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COURSE WORK

Development of cognitive abilities of junior schoolchildren in mathematics lessons

INTRODUCTION

CONCLUSION

LIST OF SOURCES USED

APPLICATIONS

Introduction

The famous physicist Albert Einstein was once asked: “How are discoveries made?” Einstein replied: “And so: everyone knows that this is impossible. And suddenly a person appears who does not know that this is not possible. He makes the discovery.” Of course, it was just a joke. But still, Einstein probably put deep meaning into it. Perhaps he was also hinting at his own discovery of a more correct and accurate picture of the universe, which he outlined in the famous theory of relativity. Perhaps, out of the mischief of a genius, he expressed a serious thought in a humorous form. It's not a matter of “not knowing.” You need to know! But the point is to “doubt”, not to take on faith everything that our grandfathers taught. And suddenly a person appears who is not stopped by the inertia of habitual ideas. So he makes a discovery.

Currently, research by scientists has convincingly shown that the capabilities of people who are usually called talented and brilliant are not an anomaly, but the norm. The task is only to liberate a person’s thinking, increase his efficiency, and finally, use the rich opportunities that nature has given him, and the existence of which many are sometimes unaware of. Therefore, the question of the formation of general methods of cognitive activity has become especially acute in recent years.

Cognitive interest is the selective focus of the individual on objects and phenomena surrounding reality. This orientation is characterized by a constant desire for knowledge, for new, more complete and profound knowledge.

Systematically strengthening and developing cognitive interest becomes the basis for a positive attitude towards learning. Cognitive interest is (searching in nature). Under its influence, a person 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 is more productive.

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 activities.

The facts stated above determined the chosen topic: “Development of cognitive abilities of younger schoolchildren in mathematics lessons.”

The purpose of this work is to identify methods for developing the cognitive abilities of younger schoolchildren in mathematics lessons.

1. Study the literature on this topic.

2. Determine the level of development of cognitive abilities in primary schoolchildren.

3. Develop didactic games that promote the development of cognitive abilities

CHAPTER 1. Theoretical studies of the development of cognitive abilities in children

cognitive ability didactic game

1.1 Psychological and pedagogical foundations for the development of cognitive abilities

By the beginning of primary school age, the child’s mental development reaches a fairly high level. All mental processes: perception, memory, thinking, imagination, speech - have already gone through quite a long path of development.

Let us recall that the various cognitive processes that provide the child’s diverse activities do not function in isolation from each other, but represent a complex system, each of them is connected with all the others. This connection does not remain unchanged throughout childhood: at different periods, one of the processes acquires leading importance for general mental development.

Psychological research shows that during this period it is thinking that largely influences the development of all mental processes.

Depending on the extent to which the thought process is based on perception, idea or concept, three main types of thinking are distinguished:

1. Subject-effective (visual-effective).

2. Visual-figurative.

3. Abstract (verbal-logical).

Subject-active thinking is thinking associated with practical, direct actions with the subject; visual-figurative thinking - thinking that is based on perception or representation (typical for young children). Visual-figurative thinking makes it possible to solve problems in a directly given, visual field. The further path of development of thinking is the transition to verbal-logical thinking - this is thinking in terms of concepts devoid of direct clarity inherent in perception and representation. The transition to this new form of thinking is associated with a change

having a visual basis and reflecting the external characteristics of objects, and concepts reflecting the most essential properties of objects and phenomena and the relationships between them.

Verbal-logical, conceptual thinking is formed gradually throughout primary school age. At the beginning of this age period, visual-figurative thinking is dominant, therefore, if in the first two years of schooling children work a lot with visual examples, then in the following grades the volume of this type of activity is reduced. As the student masters educational activities and masters the fundamentals of scientific knowledge, he gradually becomes familiar with the system of scientific concepts, his mental operations become less connected with specific practical activities or visual support.

Verbal-logical thinking allows the student to solve problems and draw conclusions, focusing not on visual signs of objects, but on internal, essential properties and relationships. During training, children master the techniques of mental activity, acquire the ability to act “in their minds” and analyze the process of their own reasoning. The child develops logically correct reasoning: when reasoning, he uses the operations of analysis, synthesis, comparison, classification, and generalization.

Younger schoolchildren, as a result of studying at school, when it is necessary to regularly complete tasks without fail, learn to manage their thinking, to think when necessary.

