledge about the properties of objects and the development of logical thinking. To play you will need a set of figures of different colors and sizes. Two students play and have a full set of pieces. The first student places a piece on the table. The second student’s response is that he attaches another figure to this figure, differing from it only in one property: shape or size. The one who is the first to be left without pieces loses. The teacher walks through the rows and leads the game.

Didactic games on the development of thought processes are used in lessons mathematics:

ANNEX 1

Didactic games in mathematics lessons in primary school.

The best counter. 6-10 examples for mental calculation are written on the board. Two students stand with their backs to the board. The teacher shows by example. Students sitting at their desks solve it orally. One of the students names the answer. With the teacher's permission, both students standing at the blackboard simultaneously turn to face the written examples and find the example to which the answer was named. The student who is the first to provide the correct example wins.

Even number. 13 or 15 sticks are placed on the table. Two people play. Each of them in turn must take one or two items at their discretion. The one who collects an even number of items wins.

Russian language:

APPENDIX 2

Didactic games in Russian language lessons in primary school.

Postman. This game is aimed at consolidating students’ knowledge of selecting a test word, expanding their vocabulary, and developing phonemic awareness. The essence of the game is that the postman distributes invitations to a group of children (4-5 people each). Children determine where they have been invited.

Tasks:

explain spellings by selecting test words;

make sentences using these words.

For example:

vegetable garden - grains, kale, radishes, carrots;

park - doro-ki, bere-ki, do-ki, li-ki;

sea ​​- plo-tsy, fl-ki, lo-ki, islands;

Zoo - kle-ka, marty-ka, tra-ka, decide-ka.

NICKNAMES.

Target: formation of the process of inflection and word formation, consolidation of phonetic and grammatical analysis of words, spelling of proper names.

Progress: Form animal names from the following words:

ball, arrow, eagle, red, star

Make up sentences from the resulting words (Ball, Arrow, Orlik, Ryzhik, Asterisk).

Highlight the part of the word that you used to compose nicknames (suffix, ending).

and even natural history:

APPENDIX 3

Didactic games in natural history lessons.

Vegetables fruits. This game aims to strengthen children’s ability to classify and name vegetables and fruits, and to correctly use the verbs “put”, “put”. The teacher divides the children into two teams with an equal number of players.

The teams sit on chairs facing each other. The first children from each team pick up small balls and begin passing them to their neighbors. Pupils of one team, passing the ball, name vegetables, the other – fruits. The passing of the ball is accompanied by dialogue:

1st student: Put a vegetable in the basket.

2nd student: I put a cucumber. (Turns to his neighbor, passes the ball and

says: “Put a vegetable in the basket.”).

3rd student: I put carrots. The one who repeats the name twice or makes a mistake gives a forfeit, and at the end of the game buys it back.

Thus, the use of didactic games in the process of teaching primary schoolchildren activates their interest in learning.

“Cognitive activity of junior schoolchildren”

