Report: Development of cognitive abilities in younger schoolchildren through participation in intellectual games. Creative report on the topic: "The development of cognitive abilities in primary school children"

Date: 27.09.2019

Introduction

The relevance of research. It consists in the fact that an elementary school teacher, first of all, must teach children to learn, to maintain and develop the cognitive need of students, to provide the cognitive means necessary for mastering the foundations of the sciences. A purposeful solution to these problems is possible only if the teacher knows what the nature of the origin is. cognitive activities, what it consists of, in what order it should be formed in children of primary and secondary school age, what conditions must be taken into account in order to guarantee the formation of the intended cognitive activity in all students. Cognitive activity is formed in the course of a person's entire life. A child is not born with a formed, developed thinking, ready to learn. Learning activity requires from the student well-defined cognitive skills and means.

And the teacher must know whether the student has these means, whether they are formed in him in the preschool period. The study of the principles of the formation of a student's cognitive activity is necessary not so much for theoretical justification, as for practical application... It is necessary to clearly understand the specific content of various types of cognitive activity. Those. what and in what sequence should students be taught, equip them with methods of rational logical thinking, etc. Special attention should be paid to the upbringing of the skills of the ability to learn, the formation of general cognitive activity. The principle of student activity is widely known in pedagogy. Without the stimulation of the student's activities, the teacher will not be able to achieve the set goals.

But the ability to learn includes both general and specific types of cognitive activity. Before becoming a means of assimilation, these types of cognitive activity must themselves be assimilated by students. In the formation of cognitive activity, the question of how to teach, what methods to use and in what sequence is decided. The conditions are specially highlighted, the implementation of which allows the teacher to guarantee the achievement of the set goal. At the same time, special attention is paid to functional control in the educational process. Monotony, routine repetition of the same actions kills interest in learning. Children are deprived of the joy of discovery and may gradually lose the ability to be creative. Cognitive processes: perception, attention, imagination, memory, thinking - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must perceive the world, pay attention to certain moments or components of activity, imagine what he needs to do, remember, think over, express judgments. Therefore, without the participation of cognitive processes, human activity is impossible, they act as integral internal moments. They develop in activity, and they themselves are activities.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive abilities. Every child has abilities and talents. Children are naturally inquisitive and eager to learn, but smart and skillful adult guidance is needed for them to show their talents. Cognitive ability, like any others, you can develop by developing certain skills and abilities in yourself, and most importantly, the habit of thinking independently, looking for unusual ways to the right decision. A child will definitely need these qualities to succeed in life. Cognitive interests significantly influence intensity personal development... The effectiveness of this process increases if cognitive interests are developed from primary school age. This provision determines the pedagogical expediency of the problem of studying and developing the cognitive interests of younger students.

The variety and complexity of solving this problem require the improvement of the educational process at school, the activation of traditional and the search for non-traditional forms and methods of teaching. The existing system of organizing the educational activities of schoolchildren takes into account the possibilities of cognitive interests in the development of educational knowledge. However, the practiced element-by-element formation of cognitive interests, insufficient implementation in the educational process modern technologies and methodological means are not able to fully and effectively ensure the development of the cognitive interests of students as a personal integral education.

An analysis of the pedagogical experience of primary school teachers shows that when children form an interest in learning, the development of students' creative abilities, they experience certain difficulties. At the same time, the recommendations on the development of the cognitive interests of schoolchildren available today in the psychological, pedagogical, methodological literature are often not used in modern practice of teachers' work, or their application is situational, one-time. Scientists note that it is impossible to develop at once the whole complex of properties included in the concept of "creativity". This is a long, purposeful work, and the epizootic use of creative cognitive tasks will not bring the desired result. Therefore, cognitive tasks should form a system that allows you to form the need for creative activity and develop all the diversity of the child's intellectual and creative capabilities. Eliminating this contradiction requires changing the technology of organizing the process of developing cognitive interests. With this formulation of the problem, it is especially important to have a creative principle in the cognitive activity of younger schoolchildren.

Object of study: the process of forming the cognitive interest of younger students.

Subject of study: development of cognitive abilities in children of primary school age

Purpose of the study: to identify and scientifically substantiate the optimal ways of developing the cognitive interests of younger students in the educational process of the school.

Research objectives:

Analyze the psychological and pedagogical literature on this issue;
Expand the essence of the concept of "cognitive interest";
Conduct psychological and pedagogical observation of changes in students' activities.

Thus, cognitive activity is such an activity, which is based on the implementation and development of individual cognitive interests, capabilities and abilities of the child, focus on the discovery of new and interesting knowledge, reproduction of values known but new for the child.

Analytical part

2.1. The essence of the cognitive abilities of junior schoolchildren.

An orientation towards a personality with a high level of formation of various qualities of intelligence encourages the teacher to constantly search for ways to update the educational process, as well as to identify and create psychological, pedagogical and organizational and pedagogical conditions necessary for full disclosure and development. intellectual potential students.

When teaching children, we must first of all understand what the child is given from nature, and what is acquired under the influence of the environment.

Younger school age is characterized by intensive intellectual development. During this period, the development of all mental processes and the child's awareness of his own changes that occur during learning activities.