In many ways, the formation of such voluntary, controlled thinking is facilitated by the teacher’s assignments in class, which encourage children to think.

When communicating in primary school, children develop conscious critical thinking. This happens due to the fact that in the class, ways to solve problems are discussed, various solution options are considered, the teacher constantly asks students to justify, tell, and prove the correctness of their judgment. A junior schoolchild regularly logs into the system when he needs to reason, compare different judgments, and make inferences.

Let us recall that analysis as a mental action involves decomposing the whole into parts, identifying by comparing the general and the particular,

distinguishing between the essential and the inessential in objects and phenomena.

Mastery of analysis begins with the child’s ability to identify various properties and characteristics in objects and phenomena. As you know, any subject can be viewed from different points of view. Depending on this, one or another feature or properties of the object come to the fore. The ability to identify properties is given to younger schoolchildren with great difficulty. And this is understandable, because the child’s concrete thinking must do the complex work of abstracting a property from an object. As a rule, out of an infinite number of properties of any object, first-graders can identify only two or three. As children develop, their horizons expand and they become familiar with various aspects of reality, this ability certainly improves. However, this does not exclude the need to specifically teach younger schoolchildren to see their different sides in objects and phenomena and to identify many properties.

In parallel with mastering the technique of isolating properties by comparing different objects (phenomena), it is necessary to derive the concept of general and distinctive (particular), essential and non-essential features, using such thinking operations as analysis, synthesis, comparison and generalization.

During the learning process, tasks become more complex: as a result of identifying the distinctive and common features of several objects, children try to divide them into groups. Here, such a thinking operation as classification is necessary. In elementary school, the need to classify is used in most lessons, both when introducing a new concept and at the consolidation stage.

In the process of classification, children analyze the proposed situation, identify the most significant components in it, using the operations of analysis and synthesis, and make a generalization for each group of objects included in the class. As a result, objects are classified according to essential characteristics.

The relationship between the learning process and the development of thinking and changes in the analytical and synthetic composition of mental activity is considered by L.S. Vygotsky, V.V. Davydov, S.L. Rubinstein, D.B. Elkonin and others.

An analysis of scientific research shows that the problem of mental activity in the modern educational space remains poorly studied. In this regard, the definition of its essence, formation and development at different stages of the educational process seems to us quite relevant.

Research conducted by P.P. Blonsky showed that the development of thinking is connected with the general development of man: actions turn into thought, thought gives birth to action - this is the dialectic of the relationship between will and thinking.

V.V. Davydov reduces the development of thinking to the ability to act without visual support, “in the mind.”

L.V. Zankov - to the development of analytical observation and success in the formation of concepts.

N.A. Menchinskaya - to change the level of analysis and synthesis when solving mental problems.

1.2 Features of the development of cognitive abilities in children of primary school age

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

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

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

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

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

Junior school age is sensitive for:

formation of learning motives, development of sustainable cognitive needs and interests; development of productive techniques and skills in academic work, the ability to learn; disclosure of cognitive abilities.

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

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

the mental role of verbal-logical memory;

The ability to manage your memory develops.

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

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

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

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

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

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

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

CHAPTER 2. Methods and techniques for developing the cognitive abilities of younger schoolchildren

2.1 Diagnosis of the level of development of cognitive abilities in primary schoolchildren

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

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

Table 1. Initial diagnostic data (Munstenberg technique).

F.I. students	Highlighted words		Missing words
3. Serezha S.
5. Nikita V.
10. Lesha Ch.
12. Lena P.
13. Sasha K.
14. Andrey I.
15. Natasha P.
16. Kolya K.
17. Dima K.
18. Matvey L.

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

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

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

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

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

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

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

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

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

	State of the art
	below the average
	below the average
3. Serezha S.
	below the average
5. Nikita V.
10. Lesha Ch.
	below the average
12. Lena P.
13. Sasha K.
14. Andrey I.	below the average
15. Natasha P.
16. Kolya K.
17. Dima K.	below the average

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

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

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

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

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

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

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

The following results were obtained:

Table 3. Repeated diagnostic data (Munstenberg technique)

F.I. students	Highlighted words		Missing words
3. Serezha S.
5. Nikita V.
10. Lesha Ch.
12. Lena P.
13. Sasha K.
14. Andrey I.
15. Natasha P.
16. Kolya K.
17. Dima K.
18. Matvey L.