Content
IntroductionChapter 1. Cognitive activity of younger schoolchildren§1. Disclosure of the essence of the concept of “cognitive activity” in psychological and pedagogical literature§2. Age characteristics of a child of primary school age. Chapter 2. Activation of cognitive activity of primary schoolchildren as a condition for successful learning§1. Didactic games as a means of activating the cognitive activity of younger schoolchildren as a condition for successful learning§2. Activation of cognitive activity of primary schoolchildren through the use of didactic games acts as a condition for successful learningChapter 3. Experimental researchConclusionBibliographyAppendix
Introduction
The problems of activating the cognitive activity of schoolchildren today are becoming increasingly relevant. Much has been devoted to this topic.a lot of research in pedagogy and psychology. And this is natural, because teaching is the leading activity of schoolchildren, during which the main tasks set for the school are solved: to prepare the younger generation for life, for active participation in the scientific, technical and social process. It is well known that effective learning is directly dependent on the level of activity of students in this process. Currently, didactics and psychologists are trying to find the most effective teaching methods to activate and develop students’ cognitive interest in the content of learning. In this regard, many questions are associated with the use of didactic games in lessons.
In this work, an attempt is made to consider and study the activation of cognitive activity of primary schoolchildren through the use of didactic games, which acts as a condition for the success of learning.
Purpose of the study: to consider the activation of cognitive activity of junior schoolchildren through the use of didactic games, acting as a condition for the success of learning; Objectives of the study: 1. Reveal the essence of the concept of “cognitive activity” in psychological and pedagogical literature;2. Consider the age characteristics of a child of primary school age; 3. Analyze problems play activity in modern psychological and pedagogical literature and modern ideas about the game;4. To identify the essence of the didactic game and its place in the education of primary schoolchildren;5. To examine the activation of cognitive activity of younger schoolchildren through the use of didactic games acts as a condition for successful learning;6. Conduct an experimental study. Object of research: cognitive activity of junior schoolchildren; Subject of research: activation of cognitive activity of junior schoolchildren as a condition for successful learning; Research hypothesis: activation of cognitive activity of junior schoolchildren through the use of didactic games acts as a condition for successful learning; Research methods: analysis of foreign and domestic literary sources and synthesis of the information obtained, based on the purpose and objectives of the study; conducting formative experimental research. Theoretical and practical significance of the study: The theoretical material presented in the work may be useful school psychologists, teachers and all those who work and are related to psychological services in the education system. The practical significance of the study is determined by the possibility of a psychologist, teacher or parents using educational and methodological recommendations to supplement the content and update the methods and techniques of activating the cognitive activity of younger schoolchildren as a condition for the success of learning.
Chapter 1. Cognitive activity of younger schoolchildren§1. Disclosure of the essence of the concept of “cognitive activity” in psychological and pedagogical literatureT. Hobbes put forward a fair demand that every study must begin with the definition of definitions. Thus, let’s try to determine what is meant when speaking about activity. To begin with, we will give various definitions of the concept “activity” found in psychological and pedagogical literature. Thus, Nemov R. S. Defines activity as “a specific type of human activity aimed at cognition and creativity transformation of the surrounding world, including oneself and the conditions of one’s existence.” Researcher Zimnyaya I.A. in turn, by activity we mean “ dynamic system interactions of the subject with the world, during which the emergence and embodiment of a mental image in the object and the implementation of the subject’s mediated relations in objective reality occur.” Activity is also an active attitude towards the surrounding reality, expressed in influencing it. In activity, a person creates objects of material and spiritual culture, transforms his abilities, preserves and improves nature, builds society, creates something that without his activity would not exist in nature. The creative nature of human activity is manifested in the fact that thanks to it it goes beyond the limits of its natural limitations, i.e. exceeds its own hypothetically determined capabilities. Due to the productive, creative nature of his activity, man has created sign systems, tools for influencing himself and nature. Using these tools, he built a modern society, cities, machines with their help, produced new consumer products, material and spiritual culture, and ultimately transformed himself. “The historical progress that has taken place over the past few tens of thousands of years owes its origin precisely to activity, and not to the improvement of the biological nature of people.” Thus, educational activity includes a variety of actions: recording lectures, reading books, solving problems, etc. In action one can also see a goal, a means, a result. For example, the purpose of weeding is to create conditions for the growth of cultivated plants. So, summing up the above, we can conclude that activity is the internal (mental) and external (physical) activity of a person, regulated by a conscious goal. Human activity is very diverse, we will consider human cognitive activity in more detail.§2. Age characteristics of a child of primary school ageJunior school age covers the period of life from 6 to 11 years (grades 1-4) and is determined by the most important circumstance in a child’s life - his enrollment in school. This age is called the “peak” of childhood. “At this time, intensive biological development occurs child's body"(central and vegetative nervous systems, bone and muscular systems, activity of internal organs). During this period, mobility increases nervous processes, excitation processes predominate, and this determines such characteristic features of younger schoolchildren as increased emotional excitability and restlessness. Transformations cause big changes in mental life child. The formation of voluntariness (planning, implementation of action programs and control) comes to the center of mental development. The child’s entry into school begins not only the transfer of cognitive processes to more high level development, but also the emergence of new conditions for the personal development of the child. Psychologists note that educational activities become leading at this time, but play, work and other types of activities influence the formation of his personality. “Teaching for him (the child) significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The child’s interests, values, and his entire way of life change.” Entering school is an event in a child’s life in which two defining motives of his behavior necessarily come into conflict: the motive of desire (“I want”) and the motive of obligation (“I have to”). If the motive of desire always comes from the child himself, then the motive of obligation is more often initiated by adults. A child who enters school becomes extremely dependent on the opinions, assessments and attitudes of the people around him. Awareness of critical comments addressed to oneself affects one’s well-being and leads to a change in self-esteem. If before school some individual characteristics of the child could not interfere with his natural development, they were accepted and taken into account by adults, then at school there is a standardization of living conditions, as a result of which emotional and behavioral deviations of personal characteristics become especially noticeable. First of all, hyperexcitability, increased sensitivity, poor self-control, and lack of understanding of the norms and rules of adults reveal themselves. The child begins to occupy a new place within family relationships: “he is a student, he is a responsible person, he is consulted and taken into account.” Dependence is growing more and more. a younger schoolchild not only from the opinions of adults (parents and teachers), but also from the opinions of peers. This leads to the fact that he begins to experience fears of a special kind, as A.I. Zakharov notes, “if at preschool age fears caused by the instinct of self-preservation prevail, then at primary school age social fears prevail as a threat to the well-being of the individual in the context of his relationship with people around him.” In most cases, the child adapts himself to the new life situation, and various forms of protective behavior help him in this. In new relationships with adults and peers, the child continues to develop reflection on himself and others, i.e., intellectual and personal reflection becomes a new formation. Primary school age is a classic time for the formation of moral ideas and rules. Of course, early childhood also makes a significant contribution to the moral world of a child, but the imprint of “rules” and “laws” that must be followed, the idea of ​​“norm”, “duty” - all this typical features moral psychology are determined and formalized precisely at primary school age. “The child is typically “obedient” during these years; he accepts various rules and laws in his soul with interest and enthusiasm. He is unable to form his own moral ideas and strives precisely to understand what he “should” do, experiencing pleasure in adaptation.” It should be noted that younger schoolchildren are characterized by increased attention to the moral side of the actions of others and a desire to give a moral assessment to an action. Borrowing the criteria for moral assessment from adults, younger schoolchildren begin to actively demand appropriate behavior from other children. At this age, there is such a phenomenon as moral rigorism in children. Younger schoolchildren judge the moral side of an action not by its motive, which is difficult for them to understand, but by the result. Therefore, an action dictated by a moral motive (for example, helping mom), but ending unfavorably (a broken plate), is regarded by them as bad. Assimilation of the norms of behavior developed by society allows the child to gradually turn them into his own, internal demands on himself. Involving In educational activities, under the guidance of a teacher, children begin to assimilate the content of the basic forms of human culture (science, art, morality) and learn to act in accordance with traditions and new social expectations of people. It is at this age that the child first begins to clearly understand the relationship between him and others, to understand social motives of behavior, moral assessments, significance conflict situations, that is, gradually enters the conscious phase of personality formation. With arrival at school, the emotional sphere child. On the one hand, younger schoolchildren, especially first-graders, largely retain the characteristic characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of environmental living conditions, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that evoke a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best. On the other hand, entering school gives rise to new, specific emotional experiences, because the freedom of preschool age is replaced by dependence and submission to new rules of life. The needs of the primary school student are also changing. The dominant needs in primary school age are the needs for respect and honor, i.e. recognition of the child’s competence, achievement of success in a certain type of activity, and approval from both peers and adults (parents, teachers and other reference persons). Thus, at the age of 6 years, the need for knowledge of the outside world and its objects that are “significant for society” becomes more acute. According to the research of M. I. Lisina, at primary school age the need for recognition by other people develops. In general, junior schoolchildren feel the need to “realize themselves as subjects, joining the social aspects of life not just at the level of understanding, but as transformers.” One of the main criteria for assessing oneself and other people is the moral and psychological characteristics of the individual. Therefore, we can conclude that the dominant needs of a child of primary school age are the needs for social activity and self-realization as a subject of social relations. So, to summarize As a result of the above, during the first four years of schooling, many essential personality traits are formed and the child becomes a full-fledged participant in social relations.
“Without play there is not and cannot be full-fledged mental development. Game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts. The game is the spark that ignites the flame of inquisitiveness and curiosity.” V.A. Sukhomlinsky.Chapter 2. Activation of cognitive activity of younger schoolchildren as a condition for successful learning§1. Didactic games as a means of activating the cognitive activity of younger schoolchildren as a condition for successful learningGame is one of those types of children's activities that is used by adults to educate preschoolers and younger schoolchildren, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, his relationships with people will subsequently depend. S.L. Rubinstein wrote: “A person’s game is a product of activity through which a person transforms reality and changes the world. The essence human game in the ability to reflect and transform reality... In play, the child’s need to influence the world is first formed and manifested this is the main, central and most general meaning of the game.” During the school period, play takes on its most developed form. This activity of the child is of interest to scientists from various fields: philosophers, sociologists, biologists, art historians, ethnographers, and especially teachers and psychologists. In developmental psychology, play is traditionally given decisive importance in the mental development of the child. L. S. Vygotsky calls the game the “ninth wave” child development" “It is in play that all aspects of a child’s personality are formed in unity and interaction; it is in play that significant changes occur in the child’s psyche, preparing the transition to a new, higher stage of development.” Didactic play is an active activity in the simulation of the systems, phenomena, and processes being studied. . The main difference between a game and other activities is that its subject is itself human activity. In a didactic game, the main type of activity is educational activity, which is woven into the gaming activity and acquires the features of joint gaming educational activity. Didactic games are characterized by the presence of an educational task - a teaching task. It is guided by adults when creating this or that didactic game, but they put it in a form that is entertaining for children. An essential feature of a didactic game is a stable structure that distinguishes it from any other activity. Structural components of a didactic game: game concept, game actions and rules. The game concept is expressed, as a rule, in the name of the game. Game activities contribute to the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Rules help guide gameplay. They regulate the behavior of children and their relationships with each other. A didactic game has a certain result, which is the finale of the game and gives completeness to the game. It appears primarily in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For the teacher, the result of the game is always an indicator of the level of achievement of students in mastering knowledge or in its application. All structural elements of a didactic game are interconnected and the absence of any of them destroys the game. The tradition of the widespread use of didactic games for the purpose of raising and teaching children, which has developed in folk pedagogy , was developed in the works of scientists and in the practical activities of many teachers. In Soviet pedagogy, a system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are famous psychologists: L.A. Wenger, A.P. Usova, V.N. Avanesova and others. V Lately Scientists call such games developmental, not didactic, as is customary in traditional pedagogy. In the history of foreign and Russian pedagogical science, two directions have emerged in the use of games in raising children: for comprehensive harmonious development and for narrow didactic purposes. A prominent representative of the first direction was the great Czech teacher J. A. Komensky. He considered play a necessary form of child activity that corresponds to his nature and inclinations: play is a serious mental activity in which all types of the child’s abilities develop; in the game the range of ideas about the surrounding world expands and enriches, speech develops; in joint games, the child gets closer to his peers. The didactic direction is most fully represented in the pedagogy of F. Froebel. “The process of play, argued F. Froebel, is the identification and manifestation of what was originally inherent in a person by the deity. Through play, a child, according to F. Frebel, learns the divine principle, the laws of the universe and himself. F. Froebel attaches great educational importance to the game: the game develops the child physically, enriches his speech, thinking, and imagination; play is an active activity for preschool children. Therefore, Froebel considered play to be the main way of educating children in kindergarten.” The didactic direction of using games is also characteristic of modern English pedagogy. In children's institutions working according to the system of M. Montessori or F. Froebel, the main place is still given to didactic games and exercises with various material, independent creative games of children are not given importance.K. D. Ushinsky pointed out the dependence of the content of children's games on the social environment. He argued that games do not go unnoticed for a child: they can determine the character and behavior of a person in society. Thus, a child who is accustomed to commanding or obeying in play does not easily wean himself from this direction in real life. K. D. Ushinsky attached great importance to joint games, since the first social relationships are established in them. He valued the independence of children in play, saw this as the basis for the deep influence of play on a child, but considered it necessary to direct children’s games, ensuring the moral content of children’s impressions. Thus, play is used in raising children in two directions: for comprehensive harmonious development and for narrow didactic purposes . Play is a necessary form of child activity. Play is a serious mental activity in which all types of a child’s abilities are developed, the range of ideas about the world around him is expanded and enriched, and speech develops. A didactic game makes it possible to develop a child’s most diverse abilities, his perception, speech, attention. Many games with ready-made content and rules are currently being created by teachers. Games with rules are designed to form and develop certain qualities of a child’s personality. IN preschool pedagogy It is customary to divide games with ready-made content and rules into didactic, active and musical. All games with ready-made content and rules are characterized by the following features: the presence of a game concept or a game task that is realized (solved) through game actions. The game concept (or task) and game actions constitute the content of the game; the actions and relationships of the players are regulated by the rules; the presence of rules and ready-made content allow children to independently organize and conduct the game. Among didactic games, a distinction is made between games in the proper sense of the word and games-activities, games and exercises. A didactic game is characterized by the presence of a game plan or a game task. An essential element of a didactic game are the rules. Compliance with the rules ensures the implementation of game content. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child learns unintentionally through play. In didactic play, the ability to obey the rules is formed, because The success of the game depends on the accuracy of following the rules. As a result, games influence the formation of voluntary behavior and organization. According to the nature of the material used, didactic games are conventionally divided into games with objects, board-printed games and verbal games. Object games are games with folk didactic toys, mosaics and natural materials. The main play actions with them are: stringing, laying out, rolling, assembling a whole from parts, etc. These games develop colors, sizes, shapes. Printed board games are aimed at clarifying ideas about the environment, stimulating knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.) Printed board games are divided into several types: paired pictures , lotto, dominoes, cut-out pictures and folding cubes. Word games. This group includes a large number of folk games such as “Paints”, “Silence”, “Black and White”, etc. Games develop attention, intelligence, speed of reaction, coherent speech. The structure of a didactic game, its tasks, game rules, and game actions objectively contain the possibility of developing many qualities social activity. Thus, in a didactic game, the child has the opportunity to design his behavior and actions. The didactic game is conventionally divided into several stages. Each is characterized by certain manifestations of children's activity. Knowledge of these stages is necessary for the teacher to correctly assess the effectiveness of the game. The first stage is characterized by the child’s desire to play and be active. Various techniques are possible to arouse interest in the game: conversation, riddles, counting rhymes, reminders of the game you liked. At the second stage, the child learns to perform the game task, rules and actions of the game. During this period, the foundations are laid for such important qualities as honesty, determination, perseverance, the ability to overcome the bitterness of failure, and the ability to rejoice not only in your own success, but also in the success of your comrades. At the third stage, the child, already familiar with the rules of the game, shows creativity and is busy searching for independent actions. He must perform the actions contained in the game: guess, find, hide, depict, pick up. To successfully cope with them, you need to show ingenuity, resourcefulness, and the ability to navigate the situation. A child who has mastered the game must become both its organizer and its active participant. Each stage of the game corresponds to certain pedagogical tasks. At the first stage, the teacher gets children interested in playing, creates joyful anticipation of a new interesting game, and creates a desire to play. At the second stage, the teacher acts not only as an observer, but also as an equal partner who knows how to come to the rescue in a timely manner and fairly evaluate the children’s behavior in the game. At the third stage, the role of the defectologist is to evaluate children's creativity when solving game problems. Thus, didactic play is an accessible, useful, effective method of nurturing independent thinking in children. It does not require special material or certain conditions, but only requires the teacher’s knowledge of the game itself. It is necessary to take into account that the proposed games will contribute to the development of independent thinking only if they are carried out in a specific system using the necessary methodology.§2. Activation of cognitive activity of junior schoolchildren through the use of didactic games acts as a condition for successful learningAs we have already noted above, the role of play in the life and development of a child has been recognized and noted by educators at all times. “The game reveals the world to children and reveals the creative abilities of the individual. Without play there is and cannot be full-fledged mental development” wrote V.A. Sukhomlinsky.· Psychological requirements are imposed on a didactic game, like any form: · Like any activity, gaming activity in the lesson must be motivated, and students must feel the need for it.· Important role psychological and intellectual readiness to participate in the didactic game plays a role. · To create a joyful mood, mutual understanding, and friendliness, the teacher must take into account the character, temperament, perseverance, organization, and health status of each participant in the game. · The content of the game should be interesting and meaningful for its participants; the game ends with obtaining results that are valuable to them. Game actions are based on the knowledge, skills and abilities acquired in the classroom, they provide students with the opportunity to make rational, effective decisions, evaluate themselves and others critically. When using the game as a form of education, it is important for the teacher to be confident the advisability of its use. A didactic game performs several functions: educational, educational (impacts on the student’s personality, developing his thinking, expanding his horizons); orientational (teaches how to navigate a specific situation and apply knowledge to solve a non-standard educational task); motivational (motivates and stimulates cognitive activity of students, contributes to the development of cognitive interest). Let us give examples of didactic games that teachers use in practice. a) Games exercises. Gaming activities can be organized in collective and group forms, but are still more individualized. It is used to consolidate material, test students’ knowledge, extracurricular activities. Example: “The fifth is odd.” In a science lesson, students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that accidentally appears on this list. b) Search game. Students are asked to find in the story, for example, plants of the Rosaceae family, the names of which, interspersed with plants of other families, are encountered during the teacher’s story. Such games do not require special equipment, they take little time, but give good results. c) Games competition. This may include competitions, quizzes, simulations of television competitions, etc. These games can be played both in class and in extracurricular activities. d) Plot-based role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content that corresponds to certain tasks set by the teacher. These are “Press Conference”, “Round Table”, etc. Students can play the roles of specialists Agriculture, historian, philologist, archaeologist, etc. Roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation. In the process of such a game, favorable conditions to satisfy a wide range of interests, desires, requests, and creative aspirations of students. e) Educational games travel. In the proposed game, students can make “travels” to continents, to different geographical zones, climatic zones, etc. The game can provide information that is new to students and test existing knowledge. The travel game is usually carried out after studying a topic or several topics of a section in order to identify the level of knowledge of students. Marks are given for each “station”. Activation of cognitive activity through didactic play is carried out through the selective focus of the child’s personality on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge, i.e. cognitive interest arises. Systematically strengthening and developing, cognitive interest becomes the basis for a positive attitude towards learning and an increase in the level of academic performance. Cognitive interest is (searching in nature). Under his influence, the younger student constantly has questions, the answers to which he himself is constantly and actively looking for. At the same time, the student’s search activity is carried out with enthusiasm, he experiences an emotional uplift and joy from success. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction. Cognitive interest is one of the most important motives for us to teach schoolchildren . Its effect is very strong. Under the influence of the cognitive, educational work, even among weak students, proceeds more productively. Cognitive interest, with proper pedagogical organization of students’ activities and systematic and purposeful educational activities, can and should become a stable personality trait of a student and has a strong influence on his development. Cognitive interest appears to us and how strong remedy training. Classical pedagogy of the past stated “The deadly sin of a teacher is to be boring.” Activating a student’s cognitive activity without developing his cognitive interest is not only difficult, but practically impossible. That is why, in the learning process, it is necessary to systematically arouse, develop and strengthen the cognitive interest of students, both as an important motive for learning, and as a persistent personality trait, and as a powerful means of educational learning, improving its quality. Cognitive interest is aimed not only at the process of cognition, but also at its result, and this is always associated with the pursuit of a goal, with its implementation, overcoming difficulties, with volitional tension and effort. Cognitive interest is not the enemy of volitional effort, but its faithful ally. Interest, therefore, also includes volitional processes that contribute to the organization, flow and completion of activity. Thus, all the most important manifestations of personality interact in a unique way in cognitive interest. Cognitive interest, like any personality trait and motive for a student’s activity, develops and is formed in activity, and above all in learning. The formation of students’ cognitive interests in learning can occur through two main channels, on the one hand, the content of educational subjects itself contains this possibility, and on the other hand, through a certain organization of students’ cognitive activity. The first thing is the subject of cognitive interest for schoolchildren this is new knowledge about the world. That is why a deeply thought-out selection of the content of educational material, a demonstration of the wealth contained in scientific knowledge, are the most important link in the formation of interest in learning. First of all, interest arouses and reinforces such educational material, which is new, unknown for students, strikes their imagination, makes them wonder. Surprise is a strong stimulus for cognition, its primary element. Surprised, a person seems to strive to look into the front. He is in a state of expectation of something new. But cognitive interest in educational material cannot be maintained all the time only by vivid facts, and its attractiveness cannot be reduced to surprising and amazing. K.D. Ushinsky also wrote that a subject, in order to become interesting, should be only partly new, and partly familiar. The new and unexpected always appears in educational material against the background of the already known and familiar. That is why, in order to maintain cognitive interest, it is important to teach schoolchildren the ability to see something new in the familiar. Such teaching leads to the realization that ordinary, repeating phenomena of the world around us have many surprising sides, which he can learn about in the classroom. And why plants are drawn to the light, and about the properties of melted snow, and about the fact that a simple wheel, without which no one can do now complex mechanism, is the greatest invention. All significant phenomena of life, which have become common for a child due to their repetition, can and should acquire for him in training an unexpectedly new, full of meaning, completely different sound. And this will certainly stimulate the student’s interest in knowledge. That is why the teacher needs to transfer schoolchildren from the level of their purely everyday, rather narrow and poor ideas about the world to the level scientific concepts, generalizations, understanding of patterns. Interest in knowledge is also promoted by showing the latest achievements of science. Now, more than ever, it is necessary to expand the scope of programs, to acquaint students with the main directions of scientific research and discoveries. Not everything in the educational material may be interesting for students. And then there is another, no less important source of cognitive interest - the organization and inclusion of didactic games in the lesson. In order to arouse the desire to learn, it is necessary to develop the student’s need to engage in cognitive activity, which means that in the process itself the student must find attractive aspects, so that the learning process itself contains positive charges of interest. The path to it lies primarily through the inclusion of didactic games. From conversations with primary school teachers, we found that most of them consider a didactic game important means to develop students’ cognitive interest in the subject, but still few use this technique. Among the reasons explaining this fact were: lack of methodological developments, inability to organize students for the game (poor discipline), unwillingness to waste lesson time, lack of interest among students
Chapter 3. Description of the results of an empirical study of the effectiveness of using didactic games as a means of activating the cognitive activity of primary schoolchildren§ 1. Organization of the studyTo confirm the theoretical conclusions, we organized an empirical study of the effectiveness of using didactic games as a means of activating the cognitive activity of junior schoolchildren. Goals this study: identifying the effectiveness of using didactic games as a means of activating the cognitive activity of primary schoolchildren. The research was carried out in two stages. The first stage was the organization of a pilot study. At this stage, we solved the following tasks: · Identify and analyze the characteristics of children’s attitudes towards the use of didactic games; Methods for conducting a pilot study questionnaire. The questionnaire was compiled by the author of the study in accordance with the stated purpose (Appendix). The pilot study was carried out in February-March 2007. The sample consisted of 24 children of primary school age, students of grade 2 “B” of school No. 27 of the Leninsky district of the city of Novosibirsk. The second stage organization of a formative experiment. Research objectives: inclusion of didactic games in the educational process; analyze and compare the results before and after experimental influence. Experimental hypothesis: activation of cognitive activity of junior schoolchildren through the use of didactic games acts as a condition for successful learning. Independent variable didactic games. Dependent variable activation of cognitive activity of junior schoolchildren. Basic research methods formative experiment, which is the inclusion of a complex of didactic games in the educational process , interpretation of the results obtained. Experiment equipment set of didactic games. To measure activity time, we used the following methodology, assuming that ideally the class activity time is 100%, i.e. 100% of the time all students participate in the work. To calculate activity time, we used the formula: Percentage of activity time = (A1* (100%-X1%)/100% + A2* (100%-X2%)/100% + … + An* (100%-Xn%)/100%) * K/ 100%Where: A1, A2, Аn number of students in the group X1, X2, Xn percentage of time that a group of students is distracted from the lesson. K total students in class. Next, we used a set of didactic games in a mathematics lesson in grade 2 (Appendix No. 4) when studying the topic “Standard unit of volume liter.”§ 2. Analysis of the results of the pilot study During the implementation of the pilot study, the following data were obtained: “What lessons are you do you love most?”(V %) Type of lesson, the main thing is that it is interesting using games using tables, diagrams, drawings Number of choices 51% 28% 21% Thus, 51% of children prefer lessons using methods of activating cognitive interest. “If you were a teacher, what would you have more in the lesson ?(V %)
Methods of work Using games Working with a textbook Tables, diagrams, drawings Number of choices 67% 17% 16% Thus, more than half of the children from the total sample 67% note a desire to see games in the lesson. “How often are there games in your class during lessons?”(V %) Frequency of use not very often often very often Number of choices 43% 38% 19% Thus, more than half of the children from the total sample 43% note that the teacher does not often use games in the lesson.
“How do you feel about playing in class? ",(V %) Attitude really want to participate there is no great desire to support the game playing in the lesson a waste of time Number of choices 87% 13% - Thus, more than half of the children from the total sample 87% indicate a desire to participate in didactic games used in the lesson
“What do you think is the benefit of playing in class? ",(V %) Attitude towards the use of games in the lesson very large large difficult to answer Number of choices 64% 19% 17% Thus, more than half of the children from the total sample 64% note the importance of including games in the lesson as very large.
From all this we can conclude: primary school students like all the lessons and have a positive attitude towards the use of the game in the classroom. If students were teachers, more than 67% would use games in their lessons. And practically the majority of children believe that playing in the classroom brings great benefit and participate in them with pleasure. Thus, it is necessary to include playful moments in every lesson, but not as a way to relieve the situation, but in order to activate children’s knowledge and develop mental processes.§3. Analysis of the results of formative researchTo measure activity time, we used the following methodology, assuming that ideally class activity time is 100%, i.e. 100% of the time all students participate in the work. To calculate activity time, we used the formula: Percentage of activity time = (A1* (100%-X1%)/100% + A2* (100%-X2%)/100% + … + An* (100%-Xn%)/100%) * K/ 100%Where: A1, A2, Аn number of students in the group X1, X2, Xn percentage of time that a group of students is distracted from the lesson. total students in the class Typically, during lessons, 5 students from a class spend about 10% of their time on various conversations that are not related to the topic of the lesson. Two students are passive in their classes and spend about 50% of the lesson time observing the work of their classmates. The percentage of active time in regular lessons = (5*(100-10)/100 + 2*(100-50)/100 + 9*(100- 0)/100) * 100 / 16 = 90.6%. During the pedagogical experiment, there was a significant increase in activity time and only one student spent 20% of the lesson time watching the work of her classmates. Percentage of activity time during the experiment = (1* (100 -20)/100 + 15) *100/16 = 98.75%. As a result, averaging the data for four indicators, we obtain the values ​​of students’ activity before and after the pedagogical experiment. Activity before the experiment = (81+69+81+91)/4 = 81%Activity after experiment = (100+94+94+99)/4 = 97%
Conclusion During the pedagogical experiment it was found that effective application didactic games, which evokes positive emotions towards this discipline, increases interest and creative activity, and also helps improve the quality of knowledge, skills and abilities.
Conclusion In the process of working on the research topic based on the psychological, pedagogical and methodological literature on this issue that we reviewed, as well as as a result of the research, we came to the conclusion that in pedagogical work great attention paid attention to the didactic game in the classroom and revealed its essential importance for obtaining, assimilating and consolidating new knowledge among primary school students. Having conducted and analyzed our research, we found that the didactic game allows not only to actively involve students in educational activities, but also to intensify cognitive activity children. The game helps the teacher convey difficult material to students in an accessible form. From this we can conclude that the use of the game is necessary when teaching children of primary school age in this particular lesson. In the course of the work we have done, we concluded that the didactic game can be used both at the stages of repetition and consolidation, and at the stages learning new material. It must fully solve both the educational tasks of the lesson and the tasks of enhancing cognitive activity, and be the main step in the development of students’ cognitive interests.
Didactic games are especially necessary in the teaching and upbringing of children of primary school age. Thanks to games, it is possible to concentrate the attention and attract interest of even the most disorganized students. At first, they are captivated only by game actions, and then by what this or that game teaches. Gradually, children awaken interest in the subject of study itself.
Thus, a didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world.Bibliography:1. Abramova G.S. Introduction to practical psychology. / G. S. Abramova. M., 1995.2. Abramova G.S. Workshop on developmental psychology. / G.S. Abramova. M., 1998.