In different psychological and pedagogical sources, the concept of "intelligence" is revealed in different ways.
D. Veksler understands intelligence as the ability to successfully measure strength, life circumstances, using accumulated experience and knowledge. That is, he considers intelligence as a person's ability to adapt to the environment.

Psychologist I.A. Domashenko: "Intelligence is a general cognitive ability that determines a person's readiness to assimilate and use knowledge and experience, as well as to intelligently behave in problem situations."

So, intellect is the totality of the qualities of an individual, which ensures the mental activity of a person.

In turn, it is characterized by:

erudition: the sum of knowledge from the field of science and art;
the ability for mental operations: analysis, synthesis, their derivatives: creativity and abstraction;
the ability to think logically, the ability to establish cause-and-effect relationships in the surrounding world;
attention, memory, observation, ingenuity, various types of thinking: visual-effective, visual-figurative, verbal-logical, speech, etc.

Abilities - individually - psychological personality traits, which are a condition for the successful implementation of a particular productive activity. ("Pedagogical Dictionary". Kodzhaspirova GM).

Abilities are closely related to the general orientation of the individual, and to how stable a person's inclinations to a particular activity are.
- And what does intellectual ability mean?

Intellectual ability- these are the abilities that are necessary to perform not just one, but many types of activities.

Intellectual abilities are understood as - memory, perception, imagination, thinking, speech, attention. Their development is one of the most important tasks of teaching children of primary school age.

Intellectual development does not occur by itself, but as a result of the child's multilateral interaction with other people: in communication, in activities and, in particular, in educational activities. Passive perception and assimilation of new things cannot be the support of solid knowledge. Therefore, the task of the teacher is to develop the mental abilities of students, to involve them in active activity.

But not every activity develops abilities, but only emotionally pleasant.

Gaming technologies are one of the unique forms of education that makes it possible to make interesting and exciting not only the work of students at the creative and search level, but also everyday steps in learning the Russian language. The amusement of the conditional 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 all mental processes and functions of the child. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. the material assimilated by students passes through a kind of practice, brings variety and interest to the educational process.

Play is the source of the development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between the child and the adult.
The play environment creates an environment where children are willing and able to exercise their independence. Game actions a child, accompanied by a high emotional uplift, stable cognitive interest, are the most powerful stimulus for his activity in cognition.

Of great interest to younger students are games in the learning process - didactic games. These games, make you think, provide an opportunity for the student to test and develop their abilities. They are one of the means of development intellectual abilities.

The purposes of using didactic games are as follows:

intellectual development of junior schoolchildren;
creation of suitable conditions for the formation of the development of each child as a person, the development of his creative abilities;
an individual approach to each child and the use of individual teaching aids;
emotional and psychological development of primary schoolchildren, which is facilitated by participation in didactic games.
deepening of previously acquired knowledge;
an increase in the volume of concepts, ideas and information that the student masters; they constitute the individual experience of the student.

Didactic games (developing, cognitive) contribute to the development in children of thinking, memory, attention, creative imagination, the ability to analyze and synthesize, the perception of spatial relations, the development of constructive skills and creativity, the education of students' observation, validity of judgments, habits of self-examination, teach children to subordinate their actions to the task at hand, to bring the work begun to the end.
Didactic play is very important for the development of the intellectual abilities of younger students.

Project part

The purpose of my pedagogical activity is to create conditions for the implementation of a personality-oriented approach in teaching, which activates the personal potential of students, I work to ensure the physical and spiritual development of the child in such conditions when learning becomes for him a blessing, joy, the main form of expression of children's life. I create problematic, exploratory research situations in the classroom in order to simulate situations of success, taking into account the individual abilities of students in order to include them in the creative search for solutions to educational problems.

To increase the efficiency of the lesson, I use non-standard forms of teaching. When conducting such lessons, I use ICT. As a result of the combination of educational and play activities, children learn to model educational material, independently acquire knowledge (they use cognitive literature, an encyclopedia, in the classroom they present messages on the topic under study, using the information resources of the Internet). This form of work helps me to instill an interest in the subjects studied and to maintain it in the future.

With the help of signal cards, we clarify the spelling of unstressed vowels, conduct vocabulary dictation on the cards, compose, write down sentences with in difficult words and spelling, explaining their spelling.

Children read poems in chorus in support of their innocence:

If you have a letter
Will raise doubts
You immediately her
Emphasize.

With a grammatical game, a joke, a physical minute, I support the working capacity of children. Children guess puzzles and crosswords with great interest. I propose cheating and dictation with the task "Skip the letter", the spelling of which can be checked. Working with children who have a low level of learning, poor memory, we carry out a step-by-step assimilation of the material. To find out what topic I still need to work on, I give the children flashcards or test papers. We carry out exercises of a creative nature, performing various kinds of tasks. We carry out vocabulary dictation in various forms. Children are very active in the lessons, where we use exercises with elements of the game. She paid great attention to the sound-letter, syllable-sound analysis, and in the process of consolidation and repetition, the children performed various tasks. I offered these tasks on individual cards. Each card contains different material, united by one spelling.