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

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

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

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

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

	State of the art
3. Serezha S.	above average
5. Nikita V.
	below the average
	above average
	above average
10. Lesha Ch.	below the average
12. Lena P.
13. Sasha K.	above average
14. Andrey I.
15. Natasha P.	below the average
16. Kolya K.	below the average
17. Dima K.
18. Matvey L.	above average

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

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

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

2.2 Didactic games in mathematics lessons as the basis for the development of cognitive abilities of primary schoolchildren

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

disciplining - warn about what and why not to do.

The rules of the game, established by the teacher, are gradually absorbed by the children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.

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

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

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

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

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

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

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

The teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

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

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

Conclusion

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

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

Meanwhile, pedagogy and psychology see such important features in the game as:

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

The didactic game is the basis for the development of cognitive abilities of primary schoolchildren.

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

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

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

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

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

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

games should be socially oriented.

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

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

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

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

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

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20. Tabakova G.N. Intellectual and creative games // Primary school. 2005. - No. 5. - pp. 121-122.

21. Talyzina N.F. Formation of cognitive activity of younger schoolchildren. - M.: Education, 1988, pp. 38-48.

22. Tarabarina T.I.50 educational games. - Yaroslavl: Academy, 2003. - pp. 12-43.

23. Shagreva O.A. Child psychology // theoretical and practical course. - M.: Vlados, 2001. - pp. 243-254.

Applications

Annex 1

Questionnaire No. 1

Conducted to identify the teacher’s attitude towards the game

1. What place, in your opinion, does play occupy in the development of a child’s personality in modern conditions?

Main,

Not the most important thing

Secondary,

Doesn't take up any space

I didn't think about it

Don't know.

2. How much time do you devote to didactic games in the educational process in your teaching activities?

So many,

Not much,

Only in math lessons

Today it's not necessary

I didn't think about it

Don't know.

3. What difficulties in conducting didactic games bother you the most?

Lack of necessary conditions,

Indifference of children

I didn't think about it

Don't know,

Appendix 2

Questionnaire No. 2

Conducted to identify children’s attitude towards play in the classroom

1. What lessons do you enjoy most?

Using tables, diagrams, drawings,

The main thing is to make it interesting

Using the game,

A lesson is a lesson, no matter what, it’s still boring,

I don't like any lessons

I don't know, I don't care.

2. If you were a teacher, what would you have more of in your lesson?

Tables, diagrams, drawings,

Various games

Independent work,

Working with a textbook

Individual work using cards.

3. How often do you have games during lessons in your class?

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

Don't know.

Appendix 3

Notes of mathematics lessons in 1st grade

Topic: “Numbers from 21 to 100 (consolidation).”

Goal: to consolidate the ability to count in tens, to continue developing the concept of the place value of a number, to consolidate the ability to count within 100; develop the ability to analyze, competent mathematical speech; maintain children's interest in mathematics lessons.

Equipment: cards with numbers (for each student), table of numbers.