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Appendix No. 1 Questionnaire “Identification of children’s attitudes towards play in the classroom”1. What lessons do you like most? using tables, diagrams, drawings, the main thing is that it is interesting, using games, a lesson is a lesson, no matter what, it’s still boring, I don’t like any lessons, not I know, I don't care.2. If you were a teacher, what would you have more in the lesson? tables, diagrams, drawings, different games, independent work, work with a textbook, individual work on cards.3. How often do games occur during lessons in your class? very often, often, not very often, occasionally, never.4. How do you feel about playing in class? I really want to participate, there is no great desire to support the game, playing in class is a waste of time.5. What do you think is the benefit of playing in the classroom? very big, big, not very big, small, no benefit, I don’t know.
Appendix No. 2
Methods of using didactic games in mathematics lessons in 2nd grade when studying the topic “Standard unit of volume liter” Topic: Standard unit of volume liter. Study time 3 hours (continuous time). Purpose of the lesson: to form a concept among students about the standard unit of volume liter.Lesson equipment: individual boards, covered thin layer plasticine, peas (any cereal or small beads); set consisting of five identical plastic opaque glasses, plastic transparent glasses, glass transparent glasses, glass opaque glasses, plastic boxes (from biscuits), cardboard boxes small size, small jars (from baby food), and liter jars; identical decanters; baby buckets; individual plastic boards for marker work; “Explanatory Dictionary of the Russian Language” by S. N. Ozhegov; album sheets, four sheets of Whatman paper, felt-tip pens, wax crayons and pencils, cards with the words “vessel”, “court”, “vessel”, “dishes”; bell; blanks of works using the papier-mâché technique (made by children in the previous lesson); cards with a symbolic image of an emotional mood; magnets.Lesson plan. 1. Organizing time. 2. Setting a learning goal. 3. Updating the studied material. 4. Learning new material. 5. Physical exercise. 6. Learning new material. 7. Homework.Features of this lesson: flexible structure of the lesson; inclusion of a variety of didactic games in the lesson; discussions as a form of organizing learning; dialogue as a form of organizing learning; business conversation children; intensive activity of students to study the topic; form of training group (the class is divided into groups of approximately equal numbers of people, tables are placed accordingly). Course of the lesson: 1. Organizational moment. A few minutes before the bell, when all the children are already in the class, the teacher offers the children the game “Chopping Wood.” The purpose of this game: to give all children the opportunity to finally wake up, set them up for active work and fully improve emotional condition class.U. Guys, which of you has ever chopped wood? Pay attention to how you should hold the ax and what position your legs should be in when chopping wood. We will play the game “Chopping Wood.” Now stand so that there is a little free space around. Imagine that you need to chop firewood from several logs. Show how thick the piece of log you want to cut is.U. Place him on a tree stump and raise the ax high above his head. Whenever you bring down the ax with force, you can loudly shout, “Ha!” Then place the next log in front of you and chop again. Be careful, in two minutes, when I ring the bell, stop, take a few deep breaths, after that, everyone can tell me how many logs they chopped. Let's start chopping wood. Notice how nice it is to be in silence after such noise and commotion. Let's listen to the silence. So, how many logs did you manage to chop in two minutes? Well now that you are all ready to go. Hello guys! Sit down. And now, as at the beginning of each working day, let’s each determine his own “weather forecast.” The purpose of this exercise: With the help of this exercise, the teacher makes the child understand that he recognizes his right to be uncommunicative for some time. At this time, an important educational task is also being solved: other children learn to respect the states and moods of another person. U. - Take out the cards and choose the one that matches your mood today. U. - Place the cards in front of you on the desk so that everyone can see your mood .(The teacher can carry out diagnostics at this time by paying attention to the child’s condition and tracking its dynamics).U. Guys, look around carefully, maybe the comrade sitting next to you is in a bad mood, let's be attentive to each other.2. Setting educational goals and objectives. U. - Today we have a lot of work to do. Let's get started without wasting a minute. But first, let's think and say how you want our lesson to turn out? U. How will you help me so that the lesson turns out like this?3. Updating the knowledge and skills acquired earlier.U. Then let's start our lesson. Just tell me what day is it today? U. What date is today?U. What month is it today?U. What time of year?U. What year? What time is it? U. How much time has passed since the beginning of the lesson? U. So, a full five minutes have already passed since our lesson. Let's get started so we don't waste time. U. In previous lessons you learned to solve problems. I have five interesting tasks for you, by completing which you can test how you have learned to solve problems. Look carefully at the board. Now everyone will read the task for themselves. (The board door opens and the children can see the tasks written in a column).Tasks: 1) The grandmother knitted 5 pairs of mittens for her grandchildren. How many mittens did the grandmother knit for her grandchildren? 2) The schoolchildren decided to help the librarian. On the first day they covered 8 torn books, on the second there were 4 more books than on the first day, and on the third day 6 books. How many books did the schoolchildren cover in total? 3) Katya washed the dishes. After she has washed 6 plates, she has two fewer plates left to wash than she has already washed. How many plates does Katya need to wash? 4) Dima and Yura found 25 porcini mushrooms and 18 boletus mushrooms in the forest. Of these, my mother fried 15 mushrooms and pickled the rest. How many mushrooms were used for pickling? 5) Misha decided to help his mother and began to peel the potatoes. After he peeled 5 potatoes, he still had 4 more to peel than he had already peeled. How many potatoes does Misha need to peel in total? Do you like the tasks? Why are they interesting to you? U. Now everyone can choose to solve as many tasks as they want and can complete in 10 minutes, and those tasks that they like best. You will lay out the answers to each problem in peas on your individual plasticine-coated boards in a column.U. What do you think we can practice doing by doing them? U. And I think that you can still train your ability to solve problems, understand them, write down the solution and perform the check. Everyone will be able to test their knowledge, skills and see the difficulties that they had while performing, and what else they need to work on. You have 10 minutes to complete. Select a person from each group to keep track of time. Whoever trained the ability to complete tasks at speed and completed all of them before the allotted time, raise your hand, I’ll come to you. Raise your hands, those who are ready to work. (The first hands reach out, approaches the child and looks at the answers, finding out which and why exactly these tasks the child completed).U. Guys, the time allotted for completing the task is coming to an end. I see that many people already want to test themselves. Raise your hands those who want to test themselves.U. And now guys, raise your hands those who completed the first task and received the answer 10 mittens. Raise your hands those who got a different answer in this task. (Comments about other results). Raise your hands those who completed the second task and received 26 books as an answer. Raise your hands those who got a different answer in this task. Raise your hands those who got a different answer in this task. Raise your hands those who, when completing the fifth task, received 14 potatoes as an answer. Raise your hands those who got a different answer in this task. Guys, which of you believes that he coped well with the tasks? Raise your hands. U. What is your confidence based on, how many tasks have you completed? U. How many of the tasks that you completed were solved correctly? But you could probably set yourself the goal of practicing carefully, laying out the results of calculations on plasticine like peas, and in this you achieved success. Your numbers are laid out very nicely, look guys. Who had difficulties completing the tasks? What were the difficulties? U. What do you think everyone should do to prevent such difficulties from arising? U. Now let’s each think for 30 seconds, and then name 3 of his successes that he achieved while completing this task. The time for thinking has come to an end. Now each of you can name your successes, and at this time we will all say in unison: “We are happy for you.” Now guys, close your eyes, fantasize and imagine yourself as an artist. Take out paints, brushes and prepare water. We will decorate the crafts you made in the previous lesson. Who remembers what technique we used to carry out the work? U. What does this word mean, and from what language did it come to us? U. Who remembers and can describe the technology for doing the work? We lay out the first layer with paper pieces, dipping them in water. The second and subsequent layers on the paste. After several layers have been applied, let the work dry. Then we take it out of the mold and decorate it.U. Well done, many of you trained your memory. Guys, what properties of paper allowed us to do this work? Now let's take your forms in our hands and carefully take out the paper cast. Look what you got, objects that are completely identical in shape. Now let's color the resulting model and at this time we will try to name as many common and different properties as possible between the real object and its paper cast. (Children draw up and discuss common and different properties along the way). Guys, I see that almost everyone has already finished decorating their crafts. Let's put them on the shelf to dry.U. Did you like being an artist, what feelings did you experience while doing this work? I was happy, feeling that I was making things beautiful.U. Now we will train our attention and learn to find as much as possible general properties between objects. Look carefully at the objects standing on your tables, select any of them and name as many common properties as possible between it and the sheet of paper that are also on your tables. Time for you to think 1 minute. You can discuss in groups. Time has come to an end. Let's try to name as many common properties as possible between the object you have chosen and a sheet of paper.U. I see that you successfully completed this task. What could each of you learn and practice by doing this work? You and I have worked, and now we can rest a little and gain new strength.U. Guys, remember how your voices usually sound. Rather quiet rather loud or rather medium? Now you will need to use the full power of your voice. Break into pairs and stand in front of each other. Now you will conduct an imaginary battle with words. Decide which of you will say “yes” and which of you will say “no”. Your entire argument will consist of only these two words. Then you will change them. You can start quietly, gradually increasing the volume of your voice until one of you decides that it can't get any louder. In this exercise, let's set a goal to develop our attention. As soon as you hear the bell ringing, stop, take a few deep breaths. Let's see who turns out to be the most attentive. Let's start doing the exercise. Guys, some of you today (children's names are called) were very attentive. Well done! Pay attention to how nice it is to be in silence after such noise and hubbub.U. Guys, sit down straight, now we will move on to new job.4. Studying new material. Tell me, what objects did you take as a basis when performing work using the papier-mâché technique? U. Do you think it’s possible to combine all these items into one group? And by what sign, property? Think. Look, I combined some objects into one group ( cardboard box , glass opaque glass, plastic opaque glass), and in the other group the following items (plastic transparent cookie box, glass transparent glass and plastic transparent glass).U. -By what property did I combine these objects into groups?U. I agree with you. By what other property could I combine these objects into groups? U. I see that you have completed this task, and now I would like to offer you an even more difficult task. I will tell you some property, and you will try, after discussing, consulting in groups, to divide the objects lying on your table into groups. What can you and I learn by completing this task? Raise your hand those who are ready to test themselves, how successfully they are able to divide objects into groups according to a given property, how they can negotiate.U. Attention! I call the property length. The group that completed the task raise your hands. Tell us how you reasoned and came to this opinion. Children’s statements are listened to and corrected. Guys, listen carefully, I call the following property mass. The group that completed the task raise your hands. Justify your answers. Guys, let's listen carefully to everyone else. If you disagree with something, listen to the end, and then raise your hand and ask the group questions or express and justify your point of view.U. Who included other items in the groups and does not agree or wants to supplement the answer of the first group?U. Does anyone have anything else to add? Okay, guys, now the task is more difficult property beauty. I’ll give you a minute for discussion in groups. Time has come to an end. I see that there were some arguments during the group discussions. Tell us what happened during the discussion.U. Yes, indeed, beautiful objects. But why did the dispute arise? Guys, why do you think such a dispute did not arise when we divided objects according to other properties? U. Can’t we compare which object is more beautiful than another, why? Guys, it means that we cannot yet understand and agree on the sign of beauty. Let this be your homework. Talk to your parents and friends and try to answer this question. We'll come back to this in class.U. So, guys, let's summarize and say what you and I could learn by doing this task.U. Yes, guys, this task taught us a lot, it presented us with a problem that many people are thinking about, and we will talk about it more than once. Let's say “thank you” to this task for everything it taught us and made us think about. U. Guys, if we talk about what these items are used for, can they be summarized in one word? U. And even more precisely. (Shows a card with the word “vessel” and attaches it to the board with a magnet.) Write this word on your individual plastic boards with a marker. Try to do it as carefully as possible. Guys, now let's practice naming as many associations for a given word as possible. Think and each name one association for this word. U. Guys, let's try, after discussing in groups, to give a definition to this word. So that everyone, having heard it, can understand what a vessel is. Raise your hands if you don’t understand the task. Time for discussion in groups: 2 minutes. Choose a person who will keep track of time. (Discussion in groups.) U. Let's thank (Sveta) for reminding us how much time is left to complete the task. Now let's listen to the opinion of each group on the question of what a vessel is. Once again, I remind you that when a group speaks, everyone listens , questions after she finishes speaking. Which group would like to start first? U. I see that opinions are divided. Do you think people could be faced with the following question: could people agree on what should be considered vessels? U. Today, learn how to work with a dictionary with us Misha. Take the dictionary on the shelf. Who remembers what dictionary we use in class if we need help? U. In the meantime, Misha is looking for a word, I suggest doing the following work, which you can do based on your experience. Try to make as many sentences as possible with the word “vessel”.U. Thank you everyone, many of you made up very interesting and original sentences. Misha found the definition of the word “vessel” in the dictionary, let’s give him the floor. Thank you Misha, you helped us all a lot, and you yourself practiced working with the dictionary. Guys, do you understand all the words in this definition? Let's try to determine the meaning of this word. Look at the blackboard. Next to the word “vessel” I added three more words. Read these words: - vessel utensils courtWrite these words on your plastic boards with a marker. The meanings of which words do you not understand? Then let's try to read them carefully again.U. How are these words similar and why did I place them next to the word “vessel”? That's right, you were paying attention. What do you think this root could mean? Think and discuss this in groups. You have time for this: 1 minute. (The opinions of children in all groups are listened to). U. Do you want to know what other people think about this? Where can we find and, after reading, find out what people managed to agree on? U. Now Anya will read to us what is written about this in the dictionary. It says that part of the word court root is of ancient Russian origin, and it literally means a whole made up of parts. How do you understand this? Give examples.U. A vessel, then this is an object in which many different parts of a substance or several objects are stored. Guys, how much the dictionary helped us learn and how many meanings a word has. What could you and I learn by doing this work? Now let’s take a little rest and play the game that we met at the beginning of the lesson. Whoever trained their memory and remembered the name of the game, raise your hands. (Children raise their hands) Stand up from the tables so that there is some free space around. Imagine that you need to chop firewood from several logs. Show me how thick the piece of log you want to cut is. Place him on a tree stump and raise the ax high above his head. Whenever you bring down the ax with force, you can loudly shout, “Ha!” Then place the next log in front of you and chop again. Let's agree that in two minutes, when I ring the bell, you stop, take a few deep breaths, then everyone can tell me how many logs they chopped. Raise your hand, who accepts our agreement. We begin chopping wood. (Gives a signal to stop the game by ringing the bell). I see that many of you were very attentive and trained your memory, remembering our agreement with you before starting the game “Chopping Wood.” Pay attention to how pleasant it is to be in silence after such noise and din. Let's listen to the silence. So, how many logs did you manage to chop in two minutes? Sit down, children. Now that we have rested, we can get back to work with renewed vigor.U. Now name as many vessels as possible that are not in the class.U. Let Roma read the definition of the word “vessel” again. (The child reads the definition in the dictionary) U. If all the objects you named are vessels, then only liquid and bulk objects can be stored in them. What other objects can we store in them? Look, I put cubes in the vase. How many are there, count them.U. I put a textbook and pens in the jar. So, can we store other items in the jars? U. Is it convenient and reasonable? Why? U. This means that people could understand this and agree to store only liquid and bulk objects in vessels. What liquids can you name? U. What kind of bulk items can be stored in containers, name them? U. Can other objects serve as vessels? Prove it. (Children's opinions are divided). U. Look, I’m pouring water into a wicker vase, can I store water in it? U. Let's check how long you can store water in a wicker vase. Children, mark the time and count the seconds. (Everyone, count in unison) U. How much did we get? This means that a basket can become a vessel. Could a bag made of paper be a vessel? Guys, this means that a paper bag will also act as a vessel. But will this always be convenient and reasonable? U. Why then will the purpose of objects depend? But still, people agreed to call objects in which it is convenient to store liquids and bulk solids vessels.U. Guys, the paint has already dried and your crafts are completely ready, most of them can be called vessels. You have been masters. What do you think, when and why the first vessels could have appeared? When did the first people appear? These are very difficult questions. You can learn about this in more detail in high school history classes. Let's agree with you to believe that vessels appeared a very long time ago, at the same time as the first people appeared. This is very serious issue You can come back with your children more than once. Go to the museum again and talk with the staff, invite a history teacher to a lesson. Children should feel like explorers. I think you will be interested in seeing what ancient vessels looked like. U. What do you think they could have stored in them? U. Pay attention to what it is made of they are ceramic, i.e. clay. How they are designed. Remember, we read with you in class extracurricular reading legends and myths Ancient Greece, so these vessels are Greek and they depict the god Apollo and the goddess Athena. U. - And now, I will give each group texts about the vessels at different times and in different countries.These are texts that tell about vessels in Ancient Greece, Ancient Egypt, Ancient Rus', Ancient China (4 texts according to the number of groups). Each of you will read the text and discuss its content in a group. After you have consulted in groups, make a short presentation of your work introduce yourself to the residents of the country whose vessels you read about and tell us, residents of other countries. You can make illustrations that would depict the vessels. U. When completing this task, I suggest that you learn to listen to another person and ask questions.U. Let's get started. Preparation time 8 minutes. In groups, identify a person who will keep track of time. Raise your hands if you do not understand the task. (Whoever doesn’t understand the task raises their hands and asks questions). Then we don’t waste time and start working. I wish you good luck.U. I see that the guys responsible for time are showing us that the work must come to an end. One more minute to prepare for the performances. So, guys, the first group to begin their performance will be the group that read the text about vessels in Ancient Egypt. Go to the board. Let's pin your drawings to the board.U. Guys, what new could we learn from the guys’ story? U. Let's thank the group who spoke for interesting story.U. Now let's give the floor to the group that read about vessels in Ancient Greece. Guys, we ask you to come to the board. Guys, what new could we learn from the guys’ story? U. Let's thank a group of guys for an interesting story.U. Now we ask the group preparing a story about vessels in Ancient China to come out. The children come out and attach the illustrations to the board with magnets. They begin to talk about what they read.U. Guys, what new could we learn from the guys’ story? U. Let's thank a group of students for a fascinating story.U. Now we ask the group that was preparing a very interesting story about the vessels of Ancient Rus' to leave. The topic is very interesting, because from the children’s story we can learn about what kind of vessels our ancestors, the Russian people, used. The children go out and attach illustrations to the board with magnets. They begin to talk about what they read.U. Guys, what new could we learn from the guys’ story? U. Let's thank the guys for a very informative story.U. Guys, all the groups performed just great. The stories and drawings made for them were very informative and colorful. What conclusion can we draw about the characteristics of vessels in different countries and at different times? U. Let's think now and say what this work could teach us, what new things we learned. This work taught us a lot. We learned about vessels in different countries in ancient times . We learned to listen to each other and ask questions. We learned to retell texts and make illustrations for them.U. I suggest you rest a little and gain strength for the next job. Let's do some physical exercise.5. Fizminutka.U. Guys, we have rested, gained strength and can move on to new work. Let's sit up straight, straighten our backs, show each other that we are ready to learn new things and develop ourselves.U. Guys, look, there are objects on my table. How many are there? U. Name these items.U. How can we call these objects?U. Guys, we have already done this work in class, name as many common properties of these objects as possible.U. And who guessed why these objects seemed cold to the first student, and warm to those who last touched him? Guys, which of these vessels can hold more water? Opinions are divided. Try to prove the correctness of your answer in several ways.U. Who can suggest another way to check. So that there is no need to pour water from one vessel to another. Let's count how many small vessels are needed to fill a jar and a carafe with water. (I form the concept of number as a result of measuring quantities.) (In each of the groups, there are identical jars and decanters and a bucket of water on the tables. One child from the group performs the action, and the rest quietly count how many measures are needed for this. At the same time, the teacher deliberately creates a situation in which two groups need to find out how much water fits in a jar, and the other two need to find out how much water fits in a carafe, while the measurements of those who find out how much water fits in a carafe and in a jar are different.) U. Have two groups fill and count how much water the jar holds, while the other two groups find out how much water the carafe holds. (Children perform actions.) U. How much water did it take to fill the jar? How much to fill the decanter? U. So, which vessel holds more water? U. It turns out that the first way to find out which of the vessels holds more water, by first filling one vessel with water and then pouring the water into another vessel, turned out to be incorrect? Who thinks differently, or guessed how this could have happened? Let's try to check the opinion you expressed. Let's take identical measuring vessels, let them be larger jars, and fill the vessels with water. (Children complete the task.) U. How many measuring vessels of water were needed to fill the jar? U. How many measuring vessels were needed to fill the carafe with water? U. So, it turns out, which of the vessels holds more water? U. The result is the same as in the first case.U. It turns out that Olga was right when she said that different measurements are the reason that there was more water in the decanter than in the jar.U. Guys, what generalization can we make after completing this work? U. Guys, let's agree with you and name the measure we used for liquids. It is equal to this jar here. (Show). Let it be called bena.U. I agree with you. Guys, we worked very well and now we can relax. I think you wouldn't mind drinking some orange juice.U. Then let's go to the dining room.U. There are twenty of us in the class, let’s use our measuring vessel and ask for 20 Bens of juice. Please pour 20 Bens of orange juice for the whole class. Seller. What is bena? Seller. I have never heard of such a measure. Guys, I won’t be able to fulfill your request, I don’t know what this measure is equal to. Seller. There are different types of jars, but I have never seen the capacity of which would be equal to 1 bene. I don't know how much juice you need to pour. I can't understand you.U. Haven’t people really agreed on what kind of measuring vessels to use? There must be a standard that all people use.U. Remember who your parents went to the store or bought milk or juice themselves. What measure did you call? U. Packaging is a vessel, which means there is a measure of the capacity of liquid in a container, such as a liter. Write this word down on your plastic boards. People agreed to measure liquids using this measure. Remember and name similar words with the same root for the word “liter.” U. Let's come up with a sentence with this word.U. I wonder how much liquid can fit in a liter container? Show.U. Raise your hands, those who want to know how much liquid can fit in a liter container? Look, this is a liter jar, it holds exactly one liter of water. (The teacher shows a liter jar of water. A liter jar is placed on the table for each group) Children, touch this jar, close your eyes and take turns touching the jar with your palm. Remember how it feels to the touch.U. Do you want to know how many bens make up one liter? Let's find out. So how many Bens are there in a liter? So a liter is a measure larger than Ben. How many tablespoons can make a liter? Let's find out. I will fill a liter jar with water, and you count out loud how much water I need in a tablespoon measure. U. Is it convenient to use such a measure as a tablespoon when you need to find out how many of these measures fit into a large vessel? U. Why?U. Therefore, people agreed to use liter.U as a measure for liquids. Children, is it convenient to use a bucket as a measure? U. So, what made people come up with a smaller measure of liter? Which measure will you use more often? a bucket or a liter? Children's answers and summing up the lesson.
Appendix No. 3 Activation of cognitive activity in the classroom.