Children work individually. Working with cards gives a complete picture of the assimilation of the studied spelling. This work disciplines children and saves time. The student receives the card at any stage of the lesson: at the beginning of the lesson, during the lesson, at the end of the lesson. Children do not seek to spy on a neighbor, since the cards are different in content. For low-performing children, I made envelopes with individual works, a notebook for recording errors is being kept. I pay a lot of attention to working on mistakes, I deeply think over the system of exercises for each subject. I always sum up the results, comment on the given marks, praise the weak in order to make them believe in their strength. I believe that it is very important to organize the lesson correctly, to go from easy to difficult, from unknown to known, not to be out of sight weak students so that every minute is used appropriately. Children in the classroom perform many different types of exercises.

Throughout the entire time, I have been looking for a multi-level approach to teaching students, developing the individual abilities of children.

In order to make mathematics accessible and exciting for children, you need to arouse admiration and surprise in the children, offer them such forms that will imperceptibly involve them in useful work. I come up with many games for verbal counting, for example, "Into the forest for mushrooms", "Parachutists", "Toy store" and others.

I am able to pay attention to each student, I come to the rescue on time. All my years I have been trying to achieve success. In the classroom, I use feedback means: cards with letters, special cards. This makes it possible to keep in sight each child and the whole class as a whole. Each student has everything they need for the lesson. In our school, the administration systematically checks the reading technique in accordance with the requirements of the program, the reading of most of my students is in accordance with the norm.

I teach children to answer the question clearly, to express their own opinion. I teach them to listen, think, complement the answer. I involve them in choral reading, speaking. I introduce children to works of different genres, I talk about writers. I explain the new material in a simple, intelligible way. I am making changes aimed at the development of oral and written speech of students, spelling vigilance. While teaching children, I realized that key point a child's development is his speech. Therefore, the main thing in my work is the development of students' speech at all stages of their education in primary school through the integration of subjects. By developing speech exercises, focused on the development of thinking in students, analysis, synthesis, the ability to identify the main features of objects through observation, generalization; on the decision logical tasks, to identify causal relationships, to compare and contrast. To activate the cognitive activity of students in my work I use lessons-games, distance travel, dialogues, dramatizations, work with creative notebooks.

The training is based on well-thought-out motivation in the activities of the children, clearly representing the immediate and final goals in their development and upbringing:

fostering love for the Russian language;
developing interest in academic subject;
awakening in children the need for independent work on the knowledge of the native word and on their speech;
improving the general language development of schoolchildren;
instilling in them ethical standards of speech behavior.

Developed a system of exercises for the development of speech of students in grades 1-4, which contributes to enrichment vocabulary students, correct interpretation of words, stimulates communication.

I have compiled in an entertaining form cards-questions on certain topics for theoretical self-control, graphic diagrams, entertaining tables.

For the development of oral and written speech, I use thematic supports with tasks.

I use games and creative writing lessons to develop interest in subjects in my lessons. In game activity, the principle of communicative learning develops, since this is an activity that requires verbal actions. Children really like games such as: "Theater of facial expressions and gestures", "Story in a circle", "Relay-story", role-playing games. Especially children love a staging competition (such contests bring animation to the educational process, allow children to reveal their acting skills).

I believe that the use of communicative tasks with game moments are a reliable basis for teaching students' speech activity and contribute to their creative growth.

I conduct systematically complicating communicative situations that create an atmosphere of speech communication, interviews, exchange of views in the classroom. This allows you to actively engage in dialogues: "teacher-student", "student-student".

Collaborative pedagogy, collective and group forms of education form in my pupils the skills of self-control and self-management.

Creative writing lessons develop children's imagination, the gift of speech, serve good remedy developing a sense of humor. Children learn to compose poems, songs, riddles, letters, stories and aesthetically design their creativity.

Such forms of work as creative cheating, creative dictations, free dictations, creative presentation contribute to the development of students' speech.

Correctly selected by me texts, reproductions for lessons, are a good means of instilling in students love for nature, for their homeland and contribute to expanding their horizons. In my lessons, I seek complete, meaningful, meaningful answers from students. I improve the speech of students, I draw great attention factors such as logic, accuracy, clarity, expressiveness and correctness of speech.

For the development of cognitive abilities in the classroom I use the exercises of "brain gymnastics". Exercise to improve brain performance and prevent visual impairment is an important part of developing cognitive abilities. Since under the influence physical exercise the indicators of various mental processes that underlie creative activity improve: the volume of memory increases, the stability of attention increases, and the solution of intellectual problems is accelerated.

Exercise 1. "Shaking your head"(stimulates thought processes): Breathe deeply, relax your shoulders and drop your head forward. Allow your head to swing slowly from side to side as the tension goes away with the breath. (30 sec)

Exercise 2. Lazy Eights(activates the structure of the brain, provides memorization, increases the stability of attention): draw in the air in the horizontal plane "eights" three times with each hand, and then with both hands.

Exercise 3. "Reflection Hat"(improves attention, clarity of perception and speech): put on a "hat", that is, gently wrap your ears from the top point to the lobe 3 times.

Exercise 4. Breathing exercises"Sound gymnastics"

It is performed while sitting or standing with a straightened back, taking a deep breath through the nose, and as you exhale, utter a sound loudly and energetically.