1. Organizational moment
2. Oral counting	Let's start the lesson with mental calculation. Our first game is “Find the extra number”. Guys, in each row of 5 consecutively written numbers there is one extra. Find this number and explain why you decided this. 5, 10, 15, 16, 20 (16 is extra) 8, 11, 13, 15, 17 (8) 10, 17, 16, 15, 14 (10) 12, 15, 18, 21, 43 (43) For the next task we will need your number cards. Have them ready and raise them when answering a question. Increase 10 by 3, decrease 10 by 3; Find the sum of numbers 3 and 8; Find the difference between the numbers 8 and 3; How much is 8 less than 14? How much more is 14 than 10? Compare the numbers: 41 and 14, 26 and 62, 43 and 43.
	Now we will play an interesting game “Clapping”. I will need two assistants - one will clap for tens, and the second - for units in the number I named. So, pay attention, and you in class also count carefully. Now let’s count forward and backward in tens from 10 to 100 along the chain. Well done, no one lost their way.
4. Setting the lesson goal	Today we will continue to study the topic “Numbers from 21 to 100”. Look at the typesetting canvas. How many squares are there? (23) How many tens and ones are there in this number? How many circles are there? (32) How many tens and ones are there in this number? Let's compare this pair of numbers 32 and 23. How are they similar? (same numbers) What is written first on the right? In second place? What sign was placed between them? Guys, now I will name the digit composition of the numbers, and you write down the numbers corresponding to these digits in your notebooks: 2 des. 8 units, 9 dec. 9 units, 5 units 3 des., 9 units, 1 des., 5 units, 1 des. 8 units So, let's check what numbers you wrote down: 28, 92, 99, 35, 19, 5, 18. Look carefully at the numbers and tell me which one is the odd one out? (5) Why? What numbers are called two-digit? unambiguous? Underline with two lines the numbers that show the number of tens in numbers. How many tens are in each number? Underline the numbers that indicate the number of units with one line.
5. Analysis of the problem	Reading a problem from the board. The guys prepared 6 kg of rowan berries and 4 kg of watermelon seeds for the birds. Over the winter they fed the birds 7 kg of feed. How many kilograms of feed are left? What does the problem say? What words will we use to briefly write the condition? What do you need to find? Can we find the answer right away? What should you know first? How do we know how many seeds have been prepared? What do you need to know for this? How many steps will the task take? What will we find as the first action? second? We write down the solution and answer.
	Now you will test each other how well you can count to 100 and let’s play the game “Who can count the fastest?” Look at the blackboard. There is a table hanging there with numbers written in the wrong order. Your task is to name all the numbers in order, as they follow in order of counting from 61 to 90 and show them on the table.
	Two players can go through the table: One calls numbers from 61 to 74, the other from 75 to 90. Now you need to name the numbers in reverse order from 90 to 61 and also show them on the table. The work proceeds in the same order. You can divide respondents into 3 groups: 90-80, 79-69, 68-61).
7. Summing up the lesson	Well done, everyone coped with such a difficult task. So, tell me, what did we do in class today? What games did we play? What helped us repeat the games? The lesson is over.

Topic: Adding and subtracting two-digit numbers within 100.

Goals: 1. Strengthen the skills of adding and subtracting two-digit numbers without passing through ten within 100. 2. Develop the ability to solve problems of the studied types, logical thinking skills. 3. Arouse interest in the subject through didactic games and logical tasks.

Equipment: drawings depicting Ivan Tsarevich, Zmey Gorynych, Koshchei; cards with numbers and letters, a pattern of numbers for a calligraphy minute, sheets with examples for group work.

Org moment.

Announcing the topic of the lesson.

A calligraphic moment.

What number is hidden in the ornament?

Let's write it down. 2 2 2 2.

Verbal counting.

In a certain kingdom, in the Far Far Away State, there lived Ivan Tsarevich and Vasilisa the Beautiful. One day Vasilisa disappeared. Ivan Tsarevich grieved, grieved and went in search. But where to go, where to look? Who kidnapped Vasilisa? We will find out by completing the first task.

1) Find the “extra” number; arrange the numbers in descending order. Now let's turn the cards over. What happened? 35, 73, 33, 40, 13, 23.

Ivan Tsarevich set off on his journey. But the Serpent Gorynych, sent by Koshchei, is already waiting for him. Who will fight the Serpent? You need to defeat all three heads of the Serpent.

2) Individual task at the board (3 people).

46+40 87+10 39+30

100-20 50+30 90-40

59-3 36-20 49-30

A magic ball will guide Ivan Tsarevich, but you need to get to it through a maze of numbers (in ascending order).

3) “Labyrinth”.

4) The magic ball brought Ivan Tsarevich to a crossroads. There is an inscription on a roadside stone: “The right road is the one where the answer is neither the biggest nor the smallest.” Which road should Ivan take?

a) And on the road the numbers are written in rows. Find a pattern, continue the series of numbers:

20, 17, 14, …, …, …, …

2, 4, 7, 11, …, …, …, …

b) Checking the individual assignment.

The guys defeated Zmey Gorynych. He guarded the chest, which contained a sword for Ivan Tsarevich. But the chest is tightly locked with three locks. But locks are not simple - there is an example for each. What do you think?

The locks will open if we correct the mistakes, make them invisible. Nothing can be erased; you can add numbers and action signs.

46=50 28+1=30 64>70

4+46=50 1+28+1=30 64>70-7 and other numbers up to 70

46=50-4 28+1=30-1 any number >6+64>70

So, the sword is in Ivan’s hands, the path to Koshchei’s kingdom is free!