Appendix No. 4 Comparison of cognitive activity in the classroom

COGNITIVE DEVELOPMENT OF A JUNIOR SCHOOLCHILDREN

Junior school age is the age of intensive intellectual development mentalintelligence mediates the development of all other functions, the intellectualization of all mental processes, their awareness and arbitrariness occurs. The main intellectual new formation of age is the volition and awareness of all mental processes, their internal mediation, which occurs due to the assimilation of a system of scientific concepts. As D.B. Elkonin pointed out, the central point is the formation of abstract verbal-logical and reasoning thinking, the emergence of which significantly restructures other cognitive processes of children; Thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them. Thus, all cognitive processes become voluntary and conscious at primary school age, except for the intellect itself. As for the intellect itself, at this age, according to L. S. Vygotsky, we are dealing with the development of an intellect that does not know itself.

Another important feature of the cognitive activity of a primary school student is the awareness of his own changes as a result of the development of educational activities, which is associated with the emergence of reflection.

However, these changes are not carried out immediately under the influence of educational activities; cognitive functions go through a complex development path associated with the increasing ability of children to regulate and manage their behavior.

Changes in the field of perception. Although children come to school with fairly developed perception processes (they have high visual and hearing acuity, they are well versed in various forms and color), but their perception in educational activities is reduced only to recognizing and naming shapes and colors. First-graders lack a systematic analysis of the perceived properties and qualities of objects themselves.

The child’s ability to analyze and differentiate perceived objects is associated with the formation of a more complex type of activity in him than the sensation and discrimination of individual immediate properties of things. This type of activity, called observation, develops especially intensively in the process of school learning. In the classroom, the student receives and then formulates in detail the tasks of perceiving certain examples and aids. Thanks to this, perception becomes targeted. The teacher regularly shows children techniques for examining or listening to things and phenomena (the order of identifying their properties, routes of movement of hands, eyes, etc.), means of recording established properties (drawing, diagram, word). Then the child can independently plan the work of perception and deliberately carry it out in accordance with the plan, separating the main from the secondary, establishing a hierarchy of perceived signs, differentiating them according to their generality, etc. Such perception, synthesizing with other types of cognitive activity (attention, thinking) , takes the form of targeted and voluntary observation. With sufficiently developed observation, we can talk about the child’s observation ability as a special quality of his personality. Thus, in elementary school, under the guidance of a teacher, when forming a preliminary representation, the child forms a purposeful voluntary observation of an object, subordinate to a specific task.