A, e, o, and, y, me, m, x, ha
A - for the whole body
E - on the thyroid gland
And - brain, eyes, nose, ears
Oh - heart, lungs
U - organs located in the abdomen
I - for the whole body
M - for the whole body
X - cleansing the body
Ha - improves mood

Gymnastics for the eyes

"Blinking" (useful for all types of visual impairment): blinking for each inhalation and exhalation.
"I see a finger!": forefinger keep the right hand in front of the nose at a distance of 25-30 cm, look at the finger for 4-5 seconds, then close the left eye with the palm of the left hand for 4-6 seconds, look at the finger with the right eye, then open the left eye and look at the finger with both eyes. Do the same, but close the right eye. (4-6 times)
"Finger doubles" (facilitates visual work at close range): stretch your hand forward, look at the tip of the finger arm outstretched, located in the midline of the face, slowly bring the finger closer, without taking your eyes off it, until the finger begins to double. (6-8 times)
Keeping Eyes: With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

In extracurricular activities on a problematic topic, I use the methodological manual of O. Kholodova "To young clever men and clever men", "Tasks for the development of cognitive abilities in grades 1-4", a series of educational and methodological books "To help the teacher".

"Development of cognitive abilities of primary schoolchildren"

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

Sh.A. Amonashvili.

In the materials of the FSES of the second generation, one of the value guidelines indicated "the development of initiative, the responsibility of the individual as a condition for its self-actualization", that is a person's desire for the fullest possible identification and development of his personal capabilities,including cognitive activity.

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

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

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

All this makes it possible to highlight next levels manifestations of activity: zero, relatively active, performing-active and creative. The degree of manifestation of the student's activity in the educational process is a dynamic, changing indicator. It is in the power of a teacher to help a student move from a zero level to a relatively active level, etc.

Students with a zero level of cognitive activity are not characterized by aggression or a demonstrative refusal of educational activity. As a rule, they are passive, they hardly engage in educational work, expect the usual pressure from the teacher. While studying with this group of students, you need to remember that they slowly get involved in the work, their activity increases gradually. At the time of the answer, do not interrupt them or ask unexpected tricky questions.

For students with a relatively active level of cognitive activity, interest is characteristic only in certain educational situations associated with interesting topic lesson or unusual teaching techniques. Such students eagerly embark on new types of work, however, with difficulties, they just as easily lose interest in learning. The teacher's strategy for working with relatively active students is to help them get involved in learning activities. But also to maintain an emotionally relevant atmosphere for them throughout the lesson.

Students with an active attitude to cognitive activity tend to be loved by teachers. They always do their homework, help teachers, the main thing in them is stability and consistency. It is on this category of students that the teacher relies when studying a new (difficult) topic; it is these students who help out teachers in difficult learning situations ( open lessons). However, these students also have their own problems. They are called "cramps" for perseverance and diligence. The apparent ease with which they learn is the result of the student's earlier efforts: the ability to focus on the task, carefully familiarize himself with the conditions of the assignment, activate the existing knowledge, choose the most successful option, and, if necessary, repeat the whole chain. These students start to get bored in the lesson if the material being studied is simple enough. If the teacher is busy with weaker students. Gradually, they get used to limiting themselves to the framework of the educational problem and no longer want or weaned to look for non-standard solutions. That is why the problem of enhancing the cognitive activity of such students is quite relevant. The main strategy of the teacher in working with students with high cognitive activity is to encourage the student to be self-active in learning.

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

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

To be able to see, to notice from the student the slightest spark of interest in any aspect of educational work;

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

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

First condition is to exercise maximum reliance on the active mental activity of students.

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

The fourth conditionis a favorable communication in the educational process. This group of conditions for the relationship "student - teacher", "student - parents and relatives", "student - team".
Educational activity should be rich in content, require intellectual tension from schoolchildren, the material should be accessible to children. It is important that students believe in themselves and experience academic success. It is educational success at this age that can become the strongest motive that makes you want to learn. It is important to organize a differentiated approach to students, it is he who contributes to the disclosure of the abilities of each of them.

Project method - one of effective forms development of cognitive abilities

The first projects that we carry out in the 1st grade were: "My family", "Plant world. Similarities and Differences ”,“ Who are insects? (bees, ants, ladybugs) "," Living Alphabet ".

"Brain gymnastics" 2-3 minutes.

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

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

Keeping Eyes Using your eyes, draw 6 circles clockwise and 6 circles counterclockwise.

"Shooting with eyes" Move your eyes left and right, up and down 6 times.

"Letter by the nose" Close your eyes. Using your nose like a long pen, write or draw in the air.

14 slide:

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

Analyze the initial data,

Build a sequence of actions

Get the desired result.

The ability to navigate the text of the problem is an important result and an important condition for the general development of the student. It is necessary to educate in children a love for the beauty of logical reasoning.

Example:

Brother and sister came to school at the same time. My brother walked faster. Which of them came out earlier?

The order of reasoning:

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

In the second grade, we were interested in the topic in the program literary reading"Children's magazines" and we were engaged in the "My magazine" project. In Russian lessons - "This entertaining Russian language!"

To solve the problem of developing the cognitive activity of students, it is important that they not so much receive ready-made knowledge as rediscover it. In this case, the task of the teacher is to arouse the attention of students, their interest in study topic, to strengthen cognitive activity on this basis.

GAMES

Cheerful account

Development of thinking and attention in schoolchildren.