Solving examples on addition and subtraction. Work in pairs.

Koshcheya Castle is located on a huge high rock. Let's help Ivan Tsarevich overcome the rock by solving examples.

We work in pairs and help each other. We write the results one by one with pencils of different colors.

The solution of the problem.

Well, we got to Koshchei. He met Ivan Tsarevich with these words: “Since you were able to get to me, complete my tasks, and Vasilisa is yours! If you don't do it, head off your shoulders! Here's the first task.

In my garden there is a magical apple tree with golden and silver apples. There were 12 golden apples, 8 silver ones. I picked 9 apples. How many apples are left?”

a) Write down a brief condition, analyze the problem, draw up a graphic diagram.

There were 12 apples and 8 apples.

Picked - 9 apples.

Left - ?.

b) Independent problem solving

c) Checking, entering numbers into the diagram.

7. Independent work.

1) Solving examples.

60 - 5 30 - 8 33 + 7 58 + 2 - 4

40 - 7 52 - 30 80 - 5 78 + 20 - 6

2) Frontal check.

In which example is the answer a round number?

Which answers have the same number of tens and ones?

What answers were not mentioned?

“Well, Ivan, take Vasilisa,” said Koschey. - Just guess where she is first. I have four towers. The first tower is empty. Vasilisa is not in the highest tower. Where is she?"

9. Lesson summary.

Topic: Written techniques for subtracting two-digit numbers of the form 50-32.

Goal: To consolidate...

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Each person’s picture of the world is formed due to the presence and functioning of mental cognitive processes. They reflect the impact of the surrounding reality in people's minds.

Cognitive processes include perception, attention, memory, imagination and thinking. Let us characterize the manifestation of cognitive processes characteristic of primary school age.

✏ Perception. This is a cognitive mental process consisting of a holistic reflection of objects, events, and situations. This phenomenon underlies the knowledge of the world. The basis of cognition of a junior schoolchild is the direct perception of the world around him. All types of perception are important for educational activities: perception of the shape of objects, time, space. If we look at the reflection of the information received, we can distinguish two types of perception: descriptive and explanatory. Children who have a descriptive type

focused on factual material. That is, such a child can retell the text close to the original, but will not particularly delve into the meaning. The explanatory type, on the contrary, in search of the meaning of the work, may not remember its essence. Individual characteristics inherent in a person also influence perceptions. Some children are focused on the accuracy of perception; he does not resort to guesswork, does not try to conjecture what he read or heard. Another individual type, on the contrary, strives to conjecture information and fill it with his own preconceived individual opinion. The perception of a primary school student is involuntary. Children come to school with a fairly developed perception. But this perception comes down to recognizing the shape and color of the objects presented. At the same time, in an object, children see not the main thing, the special, but the bright, that is, what stands out against the background of other objects.

✏ Thinking. At primary school age, the child’s thinking moves from visual-figurative to verbal-logical. It relies on visual images and ideas. The mental activity of younger schoolchildren in many ways still resembles the thinking of preschoolers. To understand this cognitive process, it is necessary to understand the peculiarities of the development of mental operations in younger schoolchildren. They include components such as analysis, synthesis, comparison, generalization and specification.

✎ Analysis is the mental division of an object into separate parts and the identification of properties, qualities or traits in it. In younger schoolchildren, practically effective and sensory analysis predominates. It is easier for children to solve problems using specific objects (sticks, models of objects, cubes, etc.) or find parts of objects by observing them visually. This can be either a model of the object or the natural conditions in which the object resides.

✎ Synthesis is the ability to logically build a mental chain from simple to complex. Analysis and synthesis are closely related. The more deeply a child masters analysis, the more complete the synthesis. If we show a child a picture with a plot and do not say its name, then the description of this picture will look like a simple listing of the objects drawn. Telling the name of the picture improves the quality of the analysis and helps the child understand the meaning of the whole picture.

✎ Comparison. This is a comparison of objects or phenomena in order to find what they have in common or what is different. Younger schoolchildren compare based on striking features, on what catches the eye. This could be the round shape of the object or its bright color. Some children manage to identify the greatest number of features when comparing objects, others the least.