Changes in the area of ​​attention. At the time of arrival at school, voluntary attention is poorly developed. Children pay their attention mainly to what is directly interesting to them, what stands out as bright and unusual (involuntary attention). Conditions school work from the first days they require the child to follow such objects and assimilate such information that at the moment does not interest him at all. Gradually, the child learns to direct and steadily maintain attention on the necessary, and not just externally attractive objects. In grades 2-3, many students already have voluntary attention, concentrating it on any material explained by the teacher or available in the book. Voluntary attention, the ability to deliberately direct it to a particular task is an important acquisition of primary school age. Of great importance in the formation of voluntary attention is the clear external organization of the child’s actions, the communication of such patterns to him, the indication of such external properties, using which he can guide his own consciousness. The child's self-organization is a consequence of the organization initially created and directed by adults, especially the teacher.

The general direction of development of attention is that from achieving the goal set by the teacher, the child moves on to the controlled solution of problems set by him.

In first-graders, voluntary attention is unstable, because they do not yet have internal means of self-regulation. Therefore, an experienced teacher resorts to various types of educational work that replace each other during the lesson and do not tire the children (oral calculation in different ways, solving problems and checking the results, explaining a new method of written calculations, training in their implementation, etc.). In second grade students, attention is more stable when performing external than actual mental actions. It is important to use this feature in lessons, alternating mental exercises with drawing up graphic diagrams and drawings. The development of attention is also associated with expanding the scope of attention and the ability to distribute it between different types of actions. Therefore, it is advisable to set educational tasks in such a way that the child, while performing his actions, can and should monitor the work of his comrades.

Changes in the memory area. Changes in the area of ​​memory are associated with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. In preschool age, this task is either not highlighted at all or is highlighted with great difficulty. Secondly, at primary school age there is an intensive formation of memorization techniques. At an older age, from the most primitive techniques (repetition, careful long-term examination of the material), the child moves on to grouping and understanding the connections between different parts of the material. Here the teacher needs to work in two directions. One direction of such work is associated with the formation in children of methods of meaningful memorization (dividing material into semantic units, semantic grouping, semantic comparison, etc.), the other is with the formation of methods of reproduction distributed over time, methods of self-monitoring of memorization results. The method of dividing material into semantic units is based on drawing up a plan. At the end of primary school age, students are required not only to identify units, but also to meaningfully group the material - combining and subordinating its main components, dividing premises and conclusions, summing up certain individual data in a table, etc. Such grouping is associated with the ability to freely move from one text element to another and compare these elements. It is advisable to record the results of the grouping in the form of a written plan, which becomes a material carrier of both the successive stages of understanding the material and the peculiarities of the subordination of its parts. Based first on a written plan and then on an idea of ​​it, schoolchildren can correctly reproduce the content of various texts. Special work is necessary to develop reproduction techniques in younger schoolchildren.

At primary school age, memory is “intellectualized,” that is, a qualitative psychological transformation of the memory processes themselves occurs. Students now begin to use well-formed methods of logical processing of material to penetrate into its essential connections and relationships, for a detailed analysis of their properties, that is, for such meaningful activity when the direct task of “remembering” recedes into the background. Consequently, memory in primary school age develops under the influence of learning in two directions - the role and specific weight of verbal-logical semantic memorization (compared to visual-figurative) increases, and the child masters the ability to consciously manage his memory and regulate its manifestations (memorization, reproduction , recollection).

Changes in the field of imagination. The educational activity itself encourages, first of all, the development of reproductive imagination at this age - schoolchildren must recreate the image of reality in the subject being studied. In the first grade, the images of the imagination are approximate and poor in detail, however, under the influence of training, by the 3rd grade the number of signs and properties in the images increases. They acquire sufficient completeness and specificity, which occurs mainly due to the recreation in them of elements of action and the interconnections of the objects themselves (this also reveals the influence of developing thinking). Recreating (reproductive) imagination in primary school age develops in all school classes by developing in children, firstly, the ability to identify and depict the implied states of objects that are not directly indicated in their description, but naturally follow from them, and secondly, the ability to understand conventionality of some objects, their properties and states.

Already the recreating imagination processes images of reality. Children change the plot line of stories, imagine events in time, depict a number of objects in a generalized, compressed form (this is largely facilitated by the formation of semantic memorization techniques). Often such changes and combinations of images are random and unjustified from the point of view of the purpose of the educational process, although they satisfy the child’s needs for fantasy and the manifestation of an emotional attitude towards things. In these cases, children are clearly aware of the pure conventionality of their inventions. As we learn information about objects and the conditions of their origin, many new combinations of images acquire justification and logical argumentation. At the same time, the ability is formed, either in expanded verbal form or in compressed intuitive considerations, to build justifications of this type: “This will definitely happen if you do such and such.” The desire of younger schoolchildren to indicate the conditions for the origin and construction of any objects is the most important psychological prerequisite for the development of their creative (productive) imagination. The formation of this prerequisite is helped by labor classes, in which children carry out their plans for the manufacture of any objects. This is largely facilitated by drawing lessons, which require children to create an idea for the image, and then look for the most means of expression its incarnation.

Changes in the area of ​​thinking. The most significant changes are taking place in the area of ​​thinking. Thinking becomes abstract and generalized. It was precisely the junior school age that L. S. Vygotsky considered sensitive for the development of conceptual thinking. According to the thought of L. S. Vygotsky, schooling puts thinking at the center of the child’s conscious activity. And this means a natural restructuring of consciousness itself. Becoming the dominant function, thinking begins to determine the work of all other functions of consciousness, integrating them to solve the problems facing the subject. As a result, “thinking-serving” functions are intellectualized, realized and become voluntary.

But the most significant changes occur in thinking itself. Before learning, it, relying on direct life experience, operates either with specific images and ideas, or with peculiar equivalents of concepts given in the form of sensory generalizations that are unconscious to the child (“everyday concepts”). In the process of schooling, it is transformed into theoretical, discursive thinking, which is based on the operation of concepts.

By mastering knowledge, the student learns the process of forming scientific concepts, i.e., masters the ability to build generalizations not based on similar features (no matter what measure of generality they have), but on the basis of identifying significant connections and relationships. In order to form, for example, such a concept as life, it is necessary, in the words of Engels, “to study all forms of life and depict them in their mutual connection.” Thus, by mastering a concept, the student masters not only “abstract universality,” but also the “clump of affirming judgments” that is contained in it. He masters the ability to expand these judgments, to move from concept to concept, that is, to reason in the strictly theoretical plane. The development of concepts requires activity from the student aimed at solving the educational task assigned to him; in other words, this process is in a certain sense creative. The assimilation of knowledge at school therefore contributes to the formation of concepts and the development of theoretical thinking, which requires the student to analyze the causes of relevant phenomena, understand the patterns that connect them, as well as awareness of those ways of thinking that lead him to the correct conclusions. In this movement, the student first begins to understand the system of reasoning proposed to him, and then his own thinking process.

The formation of scientific concepts at primary school age is just beginning. It will continue into adolescence and then become the basis of theoretical thinking, which will allow the child to master new content (not only facts, but also patterns) and form a new type of cognitive interests. In this regard, we should recall the words of L. S. Vygotsky that “awareness and volitionality enter consciousness through the gates of scientific concepts.”

INTRODUCTION

CHAPTER 1. Theoretical basis using didactic games in teaching primary schoolchildren

1 Game as a leading activity in primary school age

2 The essence of didactic games as a teaching tool, its functions

3 Basic methods, types and structure of didactic games

4 The influence of the game on the development of cognitive processes in younger schoolchildren

CHAPTER 2. Organization of research into the influence of games on the learning process of primary schoolchildren

1 Forms of organization and conditions for conducting a didactic game

2 Goals, principles and conditions for the effectiveness of a didactic game

CONCLUSION

LITERATURE

APPLICATIONS

INTRODUCTION

Modern conditions are characterized by the humanization of the educational process, appeal to the child’s personality, the development of his best qualities, and the formation of a versatile and full-fledged personality.

A huge role in the development, upbringing and education of a child belongs to play - the most important type of children's activity. She happens to be effective means formation of the personality of a junior schoolchild, his moral and volitional qualities, the game realizes the need to influence the world, and the motivation for learning appears. Soviet teacher V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

V. I. Dal, P. F. Lesgaft, P. N. Bokin, E. M. Dementyev, L. A. Venger, I. A. Sorokina were also involved in the pedagogical processing of didactic games, the selection and promotion of game forms as means of education , F.N. Bleher, I.E. Udaltsova and others.

Didactic games are one of the means of educating and teaching children of primary school age. The didactic game contains great opportunities in the educational process of schoolchildren. It can be successfully used both as a form of education, and as an independent play activity (a means of recreation), and as a means of educating various aspects of a child’s personality.

Education should be developmental, enrich the child with knowledge and methods of mental activity, and form cognitive interests and abilities. The implementation of this task objectively requires a qualitatively new approach to teaching and raising children and organizing the entire educational process. This is a pressing question today.

The relevance of the problem raised is caused by the need of psychologists, teachers, and parents for improved methods of psychological and pedagogical influence on the developing personality of the child in order to develop intellectual, communicative and creative abilities.

Problem - what is the possibility of a didactic game influencing the learning of a primary school student?

The purpose of the study is to identify and substantiate the influence of didactic games on the learning of primary schoolchildren and the conditions under which the game becomes a more effective means in the development of cognitive processes in children of primary school age, to study the structure and main functions of the use of didactic games.

To achieve this goal, the following tasks have been set:

highlight the psychological age characteristics of a child of primary school age;

reveal the essence of the didactic game;

substantiate the influence of the game on the educational process of the student;

the basic principles of constructing a didactic game and the features of their application in elementary grades.

The object of the study is the process of teaching children of primary school age.

The subject of the study is a didactic game as a means of teaching children at primary school age.

The following methods were used in the study:

theoretical analysis of literary sources on the problem under study;

observation, conversation;

generalization of work experience on this problem.

The practical significance of the work is determined by the fact that the research results can be used by primary school teachers, subject teachers, class teachers, psychologists, speech therapists, etc.

Research structure. The work consists of an introduction, two chapters, a conclusion, a list of references and applications.

The introduction substantiates the relevance of the research topic, defines the purpose, object, subject, and research methods.

The first chapter, “Theoretical foundations of the use of didactic games in teaching primary schoolchildren,” which consists of four paragraphs, examines the features of the didactic game, its impact on the teaching of primary schoolchildren, Special attention focuses on the essence and structure of the game.

The second chapter, “Organization of the study of the influence of the game on the learning process of primary schoolchildren and generalization of previous experience,” which consists of two paragraphs, describes the forms and methods of organizing the didactic game, its variants.

In conclusion, the results of the theoretical research are summed up.

The bibliography contains 19 titles of works used to conduct the study.

The appendices contain examples of didactic games in various lessons for primary schoolchildren.

CHAPTER 1. THEORETICAL BASIS OF USING DIDACTIC GAMES IN TEACHING JUNIOR SCHOOL CHILDREN

1 Game as a leading activity in primary school age

Each period of a child’s life and development is characterized by a certain leading type of activity. IN domestic psychology leading activity is understood as one during which qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits occurs, and mental new formations appear that are characteristic of this particular age.

Thus, during infancy (up to 1 year), the leading type of activity is direct - emotional communication, in early childhood (from 1 to 3 years) - objective activity, in preschool - play, in primary school age - study, in adolescence - communication with peers.

The essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality.

The psychological properties that appear in a child in the last years of preschool childhood, before entering school, during the first four years of schooling are developed, consolidated, and by the beginning adolescence many important personality traits have already been formed.

The child’s individuality at this age also manifests itself in cognitive processes. Happening significant expansion and deepening knowledge, the child’s skills and abilities are improved. This process progresses and by grades III-IV leads to the fact that most children display both general and special abilities for various types of activities. General abilities are manifested in the speed at which a child acquires new knowledge, skills and abilities, and special abilities are manifested in the depth of study of individual school subjects, in special types of work activity and in communication.

Further development of abilities by the end of primary school age gives rise to a significant increase in individual differences between children, which affects their academic success and is one of the grounds for making psychologically and pedagogically sound decisions regarding the differentiated education of children with different abilities. When working with children who have demonstrated the most developed abilities, starting from this age, teaching methods characteristic of adults can be used, since the cognitive processes of gifted children, their perception, attention, thinking, memory and speech are fully formed by the 3rd - 4th grades of school .

Of particular importance for development at this age is the stimulation and maximum use of motivation to achieve success in children’s educational, work, and play activities. Strengthening such motivation for further development which primary school age seems to be a particularly favorable time of life, brings two benefits: firstly, a vitally useful and fairly stable personal trait is consolidated in the child - the motive for achieving success, which dominates the motive for avoiding failure: secondly, this leads to the accelerated development of various other abilities of the child.

At primary school age, new opportunities open up for stimulating the child’s mental development through the regulation of his relationships with people around him, especially with teachers and parents, to whose influences at this age the child is still quite open. This allows adults to develop and use the child’s social motives in their upbringing to have a positive impact on him. We are talking about such motives as recognition, approval from significant adults, the desire to receive high praise, and a number of others.

Educational activities in primary school, first of all, stimulate the development of psychological processes, direct cognition, the surrounding world - sensations and perceptions.

The younger schoolchild perceives the life around him with lively curiosity, which reveals something new to him every day. The development of perception does not happen by itself, here the role of the teacher is very great, who daily develops the ability not just to look, but also to consider, not just to listen, but also to heed, teaches to identify the essential signs and properties of objects and phenomena, indicates what to pay attention to , teaches children to systematically and systematically analyze perceived objects.

The thinking of a primary school student undergoes very big changes in the learning process. The development of creative thinking leads to a qualitative restructuring of perception and memory, to their transformation into voluntary, regulated processes. It is important to influence correctly

development process because for a long time it was believed that a child’s thinking is like underdeveloped the thinking of an adult that a child learns more with age, gets smarter, and becomes smarter. And now psychologists have no doubt that the thinking of a child is qualitatively different from the thinking of an adult, and that it is possible to develop thinking only based on knowledge of the characteristics of each age. The child’s thinking manifests itself very early, in all those cases when a certain task arises before the child.

This task can arise spontaneously (for example, come up with interesting game), and can be offered to adults specifically for the development of a child’s thinking.

Also, one of the most important conditions for the formation of a child of primary school age is creative imagination. True mastery of any academic subject is impossible without active work imagination, without the ability to imagine, to imagine what is written about in the textbook, what the teacher talks about, without the ability to operate with visual images. In the process of developing imagination at primary school age, the recreating imagination associated with the representation of what was previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. is improved. Creative imagination as the creation of new images, associated with the transformation, processing of impressions of past experience, combining them into new combinations, also receives further development.