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

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

Illegal paired associations

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

"Try to create an image of each object in your mind. Now mentally combine both objects in one clear picture. Objects can be combined according to any association, let your imagination run wild. For example, the words" hair "and" water "are given; why not imagine hair that gets wet in the rain or hair that gets washed? Try to paint the picture as vivid as possible. "

Approximate training pairs:

Pot - corridor Sun - finger
Carpet - Coffee Yard - Scissors
Ring - Lamp Cutlet - Sand
First, let the children practice out loud, telling each other their pictures, then they will work on their own. In the following sessions, dictate to them one word from each pair - they should remember and write down the second. Pay attention to the result.

The key to the unknown

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

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

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

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

Today, the quality of modern education has become a topical subject of discussion of the pedagogical community. The civilization of the 20th century is being replaced by an intellectual and informational civilization, which is characterized by an increase in the functions of social intelligence. In this regard, the content of education is being updated in Russia. This gives the teacher the right to design the pedagogical process according to any model.

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

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

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

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

So, a situation may arise when for some time what is taught by the teacher, as it were, does not find any reflection in the child's psyche. He remains, as it were, deaf to certain pedagogical influences. But a period is coming when these influences will suddenly manifest themselves in changes in knowledge, skills, attitudes, which testify to his mental development in the direction that the teacher was seeking. These changes may be little noticeable, but they appear and it is very important for the teacher to see them, they are evidence of the child's true development, his progress in comparison with the initial level. General development can be characterized by data on the development of such aspects of the psyche as memory, attention, thinking. The successful development of the child in these areas ensures reliable mastering of various types of activity, both cognitive and practical.

Teaching younger students through the development of cognitive abilities

How do we want our primary school graduates to be? Of course, I think so: educated, decent and well-mannered, as well as honest and kind. But today we already understand well: in order to be successful, it must be "a self-developing, self-regulating person with flexible and conscious knowledge, a subject of his life." Modern society needs to educate an independent, responsible, thinking person. And not the sum of knowledge is the true property of the child, but the ability to learn and the desire for self-development. Fostering faith in oneself, in the attainability of reasonably set goals, is necessary for the successful life of every person.

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

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

There are many positive trends in modern primary education:

the variability of the competence-based pedagogical approach is developing;
teachers have freedom for creative search;
the need for pedagogical support of the child's individuality is increasingly recognized.

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

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

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

The importance of the development of cognitive abilities is relevant precisely in elementary school. This is due to the psychophysiological characteristics of younger students. At this age, the physiological maturation of the main brain structures, that is why the most intensive development of the child's intellectual and personal sphere is necessary.

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

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

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

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

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

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

goal - principles - content - methods - means - forms.

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

Cognitive processes (attention, perception, imagination, thinking, memory).
Students' manifestations of interest, inclinations, motivation for learning, emotional mood.
Rises in mental and physical stress, performance and fatigue.

Thus, the pedagogical process is presented as the relationship of pedagogical, methodological and psychological. In the latter, I focus on cognitive processes.

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

PURPOSE: Formation of the creative potential of the student's personality in the context of the developmental orientation of education.

Throughout the entire period of primary education, I set tasks:

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

In my work, I highlight following principles:

The principle of self-assessment of each age, assuming:

focus on the development of a child, first of all, cognitive abilities;
reliance on the achievements of the previous stages of development creating the prerequisites for a successful transition to the next level of education;
the completeness of the realization of the possibilities of the age of the child;
building self-esteem and maintaining self-confidence;

The principle of humanity:

approval of the norms of respect and benevolent attitude towards each child;
exclusion of coercion and violence;
training in communication and collaboration skills.

The principle of individualization of education, providing:

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

The principle of social and cultural openness of education:

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

The set tasks of education cannot be solved without a clear and intelligible answer to the question "How to teach?"

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

As a result, adhering to my system of work, I observe that the children have positive educational motivation, their speech is logically competent and verbose, the children learned to negotiate with each other without offending each other, the concentration of attention increased, they learned to be creative in any business, they know how to write their own poems. I wanted to show how I develop the creative abilities of children using the example of the lesson of the world around me in grade 2.

Topic: The structure of the human body. Personal hygiene rules. Daily regime.

Purpose: Formation of the creative potential of the personality of students in the conditions of a developing orientation of education.

to acquaint children with the structure of their bodies; the main internal organs.
teach to determine the location of the main organs.
develop the cognitive activity of children.
repeat the rules of personal hygiene; children's day regimen studying in 2 shift.

Organizing time.

Repetition about the professions of people.

Tell me who cooks cabbage soup so deliciously,
Fragrant cutlets, salads, vinaigrette. (Cook)
We get up very early, because our concern is
Take everyone to work in the morning. (driver)
We teach kids to read and write,
Love nature, respect the elderly. (teacher)
He points his glass eye, clicks, and remembers you. (photographer)
Who sits at the patient's pastel
I. how to be treated, he tells everyone;
Who is sick he will offer to take drops,
Anyone who is healthy will be allowed to take a walk. (doctor)

New material.

Today comrade "doctor" who heals, prevents diseases, will acquaint us with the second issue of the journal "Health". The content of the journal contains the following sections:

Body parts.
Internal human organs.
Rhythmic gymnastics.
Health preserving rules.
Ads.
Orders. Personal hygiene rules.
Daily regime
Proverbs from “My-to-holes”.

Parts of the human body.

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

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

The practical part.