✎ Generalization. Younger schoolchildren highlight, first of all, the catchy, bright signs of objects. Most generalizations concern specific characteristics. If we give children a number of objects included in different groups and ask them to combine them according to common characteristics, we will see that it is difficult for a primary school child to generalize independently. Without the help of an adult, when completing a task, he can combine words with different meanings into one group. Generalizations are fixed in concepts. Concepts are a set of essential properties and characteristics of an object or phenomenon.

✎ Specification. This component of thinking is closely related to generalization. Throughout his life, a child needs to learn to assimilate concepts, rules, and laws. This can be done based on consideration of individual objects or their parts, signs, diagrams, and most importantly, performing a number of operations with them. If a child knows only part of the general properties, then his specification will also be partial.

✏ Imagination. This is a person’s ability to create new images based on those he already has in experience. The main direction in the development of the imagination of a junior schoolchild is the transition to a more correct and complete reflection of reality on the basis of existing life experience and knowledge gained in the course of mastering reality. What is characteristic of primary school age at first is that the recreated images only approximately characterize the real object; they are poor in details. Further, the imagination develops and children, when constructing images, use a significantly larger number of signs and properties in them. A feature of the imagination of younger schoolchildren is its reliance on specific objects. Gradually, specific examples are replaced by a word that helps the child create new images. Based on how intentional and meaningful the creation of images is, we can divide imagination into voluntary and involuntary. It is at primary school age that involuntary behavior is most clearly manifested. It is difficult for children to be distracted from the images they have previously created and conditioned by their life experiences. This makes it difficult to create new images. New images in younger schoolchildren arise under the influence of little realized needs. Involuntary imagination is akin to uncontrollability. If some literary work or colorful story awakens a strong imagination in a child, then, retelling what he heard or read, he, against his will, can come up with details that were not in the work. Arbitrary imagination is an image specially created in accordance with the goals set. It needs to be developed, and adults will have to develop the imagination of a junior schoolchild from an unclear, vague, “small” image, which reflects only a few features, to a generalized, vivid image.

✏ Attention. Attention in itself is not a cognitive process. It is inherent in all of the above processes: perception, thinking, memory. Attention is concentration on any process or phenomenon. It accompanies all mental processes and is a necessary condition for the performance of almost any activity.

Attention can be voluntary and involuntary. For a primary school student, the predominant type of attention is involuntary. Involuntary attention is quite “independent” and does not depend on the efforts made. Objects and phenomena that attract attention can be different. But everyone is united by brightness, surprise, and novelty. Younger schoolchildren have not yet learned to control their attention, and everything emotionally colored attracts them, just as a magpie is attracted to shiny things. This is explained by the visual-figurative nature of their mental activity. For example, if a child was sick and missed new material when he came to school, he will not understand the teacher’s explanations, since they are based on mastering the previous material. The child will be distracted and do other things. For him, the teacher’s explanations appear as something unclear and incomprehensible to him. Voluntary attention. If a child sets a goal and makes efforts to fulfill it, we are dealing with voluntary attention. In the process of mastering knowledge, skills and abilities, the child develops voluntary attention. Work on the development of voluntary attention goes from the goals that adults set for the child to the goals that the younger student sets independently. Considering voluntary attention, we cannot help but consider its properties. These include concentration of attention, its volume, stability, switching and distribution. Focus is the ability to maintain attention on one object.

It is precisely at primary school age that this property can be expressed very clearly, since it is common for a child to immerse himself in his own world, not noticing the real world for some time. The volume of attention is the number of objects and phenomena that are covered simultaneously. For a primary school student, the volume ranges from 2 to 4 items. This is less than that of an adult, but quite enough for a child.

Sustainability of attention is still poorly developed in younger schoolchildren. He is easily distracted and “jumps” from one object to another. This is facilitated by the fact that in younger schoolchildren the processes of excitation predominate over the processes of inhibition. A child cannot pay attention to one subject for a long time; he gets tired quickly. Distribution of attention is the ability to maintain attention on two or more objects or phenomena. In a younger schoolchild this property is not yet sufficiently developed. With age, distribution develops, the experience of automatic skills appears, when one well-known phenomenon or activity requires almost automatic skill, and the child’s attention switches to another object or phenomenon. And, finally, such a property as switching attention. This is the child's ability to move from one action to another. The success of switching is influenced by the characteristics of previous activities and the individual characteristics of the child. Some children easily move from one type of activity to another, others have a difficult time, it is difficult for them to readjust. Switching attention requires effort on the part of the child, so at primary school age, when the volitional potential is not yet sufficiently developed, it is difficult. But with age, with the acquisition of new experience, switching also develops.