Play and study are two different activities; there are qualitative differences between them. In practice, the school devotes too little space to play, immediately imposing on the child an approach to any activity using the methods of an adult. She underestimates the organizational role of the game. The transition from play to serious studies is too abrupt; there is an unfilled gap between free play and regulated school activities. Didactic games act as transitional forms. The game, in turn, should be organized in such a way that it anticipates the future lesson.

2 The essence of didactic games as a teaching tool, its functions

Play in the forms in which it existed in preschool childhood begins to lose its developmental significance at primary school age and is gradually replaced by learning and work activities, the essence of which is that these types of activities, unlike games that simply provide pleasure, have a specific goal. Themselves by

games become new. Games during the learning process are of great interest to younger schoolchildren.

The participation of younger schoolchildren in such games contributes to their self-affirmation, develops perseverance, desire for success and various motivational qualities. In such games, thinking is improved, including actions of planning, forecasting, weighing the chances of success, and choosing alternatives.

Didactic games represent a special version of pedagogical communication.

Didactic games are a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. The need to use didactic games as a means of teaching children at primary school age is determined by a number of reasons:

Play activity as a leading activity in preschool childhood has not yet lost its importance (it is no coincidence that many children bring toys to school). At school age, play does not die, but penetrates into relationships with reality. It has its internal continuation in schooling and in work. It follows that relying on play activities, play forms and techniques is an important and most adequate way to include children in educational work.

Mastering educational activities and including children in them is slow (many children do not even know what “learning” means).

There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games precisely contribute to the development of mental processes in children.

Cognitive motivation is insufficiently formed. The main difficulty in the initial period of education is that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. The motive and content of educational activities do not correspond to each other. The content that the child is taught at school should motivate him to learn. There are significant adaptation difficulties when a child enters school (learning a new role - the role of a student, establishing relationships with peers and teachers).

A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to general development child." On the other hand, some teachers are inclined, on the contrary, to wrongfully consider didactic games only as a means of intellectual development, a means of developing cognitive mental processes.

However, didactic games are also a game form of education, which, as is known, is quite actively used in the initial stages of education, i.e. in senior preschool and primary school age.

The special value of the game is that the game means for us the transformation of the world around us according to our desire, while the teaching changes us to better adapt to external conditions.

Y. A. Komensky very highly appreciated the role of games in learning. He wrote in his Autobiography: “The whole method is aimed at turning school bondage into a game and fun.”

The selection of cognitive tasks for didactic games is carried out in accordance with the sections of the training and education program, taking into account age characteristics children. The forms of implementation of game action can be:

various playful manipulations with objects and toys - selecting, folding and unfolding them, stringing them;

“beginning”, which creates a playful mood in children (used in the form of a fairy tale, song, story, writing a magic letter;

search and find the required item, numbers, sounds, words;

making and guessing riddles;

performing a specific role;

competition (individual or collective);

special game movements, such as clapping your hands, jumping, speaking out loud, imitating actions.

Each such game contains interest in game actions. For example, in the game “Paints” you need to choose a color. Children usually choose their favorite and fabulous colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Jump along the path on one leg,” says the driver to the one who named the paint, which is not among the players. There are so many interesting play activities for children here! That's why children always play such games. The problem of the learning process is that the children play independently, so that they always have such games in stock, so that they themselves can organize them as they develop, and be not only participants and fans, but also fair judges.

Moving further in the learning process, it is absolutely necessary to complicate the games, supplementing them with an increasing number of rules that would contain not only a technical focus, but would add a new color of aesthetics, open figurative concepts of morality, and in the complex would not allow the childish interest in the game to fade away.

The subtlety also lies in the fact that an adult (be it a teacher or a parent) should not overload the emotional space with his presence; his control of the game should be similar to the wind that blows the sails in the right direction, and he himself is almost invisible in its atmosphere, in addition to shaping independence, activity of children, mutual understanding is established based on the joint experience that they experienced during the game. Didactic games are one of the means comprehensive development personality.

Mandatory rules require children to take joint or consistent actions, concentration, and independence. In the didactic game, learning is closely related to the tasks of education, when, together with the assimilation of knowledge, conditions are created for developing friendly relationships, discipline, and endurance in children. It helps to make any educational material exciting, causes deep satisfaction in students, creates a joyful working mood, and facilitates the process of assimilation of knowledge.

The essence of the didactic game is that children solve mental problems proposed to them in an entertaining game form, find solutions themselves, while overcoming certain difficulties. In the situation of a didactic game, knowledge is acquired better; a didactic game and a lesson cannot be opposed. The most important thing is carried out through the game task. The didactic task is hidden from children. The child’s attention is focused on performing play actions, but he is not aware of the task of learning. This is what makes the game a special form game-based learning when children most often unintentionally acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. If this condition is violated, the teacher takes the path of direct teaching.

The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching children through play, it is necessary to strive to ensure that the joy of games turns into the joy of learning.

Thus, a didactic game is a game only for a child. For an adult, it is a way of learning. In a didactic game, the assimilation of knowledge acts as by-effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks and make it gradual. This allows us to formulate the main functions of didactic games:

the function of forming a sustainable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;

function of the formation of mental neoplasms;

the function of forming one’s own educational activities;

the function of developing general educational skills, educational and independent work skills;

function of developing self-control and self-esteem skills;

function of forming adequate relationships and mastering social roles.

3 Basic methods, types and structure of didactic games

In modern didactics there are different approaches and variants of classifications of teaching methods. One of these classifications is the widespread classification of teaching methods according to the source of knowledge (verbal, visual and practical methods).

There are general and specific didactics.

General didactics studies the learning process along with the factors that give rise to it, the conditions in which it occurs, and the results to which it leads. It studies patterns, analyzes dependencies that determine the course and results of the learning process, determines methods, organizational forms and means that ensure the implementation of planned goals and objectives.

Private didactics study the patterns of the process, content, forms and methods of teaching various academic subjects.

How the science of didactics deals with the development of problems:

Why teach? (goals of education, training).

Whom to teach? (subjects of learning).

What teaching strategies are most effective? (principles of learning).

What to teach? (content of education, training).

How to teach? (teaching methods).

How to organize training? (forms of training organization).

What teaching aids are needed? (textbooks, teaching aids, computer programs, didactic material, etc.).

What is achieved as a result of training? (criteria and indicators characterizing learning outcomes).

How to monitor and evaluate learning results? (methods of monitoring and assessing learning outcomes).

Private didactics are more focused on teaching practice and use certain research methods. This allows us to assert that in relation to private methods, didactics performs a methodological function, i.e. is their theoretical basis.

Verbal methods. Their main purpose is to communicate educational information using words (oral and printed) using logical, organizational and technical techniques. The main methods of this group: story, conversation, lecture, work with printed sources. The activities of a teacher using these methods involve the following actions: posing the main question to be studied; identifying signs; determination of starting positions in the analysis of processes and objects; comparison, generalization; formulation of conclusions, etc. The activity of students consists of perceiving and comprehending the information received, making various notes, sketching drawings, diagrams, working with the presented didactic material, etc.

Visual methods. The main purpose is to communicate educational information using various visual aids. Basic methods: demonstration of experiments, demonstration of natural objects, demonstration of visual aids (objects, diagrams, tables, dummies, layouts, etc.), viewing of videos, films, television programs, etc. The teacher’s activities are carried out in the form of posing the main question and studying it based on the data obtained from various visual sources, which are demonstrated by the teacher himself or the students. The activity of the students consists of observing demonstrations conducted by the teacher or the student himself, comprehending the data received and accepting the main didactic goal of a particular lesson, making various notes, diagrams, sketches, etc.

Practical methods. The main purpose is to obtain information based on practical actions performed by the student or trainee in the process of organizing various practical work. Basic methods: practical and laboratory works, exercises. The activity of the teacher consists in posing the main question to be studied in the process of carrying out various practical works performed by the teacher himself. The activities of students include understanding the practical actions demonstrated by the teacher, their own practical actions, making various notes, sketches, diagrams and accepting the main didactic goal of the lesson.

A common classification of teaching methods is the classification proposed by M.N. Skatkin and I.Ya. Lerner. They propose dividing teaching methods depending on the nature of students’ cognitive activity in mastering the material being studied into explanatory and illustrative, reproductive, problem-based presentation, partially search and research.

The essence of the explanatory-illustrative teaching method is that the teacher provides ready-made information by different means, and students perceive it, realize it and record it in memory. The explanatory and illustrative method is one of the most economical ways to convey information. However, when using this teaching method, skills and abilities to use the acquired knowledge are not formed. The teacher’s activities are aimed at communicating educational information using various didactic means (visual aids, texts, etc.)

To acquire these skills and abilities by students, the reproductive method of teaching is used. Its essence consists in repeated repetition of the method of activity on the instructions of the teacher, the formation of skills and the ability to use and apply the acquired knowledge. To solve this problem, the teacher develops and applies various exercises and tasks, and uses instructions (algorithms). Students' activities consist of mastering techniques for performing individual exercises when solving various types of problems and mastering the general algorithm of practical actions.

The essence of the problem presentation method is that the teacher poses a problem to the students and himself shows the way to solve it, revealing the contradictions that arise. The purpose of this method is to show examples of scientific knowledge and scientific problem solving. At the same time, students follow the logic of solving a problem, receiving a standard of scientific thinking and knowledge, an example of a culture of deploying cognitive actions. The activity of students consists not only in perceiving, comprehending and remembering ready-made scientific conclusions, but also in following the logic of their proof, as well as recording the movement of the teacher’s thoughts (problem, hypothesis, proof of the reliability or falsity of the put forward assumptions, etc.).

In order to gradually bring students closer to independent decision cognitive problems, a partially search (heuristic) teaching method is used. Its essence lies in the fact that the teacher breaks down the educational task into problems, and students carry out individual steps to solve it. Each step involves creative activity, but there is no comprehensive solution to the problem yet.

The research method of teaching serves this purpose. It is designed to provide creative application of knowledge. Students master the methods of scientific knowledge and develop experience in research activities.

There are other classifications of teaching methods. This is explained by the complexity of the research object and the importance of the methodological equipment of the pedagogical process. The choice of teaching methods depends on a number of conditions. For example, from the general goals of education; characteristics of the subject being studied, age characteristics of students and their level of preparedness, level of professional skills of the teacher, material equipment, goals and objectives of a particular lesson, etc.

An essential feature of a didactic game is a stable structure, which distinguishes it from any other activity. Structural components of a didactic game: game concept, game actions and rules.

The game concept is usually expressed in the title of the game. Game activities contribute to the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goals of the game. Rules help guide gameplay. They regulate the behavior of children and their relationships with each other. A didactic game has a certain result, which is the finale of the game and gives completeness to the game. It appears, first of all, in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of students’ achievements in mastering knowledge or in its application.

All structural elements of a didactic game are interconnected and the absence of any of them destroys the game.

According to their structure, didactic games are divided into role-playing games and exercise games, which include only individual elements of the game. In role-playing games, the didactic task is hidden by the plot, role, action, rule. In exercise games it is clearly expressed. In a didactic game, its concept, rule, action and the mental task included in them represent a single system of formative influences.

When selecting games, it is important to take into account the visual and effective nature of the younger student’s thinking. It is also necessary to remember that games should promote the full and comprehensive development of children’s psyche, their cognitive abilities, speech, experience of communicating with peers and adults, instill interest in educational activities, develop skills and abilities in educational activities, help the child master the ability to analyze and compare. , abstract, generalize. In the process of playing games, the child’s intellectual activity should be associated with his actions in relation to surrounding objects.

The use of all games in teaching is characterized by a general structure of the educational process, which includes four stages:

orientation - the teacher introduces the topic, characterizes the game, general review its course and rules;

preparation for the event: familiarization with the script, distribution of roles, preparation for their execution, provision of game management procedures;

conducting the game: the teacher monitors the progress of the game, controls the sequence of actions, provides the necessary assistance, and records the results;

discussion of the game: characteristics of the execution of actions, their perception by students are given, the positive and negative aspects of the course of the game, the difficulties encountered are analyzed, possible ways to improve the game are discussed, including changing its rules.

Gaming activity is a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces. A didactic game makes it possible to develop a wide variety of child’s abilities, his perception, speech, attention.

Many games with ready-made content and rules are currently being created by teachers. Games with rules are designed to form and develop certain qualities of a child’s personality.

Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. Listed signs are inherent in all games, but in some they appear more clearly, in others - others. More than 500 didactic games are listed in various collections, but there is no clear classification of games by type. The following types of didactic games can be imagined: travel games, errand games, guessing games, riddle games, conversation games, board-print games, verbal games, role-playing games, subject games, exercise games, competition games, educational games with rules, collective didactic games, long-term joint games with peers.

Conventionally, we can distinguish several types of didactic games, grouped according to the type of activity of students:

travel games;

errand games;

guessing games;

riddle games;

conversation games (dialogue games).

Travel games are similar to a fairy tale, its development, and miracles. A travel game reflects real facts or events, reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success. Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something. The role of the teacher in the game is complex, it requires knowledge, readiness to answer children’s questions while playing with them, and to conduct the learning process unnoticed.

A travel game is a game of action, thought, and feelings of a child, a form of satisfying his needs for knowledge.

Guessing games “What would happen..?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. Sometimes a picture can serve as the beginning of such a game.

The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the very name “What would happen..?” or “What would I do...”. Play actions are determined by the task and require children to perform expedient intended actions in accordance with the set conditions or created circumstances.

Children make assumptions that are ascertaining or generalized and evidentiary. These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element: “Who can figure it out faster?”

Riddle games. The emergence of mysteries goes back a long way. Riddles were created by the people themselves, included in rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment.

Currently, riddles, telling and guessing, are considered as a type of educational game.

The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven). This description is often framed in the form of a question or ends with one. The main feature of the riddles is the logical task.

Conversation games (dialogues). The game-conversation is based on communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. However, the conversation game is fraught with the danger of reinforcing direct teaching techniques.

The educational and educational value lies in the content of the plot - the theme of the game, in arousing interest in certain aspects of the object of study reflected in the game.

The cognitive content of the game does not lie “on the surface”: it needs to be found, extracted - made a discovery and, as a result, learn something.