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

What is the name of the chest, back, belly in one word? (torso)

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

Internal human organs. (Table "Internal human organs)

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

Consider two oval organs - the lungs. What do you know about them? (answers)

The lungs right and left are located inside the chest and are protected by ribs. When we breathe in, the lungs enlarge, and when we breathe out, they shrink. The lungs absorb oxygen from the inhaled air and rid our body of the carbon dioxide that comes out when we exhale. We could not live without lungs.

Next to the left lung is the heart. (Read the text from Appendix # 1)

Clench your fists - your heart is a little bigger than a fist.

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

The lungs and heart are separated from other internal organs by a strip of muscles called the diaphragm. Consider where the liver is. The liver “works” much more than any other organ. It stores proteins, fats and carbohydrates and releases them into the bloodstream. The liver cleans the blood of harmful foods. The liver works like a chemical laboratory.

Under the diaphragm is the stomach. What do you know about him? (answers)

The stomach is connected to the intestines. The stomach resembles a bag. It can hold a lot of food and liquid inside. An adult has a stomach the size of a soccer ball, a child has less. Muscles grind food, grind it into tiny pieces, and when the food becomes soft, it goes into the intestines.

To keep the internal organs healthy, let's read the memo. (appendix # 2)

Next section:

Everyone should know this.

To keep the organs healthy and you look well-groomed, Moy-Do-Hole sent us recommendations. (Appendix # 3).

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

2. We brush our teeth "Blendamed", and there are no microbes in the mouth,

White teeth shine like a little beaver. (Yakovenko P,)

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

4. So that you are very clean, wash yourself with fragrant soap. (Shukurova K.)

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

6. Bought a brush from Colgate, our uncle Gena Crocodile,

And what a year in a row, Gena's teeth do not hurt. (Shukurova Yu)

Buying any hygiene products it is an individual matter, largely depends on the family budget and no matter what it is, just wash your hands more often, do not forget to brush your teeth. Therefore, you need to know:

Personal hygiene rules. (poems composed by children)

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

You come back home, immediately hands with my soap,
So that all sorts of microbes go their own way,
Be you clean and tidy, it's nice to look at such.
And you want to be dirty, you don't have to wash your hands.
Just know, you fools like that, the way is straight to the hospital.

Work according to the textbook p.11

What are the personal hygiene items !! (game "Cat in a poke" (feel the object from the bag with your eyes closed)).

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

Task number 2 according to the textbook:

Complete the sentence.

As a result, you can single out a set of rules for personal hygiene and protection of your health, and they all consist in the daily routine that you follow every day.

Since we study in the 2nd shift from 13.00. hours I propose you a new daily routine (sample application number 4), but you can make your own more convenient for you.

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

Bottom line.

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

The lesson is over. "Thank you for the lesson !!!"

Human cognitive abilities are the property of the brain to study and analyze the surrounding reality, finding ways to apply the information received in practice. Cognition is a complex and multilevel process. There are four main aspects that form the cognitive process and are responsible for the cognitive abilities of each person: memory, thinking, imagination, attention. In our work, we relied on the definitions of R.S. Nemova, who believes that memory is the processes of memorizing, preserving, reproducing and processing a variety of information by a person; thinking - psychological process cognition associated with the discovery of subjectively new knowledge, with the solution of problems, with the creative transformation of reality; imagination is a cognitive process, which consists in creating new images by processing the material obtained in previous experience; attention - a state of psychological concentration, concentration on an object.

When starting pedagogical work with children, first of all, you need to understand what is given to the child by nature and what is acquired under the influence of the environment.

The development of human inclinations, their transformation into abilities is one of the tasks of training and education, which cannot be solved without knowledge and the development of cognitive processes. As they develop, the abilities themselves improve, acquiring the necessary qualities. Knowledge of the psychological structure of cognitive processes, the laws of their formation is necessary for the correct choice of the method of teaching and upbringing. A great contribution to the study and development of cognitive abilities was made by such scientists as: JI.C. Vygotsky, A.N. Leontiev, L.V. Zankov, A.N. Sokolov, V.V. Davydov, D.B. Elkonin, S.L. Rubinstein and others.

The scientists presented above have developed various methods and theories for the development of cognitive abilities (zone of proximal development - L. S. Vygotsky, developing education - L. V. Zankov, V. V. Davydov and D. B. Elkonin). And now, in order to successfully develop cognitive abilities in extracurricular activities, it is necessary to look for more modern means and methods of education. This is impossible without considering the features of the main components of the cognitive abilities of younger students.

Memory is one of the components of cognition. Memory is the most important psychological component of educational cognitive activity. Mnemonic activity throughout school age becomes more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is uneven. Memorization of visual material is maintained for primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize complex, often abstract material. Involuntary memorization is preserved at high rates of development of voluntary memorization.

In the process of education at the primary level of school, "the child's memory becomes thinking." Under the influence of learning at primary school age, memory develops in two directions:

1. The role is increasing and the proportion of verbal and logical, semantic memorization (in comparison with visual-figurative);

2. The child masters the ability to consciously manage his memory, to regulate its manifestations (memorization, reproduction, recall).

And yet, in elementary school, children have better developed mechanical memory. This is due to the fact that the younger student is not able to differentiate memorization tasks (what needs to be memorized verbatim, and what in general terms).