The main means of a conversation game is a word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

Printed board games are widely used in children's independent activities. These are such as lotto, mosaic, dominoes, paired and cut pictures, checkers, chess, puzzle games, etc. The teacher gives examples of performing actions, points out the incorrect execution of them by individual participants, and shows examples of control over the actions of a partner. Such tabletop material is highly visual and colorful, while playing with it the child can actively act and involve peers in joint actions. Printed board games come in a variety of types: paired pictures, different kinds lotto, dominoes. When using them, various developmental tasks are solved. For example, a game based on matching pictures in pairs. Students combine pictures not only by external features, but also by meaning. Selection of pictures based on a common feature - classification. Here, students are required to generalize and establish connections between subjects. For example, in the game “What Grows in the Forest?” Compiling cut pictures is aimed at developing in children the ability to form a whole object from individual parts and logical thinking. The description, story based on the picture, showing actions and movements is aimed at developing speech, imagination, and creativity in younger schoolchildren. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.). In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

Verbal games are games that develop attention, intelligence, speed of reaction, and coherent speech. This group includes a large number of folk games such as: “Paints”, “Silence”, “Black and White”, “I know five ...”, “Contact”, “Word games” - this is inventing words denoting objects from one groups (for example, vegetables, animals, furniture, etc.), coming up with words starting with one letter, each subsequent word must begin with the last letter of the previous one. You need to call in turns, so the game turns into a competition. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental problems: describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties, cultivate a desire to engage in mental work.

In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught. For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups.

The first group includes games with the help of which they develop the ability to identify the essential features of objects and phenomena: “Guess it,” “Shop,” etc.

The second group consists of games used to develop the ability to compare, contrast, and give correct conclusions: “Similar - not similar,” “Who will notice the most fables,” and others.

Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?” “Name three objects”, “Name in one word.”

A special fourth group includes games for the development of attention, intelligence, and quick thinking: “Colors”, “Flies, does not fly” and others. These games develop the child, while simultaneously developing his logic, intelligence, and vocabulary. These games are verbal, they do not require any improvised means, not even paper and pen.

Role-playing games. Their peculiarity is that students play roles, and the games themselves are filled with deep and interesting content. These are “Press Conference”, “Round Table”, etc. Students can play the roles of agricultural specialists, historians, philologists, archaeologists, etc. Roles that put students in the position of a researcher pursue not only cognitive goals, but also professional orientation . In the process of such a game, favorable conditions are created to satisfy a wide range of interests, desires, requests, and creative aspirations of students. In these games, based on life or artistic impressions, social relationships, material objects are freely and independently reproduced, and fantastic situations are played out.

The student subordinates his emotional-volitional sphere to the rules of the game, he develops correct movements, attention, and the ability to concentrate, that is, he develops abilities that are especially important for successful learning at school

In the game, the child learns to control himself: qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits. The result of the game is a deeper understanding of the life and activities of people, familiarity with their professions. The choice of game plots should be of interest to students, taking into account their intellectual capabilities and psychophysical state.

Subject games are games with folk didactic toys, mosaics, and natural materials. The main play actions with them are: stringing, laying out, rolling, assembling a whole from parts, etc. Object games use toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, the tasks in the games become more complex: younger schoolchildren practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose...), which is very important for development abstract, logical thinking.

The game also uses items in which the difference between them is less noticeable. In games with objects, primary schoolchildren perform tasks that require conscious memorization of the number and location of objects, and finding a missing object. While playing, they acquire the ability to put parts together into a whole and lay out patterns from various shapes. A variety of toys are widely used in educational games. They clearly express color, shape, size, and the material from which they are made. This helps the teacher to train younger students in solving certain didactic problems.

Exercise games - gaming activities can be organized in collective and group forms, but still individualized. It is used to consolidate material, test students’ knowledge, and in extracurricular activities. Example: “The fifth is odd.” For example, in a science lesson, students are asked to find in a given set of names (plants of the same family, animals of an order, etc.) one that is accidentally included in this list.

Competition games:

competitions;

quizzes;

imitation of television competitions, etc.

These games can be played both in class and in extracurricular activities. Their goal is to revive the boring, captivate with creativity, and interest in the ordinary, since interest is the catalyst for all educational activities. Competition games are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success and the class becomes a creative team. These lessons include a wide variety of forms and methods, especially such as problem-based learning, search activities, interdisciplinary connections, reference signals, etc. Tension is relieved, thinking is enlivened, interest in the subject as a whole is excited and increased. Competition lessons are conducted at a good pace and allow you to test the practical and theoretical knowledge of most schoolchildren on the chosen topic. Competition games can be invented by a teacher or be an analogue of popular television competitions. “Who knows the rules better?”, “Club of Connoisseurs”).

Games with rules are good because they clearly define the requirements for children's behavior. The child is forced to obey these requirements (i.e., not break the rules) if he wants to play and does not want to disrupt the game. In them, the child learns to subordinate his behavior to rules, his movements, attention, and ability to concentrate are formed, and abilities that are especially important for successful learning at school are developed. Popular board game Lotto is an example of a game with rules and at the same time a competitive game. Elementary at first glance, it is extremely useful for younger schoolchildren with impulsive behavior. The child here will need to be attentive and collected so as not to miss the numbers on his card; be restrained and not express your emotions violently if the announced figure is there; be patient and not point out to other players the numbers they have or missed; be patient and not be offended to the point of tears if you lose.

In collective didactic games, elements of cooperation and partner orientation are not a secondary, but a necessary component of the game process.

The atmosphere of cooperation and mutual understanding found in the game becomes personally significant for the child in later life.

Currently, the area of ​​computer educational games is developing particularly rapidly.

Computer games have an advantage over other forms of games: they clearly demonstrate role-playing ways to solve game problems. In them, children gain experience of moral behavior in a wide variety of living conditions. Such games help to avoid cliches and standards in assessing the behavior of different characters in different situations. Children practically learn means of communication, ways of communicating and expressing emotions.

All computer programs for children should be positively morally oriented, contain elements of novelty, but in no case should they be aggressive or cruel.

Computer games are used as educational tools in almost all areas modern education. Educational game programs, based on a complex of motivations of interest, learning new things, and competition, are becoming increasingly widespread. Speed, large memory capacity, and ease of use of the information provided make computer technology an ideal tool for educational games.

Computer didactic games become a means of laying the foundations of computer literacy in children and introducing them to programming languages. Computer games are used as didactic tool when teaching in a wide variety of subject areas.

The types of games for children are very diverse, but despite the differences, all types of educational games have much in common. Their educational potential always depends, firstly, on the content of cognitive and moral information contained in the theme of the game; secondly, on what heroes children imitate; thirdly, it is ensured by the very process of the game as an activity that requires achieving the goal of independently finding funds, coordinating actions with partners, and, of course, establishing friendly relations.

4 The influence of the game on the development of cognitive processes in younger schoolchildren

At primary school age, children have significant development reserves. Their identification and effective use is one of the main tasks of teachers and parents.

Psychologists have proven that ordinary children in the lower grades of school are quite capable, if only they are taught correctly, of mastering more complex material than that given under the current curriculum. To do this, it is necessary to teach them to study without spending extra physical effort, to be attentive and diligent. In this regard, it is necessary to arouse and maintain constant interest among students.

When a child enters school, under the influence of education, a restructuring of all his cognitive processes begins, and they acquire qualities characteristic of adults. This is due to the fact that children are involved in new types of activities and systems of interpersonal relationships that require them to have new psychological qualities. The general characteristics of all cognitive processes of a child should be their volition, productivity and stability.

The types of games for children are very diverse. There are games that are designed specifically for developing the mental abilities of schoolchildren, improving and training their memory and thinking, which help to better assimilate and consolidate the knowledge acquired at school, awakening in students a keen interest in the subjects they study. These games require constant attention.

In their totality, educational, cognitive games should contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, perceive spatial relationships, develop constructive skills and creativity, cultivate students' powers of observation, validity of judgments, habits of self-testing, learning children to subordinate their actions to the task at hand, to complete the work they have begun.

By the beginning of primary school age, gaming activity does not lose its role, but the content and direction of the game changes (compared to preschool age). At this time, games with rules and didactic games occupy a significant place. In them, the child learns to subordinate his behavior to rules, his movement, attention, and ability to concentrate are formed, that is, abilities that are especially important for successful learning at school are developed.

Attention plays a great role in the educational process of younger schoolchildren. The learning process depends on how much the teacher can hold the attention of the children's audience.

To maintain the cognitive activity of younger schoolchildren, ensuring the achievement of learning goals, various methods and forms of organizing student activities, as well as various teaching aids, are used in the practical activities of the school. The leading place among the latter belongs to didactic games. In didactic games, primary schoolchildren learn to subordinate their behavior to rules, their movements, attention, and ability to concentrate are formed, that is, they develop abilities that are important for successful learning at school.

In the process of teaching mathematics, it is important to develop in children the ability to observe, compare, analyze, generalize, reason, and justify the conclusions that students come to in the process of completing tasks.

The purpose of the didactic game Logical domino consists of consolidating children’s knowledge about the properties of objects and developing logical thinking. To play you will need a set of figures of different colors and sizes. Two students play and have a full set of pieces. The first student places a piece on the table. The second student’s response is that he attaches another figure to this figure, differing from it only in one property: shape or size. The one who is the first to be left without pieces loses. The teacher walks through the rows and leads the game.

Didactic games for the development of thought processes are used in mathematics lessons (APPENDIX 1), Russian language (APPENDIX 2) and even natural history (APPENDIX 3).

Thus, the use of didactic games in the process of teaching primary schoolchildren activates their interest in learning.

CHAPTER 2. ORGANIZATION OF RESEARCH OF THE INFLUENCE ON THE LEARNING PROCESS OF JUNIOR SCHOOL CHILDREN.

1 Forms of organization and conditions for conducting a didactic game

Organizing and conducting a didactic game is a rather difficult task for a teacher.

The following basic conditions for conducting a didactic game can be distinguished:

The teacher has certain knowledge and skills regarding didactic games.

Expressiveness of the game. This ensures children's interest, desire to listen, and participate in the game.

The need to include the teacher in the game. He is both a participant and the leader of the game. The teacher must ensure the progressive development of the game in accordance with educational and educational objectives, but at the same time not exert pressure, play a secondary role, and, unnoticed by the children, direct the game in the right direction.

It is necessary to optimally combine entertainment and learning. When conducting a game, the teacher must constantly remember that he is giving children complex educational tasks, and the form of their implementation turns them into a game - emotionality, lightness, ease.

Means and methods that increase children’s emotional attitude to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks.

There should be an atmosphere of respect, mutual understanding, trust and empathy between the teacher and children.

The visuals used in the didactic game should be simple and succinct.

Competent implementation of the didactic game is ensured by the clear organization of didactic games. First of all, the teacher must understand and formulate the purpose of the game, answer the questions: what skills and abilities will children master during the game, what moment of the game should be given special attention, what educational goals are pursued when playing the game? We must not forget that behind the game there is a learning process. And the teacher’s task is to direct the child’s energy to study, to make the serious work of children entertaining and productive.

Next, you need to decide on the number of players. IN different games There are different quantities available. If possible, we should strive to ensure that every child can participate in the game. Therefore, if some children carry out gaming activities, then the rest should play the role of controllers, judges, that is, also take part in the game.

The next important step in organizing a didactic game is the selection didactic materials and game aids. In addition, you need to clearly plan the timing of the game. In particular, how to introduce children to the rules of the game in the least amount of time. It is necessary to foresee what changes can be made to the game in order to increase the activity and interest of children, and to take into account the possible occurrence of unplanned situations when conducting didactic games.

And finally, it is important to think through the conclusion, summing up after the didactic game. Collective analysis of the game is of great importance. Both the speed and, most importantly, the quality of children’s performance of play actions should be assessed. It is imperative to pay attention to the manifestations of children’s behavior and their personality traits in the game: how mutual assistance was manifested in the game, persistence in achieving the goal. It is necessary to constantly demonstrate to children their achievements.

It is important to think through the phased distribution of games and gaming moments in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, a didactic game should solve the problem of mastering the topic; at the end of the lesson the game can be of a search nature. At any stage of the lesson, the game must meet the following requirements: be interesting, accessible, include different types children's activities. The game, therefore, can be played at any stage of the lesson. It is also used in various types of lessons. Thus, during a lesson explaining new material in a game, children’s practical actions with groups of objects or drawings should be programmed. In lessons to consolidate material, games are used to reproduce the properties of actions and computational examples. In the system of lessons on the topic, it is important to select games for different types of activities: performing, reproductive, transformative, search.

A didactic game should be part of a holistic pedagogical process, combined and interconnected with other forms of teaching and upbringing.

2 Goals, principles and conditions for the effectiveness of a didactic game

The main goals for achieving which the use of didactic games in practice in primary school are widely used are the following:

intellectual development of younger schoolchildren;

introducing schoolchildren to universal human values;

individual approach to each child and application individual funds training;

increasing the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student;

deepening previously acquired knowledge;

the transition of movement from surface reflection, i.e., knowledge of only the phenomenon itself, to the disclosure of the laws and regularities of this phenomenon;

combining knowledge into categories and systems;

their linking and transformation from fragmented ranks into systemically constructed “kinds”;

acquiring knowledge of mobility and flexibility, turning it into controllable by the subject himself.

transforming knowledge into more differentiated and accurate knowledge;

the student’s transition from fused, poorly differentiated concepts and images to operating with more precise knowledge, to distinguishing similar knowledge;

emotional and psychological development of younger schoolchildren, which is facilitated by participation in didactic games.

Didactic game as a cultural phenomenon teaches, develops, educates, socializes, entertains, gives rest, and it also parodies, ironizes, laughs, and publicly demonstrates the relativity of social statuses and positions. From the earliest beginnings of civilization, play has become the benchmark for the manifestation of all the most important features personality and was used for the purpose of personal improvement and development.

The knowledge acquired by students as a result of the didactic game serves as the basis for the most important skills and abilities that primary schoolchildren must master.

Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of the use of means: knowledge and skills are also needed to use the means appropriately so that its use brings unconditional benefit. In the same way, the use of games in education requires compliance with certain rules. They are formulated so consistently and reasonably that even in our time they are of practical rather than historical interest:

Games should be of such a kind that the players get used to looking at them as something similar, and not as some kind of business.

Play should contribute to the health of the body no less than the revitalization of the spirit.

The game should not pose a danger to life or health.

The game should end before it gets boring.

Games must be supervised by a teacher.

If these conditions are strictly observed, the game becomes a serious matter, i.e. development of health, or rest for the mind, or preparation for life's activities, or all of these at the same time.

Studying modern pedagogical literature about the game allows us to formulate the following requirements that the teacher must take into account when organizing children's games in the classroom and outside of school hours:

Free and voluntary inclusion of children in the game: not imposing the game, but involving children in it.

Children must understand well the meaning and content of the game, its rules, and the idea of ​​each game role.

The meaning of game actions must coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life activities.

The game must be guided by socially accepted moral standards based on humanism and universal human values.

The game should not humiliate the dignity of its participants, including the losers.

The game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants.