The memory of younger schoolchildren is more conscious and organized in comparison with the memory of preschoolers. The uncriticalness of memory is characteristic of the younger schoolchild, with which the uncertainty in memorizing the material is combined. Younger schoolchildren prefer word-for-word memorization to retelling. Children’s memory improves with age. The more knowledge, the more opportunities to form new connections, the more skills in memorization, and therefore the stronger the memory.

Younger schoolchildren have more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signaling system... During training in the primary grades, a lot of specific, factual material is given, which develops a visual, figurative memory. But in elementary school, it is necessary to prepare children for education in the middle level, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, the teacher contributes to the development of their thinking.

The development of thinking in primary school age has a special role to play. With the beginning of schooling, thinking moves to the center of the child's mental development and becomes decisive in the system of other mental functions, which, under his influence, become intellectualized and acquire an arbitrary character.

The thinking of a child of primary school age is at a critical stage of development. During this period, a transition is made from visual-figurative to verbal-logical, conceptual thinking, which gives the child's mental activity a dual character: concrete thinking, connected with real reality and direct observation, already obeys logical principles, but abstract, formal-logical reasoning for children is still not available.

M. Montessori notes that the child has "absorbing thinking." He absorbs the images of the world around him, provided by his senses, unconsciously and tirelessly. "

M. Montessori compares the child's thinking to a sponge that absorbs water. Just as a sponge absorbs any water - clean or dirty, transparent, cloudy or tinted - the child's mind abstracts the images of the outside world, without dividing them into "good" and "bad", "useful" and "useless", etc. etc. In this regard, the subject and social environment that surrounds the child is of particular importance. An adult should create an environment for him in which he could find everything necessary and useful for his development, get rich and varied sensory impressions, “absorb” correct speech, socially acceptable ways of emotional response, samples of positive social behavior, ways of rational activity with objects.

At primary school age, attention selects relevant, personally significant signals from the multitude of all available to perception and, due to the limitation of the field of perception, ensures concentration at a given time on an object (object, event, image, reasoning). The predominant type of attention of younger students at the beginning of training is involuntary, the physiological basis of which is the orienting reflex. The reaction to everything new and unusual is strong at this age. Child: cannot yet control his attention and is often at the mercy of external impressions.

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

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

In addition to the predominance of involuntary attention, age-related features also include its relatively low stability. The processes of excitation and inhibition in the cortex large hemispheres are replaced by younger schoolchildren rather quickly. Therefore, the attention of a child of primary school age is characterized by easy switching and distraction, which prevents him from concentrating on one object. Studies of the distribution of attention have shown that it is related to the age of the student. By the end of the 3rd year of study, schoolchildren, as a rule, increase and develop their ability to distribute and switch attention. Pupils in grade 3 can simultaneously monitor the content of what they write in the notebook, the accuracy of the writing, their posture, and what the teacher says. They hear the teacher's instructions without stopping work.

L.S. Vygotsky believes that children's interest acquires extraordinary pedagogical significance as the most frequent form manifestations of involuntary attention. He emphasizes that children's attention is directed and guided almost entirely by interests, and therefore the natural cause of a child's absent-mindedness is always the discrepancy between two lines in pedagogical work: interest itself and those activities that the teacher offers as compulsory.

In the future, the interests of schoolchildren are differentiated and constantly acquire a cognitive character. In this regard, children become more attentive in some types of work and differ absent-mindedly in other types of educational activities.

Attention and imagination are closely related. A characteristic feature of the imagination of a younger student is its reliance on specific objects. So, in play, children use toys, household items, etc. Without this, it is difficult for them to create images of their imagination.

When reading and telling, the child relies on a picture, on a specific image. Without this, the student cannot imagine, recreate the described situation.

In early school age, in addition, there is an active development of the recreational imagination. In children of primary school age, several types of imagination are distinguished. It can be recreational (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the concept).

The main tendency arising in the development of children's imagination is a transition to an ever more correct and complete reflection of reality, a transition from a simple arbitrary combination of ideas to a combination that is logically reasoned.

The imagination of a younger student is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This trait of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and positions that they observed in adults, act out the stories that they experienced, that they saw in the movies, reproducing the life of the school, family, etc. without changes.

With age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.

According to the research of L.S. Vygotsky, a child of preschool age and primary school can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, cultural sense of the word, i.e. something that is real, fictional, a child, of course, more than an adult. However, not only the material from which the imagination is built is poorer in a child than in an adult, but also the nature of the combinations that are added to this material, their quality and variety are significantly inferior to those of an adult. Of all the forms of connection with reality that we have listed above, the imagination of a child, to the same extent as the imagination of an adult, possesses only the first, namely, the reality of the elements from which it is built.

V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitution of some objects by others, the imagination goes over to other types of activity.

Thus, having studied the features of the extracurricular activities of younger schoolchildren and the cognitive abilities and the peculiarities of their formation in primary school age, we came to the conclusion that it is necessary to develop a program for the development of the cognitive abilities of younger students in extracurricular activities (p. 1.3).

Tatiana Abramova
The development of cognitive abilities of primary schoolchildren in the system of extracurricular activities

Cognitive development

junior schoolchildren in the system of extracurricular work.

One of the types of educational activities is cognitive... What is the purpose cognitive activities? I will single out such goals: to enrich the students' understanding of the surrounding activities, to form the need for education, promote intellectual development baby... There are many forms of organization cognitive activities, for example, various excursions, competitions, tournaments, Olympiads, educational games ...