The game needs to be organized and directed, if necessary restrained, but not suppressed, and each participant must be given the opportunity to take initiative.

In adolescence and especially in high school, it is necessary to encourage students to analyze the game played, to provide assistance in establishing a connection between the content of the game and the content of practical life activities or with the content of the educational course.

Games should not be overly educational and overly didactic: their content should not be intrusively didactic and should not contain too much information.

Children should not be unnecessarily involved gambling, games for money and things that are dangerous to health and life.

Play is of enormous importance in a person’s life, and its role is especially great in the lives of children. How younger child, the greater the educational and educational importance games have in his life. With age, games are replaced by more serious activities and work. However, even here the game does not disappear completely: “there is time for work, an hour for fun,” but this hour often means a lot, and it should not be neglected.

The most important task modern school, firstly, combine the formation of the child’s individuality and personality; secondly, directly contribute to the conservation cultural heritage the nation, its revival and further development; thirdly, to form today’s criteria for a culture of communication among students using folk pedagogy.

Based on historical analysis, it has been established that in domestic pedagogy, interest in the problem of didactic games and its organization has a long tradition. The creator of game theory in Russian science is K. D. Ushinsky. He contrasts the preaching of the spontaneity of gaming activity with the idea of ​​​​using games in common system education, in preparing a child through play for work.

In domestic pedagogy and psychology, the theory of play was seriously developed, including didactic play by M. M. Bakhtin, P. P. Blonsky, L. S. Vygotsky, N. K. Krupskaya, A. N. Leontiev, A. S. Makarenko , D. B. Elkonin. At the same time, the main approaches to the theory of the emergence of the game are the theory of spiritual development in the game; child education; gaining new knowledge about nature and the world in general; labor as a source of play; theory of influencing the world through play. Folk culture researcher

V. M. Grigoriev notes that play is an activity, not out of obligation, but voluntary, at will, bringing joy; this joy is immediate, free from expectation of reward; the game is not similar to learning, work, art and other serious aspects of life, but is capable of largely reproducing and simulating absolutely any of them; In the game, a special, conditional world is created for a while, with its own laws.

Nowadays, play is a kind of school for the socialization of a child. On the one hand, the game reveals a culture of behavior, a culture of communication, a culture of learning, developed and nurtured by children outside the game. On the other hand, the exciting content of games, the depiction of collective work, noble deeds, contributes to the development of friendly feelings, and unites children. This unity of gaming and real relationships helps to create a moral direction for children’s behavior.

The principles on which the didactic game is based have much in common with the basic principles of schooling.

V. I. Loginova refers to these principles:

─ the principle of developmental education;

─ the principle of educational training;

─ principle of accessibility of training;

─ the principle of systematicity and consistency;

─ the principle of children’s consciousness and activity in acquiring and applying knowledge;

─ the principle of an individual approach to children.

To the above principles of V. I. Loginov, considering learning as the principle of the comprehensive development of the child’s personality, adds the principle of the strength of knowledge, which is considered as a connection between learning and everyday life and the activities of children (didactic play, work), i.e., as the need to exercise children in applying acquired knowledge in practice, as well as taking into account individual and age characteristics. Thus, a child, mastering the skills of educational activities in the form of a game, also masters the basic methods of completing educational tasks.

The presented principles are the basis for determining the educational content that a student must master. For the first time, such an experimental program was developed by the famous domestic methodologist E. I. Tikheyeva.

Didactic games develop perseverance, the desire for success, improve thinking and memory. These games make you think and provide the student with the opportunity to test and develop their abilities.

The game helps the teacher find a common language with the children, and the children gain knowledge without stress and with interest. The game develops motivation and a sense of collectivism.

CONCLUSION

The game is one of the unique forms of education that makes it possible to make the development of younger schoolchildren interesting and exciting. The entertaining nature of the conventional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally colored, and the emotionality of the game action activates everything mental processes and functions of the child. Another the positive side games is that it promotes the use of knowledge in new situation Thus, the material acquired by students goes through a kind of practice, introducing variety and interest into the system of development of the child’s cognitive processes.

Play, as a way of understanding reality, is one of the main conditions for the development of children's imagination. It is not imagination that gives rise to play, but the activity of a child exploring the world that creates his fantasy, his imagination. The game obeys the laws of reality, and its product can be the world of children's fantasy, children's creativity. The game forms cognitive activity and self-regulation, allows you to develop attention and memory, and creates conditions for the development of abstract thinking. The game is a favorite form of activity for younger schoolchildren. In play, children master game roles, enrich their social experience, and learn to adapt to unfamiliar situations.

The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students, their cognitive activity, the ability to independently solve non-standard problems. tasks, etc. The active introduction into the traditional educational process of various developmental activities, specifically aimed at the development of the child’s personal-motivational and analytical-syntactic spheres, memory, attention, imagination and a number of other important mental functions, is in this regard one of the most important tasks of the teaching staff.

After studying the materials on this topic, we can come to the conclusion: the development of cognitive activity of primary schoolchildren through games will be effective provided:

systematic use of gaming methods and techniques in the educational process;

taking into account the age and psychological characteristics of children of primary school age;

creating comfortable psychological and pedagogical conditions for the formation of a harmoniously developed growing personality.

didactic game educational educational

LITERATURE

Antonenko T.E. Entertaining techniques in mathematics lessons // Primary School, 2009, No. 5, pp. 55-56.

Weiner M.E. Correction of schoolchildren's behavior using games // Primary school, 2004, No. 1, p. 9-14.

Gazman O.S. Vacations: play, education. - M.: Education, 1988, 97 p.

Grigorovich L.A., Martsinkovskaya T.D.. Pedagogy and psychology - M.: Gardariki, 2003, 480 p.

Zubovich V.N. Entertaining as a way of motivation in learning the Russian language //National Education, 2005, No. 2, pp. 135-137

Classification of didactic games: theoretical aspect // Vesnik VDU, 2001, No. 2, pp. 65-68.

Kolomensky Ya.L. Child psychology. - Mn.: Universitetskoe, 1988, 223 p.

Komensky Ya.A. Selected pedagogical works: in 2 volumes - M.: Pedagogika, 1982, vol. 1, 656 p.

Computer games in the classroom // Elementary school, 1999, No. 3, p. 42.

Krol V.M. Psychology and pedagogy. - M.: graduate School, 1999, 319 p.

Mironova R.M. Game in the development of children's activity. - Minsk: Narodnaya Asveta, 1989, 174 p.

Pedagogy / ed. Slastenina V.A. - M.: Academy, 2008, 576 p.

Pedagogy / ed. Pidkasisty P.I. - M.: Pedagogical Society of Russia, 2006, 608 p.

Podlasy I.P. Pedagogy of primary school - M.: Vlados, 2008, 474 p.

Sitarov V.A. Didactics - M.: Academy, 2004, 368 p.

Filimonova N.I. Through entertainment - to personal development. - Mn.: Belor.nauka, 2000, 160 p.

Shpuntov A.I. The role of educational, cognitive and educational tasks in literacy lessons // Primary school, 1993, No. 5, pp. 7-15.

Elkonin D.B. Psychology of the game - M.: Vlados, 1999, 226 p.

ANNEX 1

Didactic games in mathematics lessons in primary school.

The best counter. 6-10 examples for mental calculation are written on the board. Two students stand with their backs to the board. The teacher shows by example. Students sitting at their desks solve it orally. One of the students names the answer. With the teacher's permission, both students standing at the blackboard simultaneously turn to face the written examples and find the example to which the answer was named. The student who is the first to provide the correct example wins.

Even number. 13 or 15 sticks are placed on the table. Two people play. Each of them in turn must take one or two items at their discretion. The one who collects an even number of items wins.

APPENDIX 2

Didactic games in Russian language lessons in primary school.

Postman. This game is aimed at consolidating students’ knowledge of selecting a test word, expanding their vocabulary, and developing phonemic awareness. The essence of the game is that the postman distributes invitations to a group of children (4-5 people each). Children determine where they have been invited.

explain spellings by selecting test words;

make sentences using these words.

For example:

vegetable garden - grains, kale, radishes, carrots;

park - doro-ki, bere-ki, do-ki, li-ki;

sea ​​- plo-tsy, fl-ki, lo-ki, islands;

Zoo - kle-ka, marty-ka, tra-ka, decide-ka.

Nicknames. Goal: formation of the process of inflection and word formation, consolidation of phonetic and grammatical analysis of words, spelling of proper names.

Progress: Form animal names from the following words:

ball, arrow, eagle, red, star

Make up sentences from the resulting words (Ball, Arrow, Orlik, Ryzhik, Asterisk).

Highlight the part of the word that you used to compose nicknames (suffix, ending).

APPENDIX 3

Didactic games in natural history lessons.

Vegetables fruits. This game aims to strengthen children’s ability to classify and name vegetables and fruits, and to correctly use the verbs “put”, “put”. The teacher divides the children into two teams with an equal number of players.

Cognitive activities the process of an individual’s comprehension of the surrounding nature and social reality. PD is aimed at achieving a scientific understanding of the surrounding reality, at teaching.

PD ml shk mainly comes into education. Cognitive activity reflects the definite interest of junior high school students in acquiring new knowledge, internal determination and the constant need to use different ways actions to replenish knowledge and broaden horizons. Cognitive interests develop gradually, over a long period of time.

Know the activity:

1) reproducing (previously known)

2) interpretive (explanation)

3) creative (creates himself)

Activation of cognitive activities:

1) the principle of problem-based learning

2) the principle of mutual learning

3) the principle of adequacy of educational and cognitive activities to the nature of the practical task

4) exploratory nature of learning

5) self-learning principle

Having known processes- these are the main forms of mental activity that allow you to quickly, deeply and correctly navigate the phenomena of the surrounding reality. The development of cognitive processes in primary school age is characterized by the fact that from involuntary actions, performed unintentionally in the context of play or practical activity, they turn into independent types of mental activity that have their own purpose, motive and methods of execution, factors in the formation of arbitrariness of processes (Elk.)

Perception-reflection of objects and phenomena in human consciousness, with their direct impact on the senses. Perception is more differentiated. Younger schoolchildren notice not what is essential in objects, but what stands out clearly. When memorizing verbal material, children remember words denoting the names of objects better than words denoting abstract concepts. The younger student does not know how to properly manage his or her V., they do not know how to independently analyze this or that subject, or work independently with insolence. benefits. Perception of time: children accurately perceive periods of time associated with the daily routine and systematic implementation of school work. In the perception of space: in the process of learning, children acquire systematized knowledge about the units of measurement of space, learn precise verbal designations of the spatial properties and relationships of objects, and receive practical N. and U. orientation in space. The ability to systematically and systematically memorize educational material increases throughout primary school age. The development of perception does not occur by itself, but occurs with the development of thinking.

Thinking- the process of indirect and generalized reflection of reality. The success of this cognitive process is ensured by the independence of characteristic techniques of mental action. Kinds: impudent; arrogant; verbal-logical Logical operations: analysis, synthesis, classification, comparison, establishment of laws. The main type of thinking in primary school age is visual-figurative; types of conceptual thinking and mental operations are formed - analysis, synthesis, comparison, grouping, classification, abstraction, which are necessary for the appropriate processing of theoretical content. With the beginning of schooling, children develop conceptual thinking, during which the child learns new concepts, they are introduced into the system, and inferences are used more often. Thinking is aimed at solving specific problems. Mastering knowledge becomes a special type of activity for the child. He is faced with the task of acquiring scientific ideas and concepts, studying the laws of development of nature and society. Because figurative is the main thing, then visibility has a special role. Techniques for activating thinking: the urge to compare, contrast, justify, evaluate... Thinking develops along with speech.

Speech-system used by humans sound signals, written signs and symbols for representing, transmitting, storing information (Nemov RS). At early school age, a restructuring of the child’s relationships with people occurs. Two spheres of social relations appear: child-children, child-teacher. The need for communication determines the development of speech. Mastering speech turns into speech activity. Speech mediates both memory and thinking.

Imagination- the process of creating something new. Images based on available: 1) textbook. the activity is facilitated by the asset. Development of imagination; 2) the production of imagination is formed (having developed in the conditions of the creation of special activities: a collection of stories, fairy tales, poems); 3) the development of the child’s imagination gives new things. Possibility: allows you to go beyond practical limits. Personal experience, to overcome social normativity. Space, activates the development of qualities of L, stimulates the development of figurative signs. System; 4) imagination has an effect when a child can allow himself to be whoever and how he wants in his fantasy and have what he wants, on the other hand, imagination can lead a child away from reality, creating obsessive images.

Attention– a state of psychological concentration on something. In a younger schoolchild, attention is active concentration, the focus of consciousness on the objects that he perceives, imagines, thinks about and talks about. Attention is a very complex cognitive process. In terms of the degree of activity it can be involuntary and voluntary, and in terms of volume it can be narrow and wide. The following properties are known: switchability, distribution (concentrated and distributed); strength and stability (strong, weak, stable, unstable). In younger schoolchildren, involuntary attention predominates. Bright, colorful objects and a fascinating story evoke a direct emotional response. Voluntary attention is poorly developed. This is explained by the underdevelopment of the regulatory function of the second signaling system. Children's attention is characterized by narrowness, that is, they are not able to simultaneously cover a large number of objects. Known difficulties are presented by the distribution of attention - prolonged concentration on various objects. Hence its instability. As a result of increased impressionability, children easily jump from one object to another. Attention ml. school is dispersed: they do not see what is easy to see, they make gross unforgivable mistakes - omissions, rearrangement of letters, etc. The leading role in the development of attention belongs to the teacher. He must constantly use visualization.

Memory-the process of memorizing, storing, and reproducing various information by people (Nemov RS). At school, the child becomes required to memorize voluntarily. The following are involuntarily remembered: the material included in the content of the main goals of the activity; mat-al defiant act of mental work; mat-al the most significant, experienced. Memorization techniques: highlighting semantic units; planning; comparison; classification; reliance on feedback; play(repeat). Younger schoolchildren are characterized by visual-figurative and mechanical memorization. Specific objects, facts and events are easily imprinted in their minds. But their logical memory is not sufficiently developed. They do not know how to break the material down into meaningful points and retell it in their own words. They need to be taught this specifically.

Res-t cognize activities– reorientation from object to subject of activity (appearance, activity, response) according to Davydov VV. Throughout learning, cognitive processes become arbitrary. In school and vosp. At work, the teacher offers such exercises, the purpose of which is to develop cognitive processes. Considering that they are connected to each other. They are not a priority, but some people have more developed attention, memory, etc. during special work. If we develop verbal-logical thinking, this does not mean that other species will disappear.