What are the manifestations of cognitive the child's needs and if they are at all? Of course there is, but as the main manifestation cognitive needs I think you can highlight INTEREST.

Interest is expressed in the orientation of the child to a certain activity that is of particular importance for his personality. Interest is formed if the object of the surrounding reality has emotional attractiveness. It is worth remembering about this when organizing your activities not only for the subject teacher, but also for the educator.

Interests go a long way in a child's life. Since interests are manifested in the child's positive emotions, they cause feelings of satisfaction from work... They make it easy to focus on work, increase working capacity... IP Pavlov considered interest as something that activates the state of the cerebral cortex. It is well known that any educational process is the more successful, the greater the student's interest in learning. I believe that the teacher should organize his work like that, so that after hours, time extracurricular activities, not only support, but increase the student's interest in various subjects of the educational cycle.

For development the formation of many interests is very important for the child. It should be noted that for the student is generally characterized by a cognitive attitude to the world... Him "Everything is interesting"... This curious orientation has objective expediency. Interest in everything expands the child's life experience, acquaints him with different activities, activates its various capabilities.

One of the main tasks work team of teachers schools is the creation of conditions for the realization of creative possibilities and pupils' abilities.

Creativity is a complex mental process associated with character, interests, personality abilities... A new product received by an individual in creativity can be objectively new. (i.e. a socially significant discovery)... And subjectively new (i.e. discovery for yourself)... In most children, we most often see the products of creativity of the second kind.

Although this does not exclude the possibility of the creation of children and objective discoveries. Development the creative process in turn enriches the imagination, expands the meaning, experience and interests of the child.

Creative activity develops the feelings of children... Carrying out the process of creativity, the child experiences a whole gamut of positive emotions, both from the process of activity and from the result obtained. Creative activity promotes optimal and intensive development higher mental functions such as memory, thinking, perception, attention. Creative activity develops the personality of the child, helps him to assimilate moral and ethical norms - to distinguish between good and evil, compassion and hatred, courage and cowardice, etc. Creating a work of creativity, the child reflects in them his understanding life values, his personal properties, comprehends them in a new way, imbued with their significance and depth. Creative activity develops aesthetic feelings of the child. Through this activity, the child's aesthetic sensitivity to the world, an appreciation of beauty, is formed.

All children, especially junior schoolchildren love to do art. They sing and dance with enthusiasm, perform on stage with pleasure, participate in concerts, competitions, exhibitions, quizzes. Therefore, in extracurricular activities the teacher must use elements of children's creativity. It is necessary to help the child try his hand at different areas of creative activity in order to find himself, not to lose the inclinations inherent in nature; all this is feasible in the process of collective creative activity. So let's set question: which extracurricular the event will help in development his creativity? Of course, various contests, quizzes, KVNs, tournaments, cognitive games in which one should try to combine the educational (additional) material and entertaining form to develop the interests and abilities of children.

Our students are now receiving a huge amount of different information. I believe that the teacher's task is to convey useful information to the child in such a form that, firstly, it is well assimilated, and secondly, it could help the student in the future, both in the classroom on a particular subject, and outside schools... Of course, when preparing assignments in subjects, the teacher should seek advice from the subject teacher. In this case, there will be no risk of overcomplicating tasks.

I would like to tell you about some of the activities carried out in the class and having success with the children. For example, in the 2nd grade we had an interesting literary game "Lukomorye" (to the 200th anniversary of the birth of A.S. Pushkin)... The game is taken as a basis here "Tic-tac-toe"... So here "Lukomorye" The guys liked it so much that together we came up with new names for the cells of the playing field, for example, a black box - in this cell it was necessary to guess which item was in the black box and a charade or riddle was given for a hint; Crossword - in this cell it was necessary to solve a crossword; field of miracles - guess the word by the rules of the game "Field of Dreams" and others. And later they played a game with a new playing field. Great advantage of the game "Tic-tac-toe" in that it can be adapted to absolutely any subject school course, for this you just need to make up the appropriate playing field and tasks for the playing cells.

Another literary game was very useful, this is the literary Brain - ring (based on works studied in grades 1 and 2)... During the game, the guys again remembered what had already faded a little in their memory, by the end of the game I recalled even some small details. Brain - rings as a competition of two teams can be held on the other subjects: mathematics, natural history ... They can be devoted to a specific topic or section studied in the lessons, of course, add and Additional information to expand the horizons of the guys.

Television-based games are very popular. Therefore, in the classroom you can spend your "Finest hour", "Guess the melody", "Welcome to the jungle".

It was the idea of a TV game that I used to create a script for a literary and historical game. "Wheel of history"... In the 3rd grade, the children have a new subject "Introduction to history", and in reading lessons, students studied history development of children's literature... Therefore, I had the idea to make the guys, as it were, become participants in history. Indeed, in the classroom, they only listen to the teacher's stories, read a book, study maps, but here they can imagine themselves as some kind of historical character, the children have a feeling of empathy with the fate of the participants in a historical event. And this is a very significant factor in the initial study of history. We get an effective remedy development of cognitive students' activities, the interest of the children in the new subject increases, and this promotes general intellectual student development.

Now there are more and more different developments but I believe that each of US: the teacher, the class teacher must make his own contribution and create something new on the basis of ready-made materials.