I am working on the problem “Development of cognitive abilities in children of primary school age”

Changing socio-economic conditions of modern life, the increased scale of transformative activity require a person to activate his intellectual abilities, non-standard thinking, and theoretical knowledge. In this regard, the importance of cognitive activity of schoolchildren increases, deepening their creative potential and contributing to the expansion of individual interests.

Unfortunately, modern mass schools still retain an uncreative approach to the acquisition of knowledge. Monotony, patterned 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, and make judgments. Therefore, without the participation of cognitive processes, human activity is impossible; they act as integral internal moments. They develop in activity and are themselves types of activity.

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 in order for them to express their gifts, they need smart and skillful adult guidance. Cognitive abilities, like any other, can be developed by developing certain skills and abilities, and most importantly, the habit of thinking independently, finding unusual ways to the right decision. A child will definitely need these qualities to succeed in life.

Cognitive interests significantly influence the intensity of personal development. The effectiveness of this process increases if cognitive interests are developed from primary school age. This provision determines the pedagogical feasibility of the problem of studying and developing the cognitive interests of younger schoolchildren. The diversity and complexity of solving this problem require improving the educational process at school, intensifying traditional and searching for non-traditional forms and methods of teaching.

The existing system for organizing educational activities of schoolchildren takes into account the possibilities of cognitive interests in mastering educational knowledge. However, the practiced element-by-element formation of cognitive interests, insufficient introduction of modern technologies and methodological tools into the educational process are not able to fully and effectively ensure the development of students’ cognitive interests as a personal integral education.

An analysis of the pedagogical experience of primary school teachers shows that when developing children's interest in learning and developing students' creative abilities, they experience certain difficulties. At the same time, the recommendations currently available in the psychological, pedagogical and methodological literature on the development of the cognitive interests of schoolchildren are often not used in the modern practice of teachers, or their use is situational and one-time in nature. Scientists note that it is impossible to develop the entire complex of properties included in the concept of “creative abilities” at once. This is long-term, focused work, and the epizootic use of creative cognitive tasks will not bring the desired result. Therefore, cognitive tasks should constitute a system that allows one to form the need for creative activity and develop the entire diversity of the child’s intellectual and creative capabilities.

Eliminating this contradiction requires changing the technology for organizing the process of developing cognitive interests. With this formulation of the problem, the presence of creativity in the cognitive activity of younger schoolchildren is especially important.

Thus, the relevance of the research problem, its insufficient development in the scientific literature determined the choice of the research topic: “Development of cognitive interests of younger schoolchildren”

The object of the study is the process of development of cognitive interests of junior schoolchildren.

The subject of the study is the pedagogical conditions for organizing the educational process for the purpose of effective development of cognitive development of junior schoolchildren.

The purpose of the study is to identify and scientifically substantiate the optimal ways to develop the cognitive interests of junior schoolchildren in the educational process of school.

Thus, creative cognitive activity is an activity that is based on the implementation and development of the child’s individual cognitive interests, capabilities and abilities, a focus on discovering new and interesting knowledge, and reproducing known but new values ​​for the child.

The inclusion of a primary school student in such activities encourages him to be active in the procedural side of the activity, which leads to a pronounced desire to think, overcome mental obstacles, and find solutions independently. The end result of inclusion in creative cognitive activity is the acquisition of a motivational basis for performing mandatory educational and cognitive tasks.

As experimental work has shown, the organization of the educational process, focused on the development of the cognitive interests of younger schoolchildren, requires taking into account a number of factors. First of all, factors related to the student’s personality, as well as factors related to the teacher’s activities in organizing the creative cognitive activity of schoolchildren.

Taking these factors into account required compliance with the following conditions:

1. To organize the educational work of students, which promotes the development of interest in the subject being studied and the process of mental work itself, activities are necessary that correspond to the age characteristics and capabilities of a primary school student.

Educational material offered to the student:

A) should be difficult, but feasible, varied, bright and emotional, expedient, connected with the previous;

B) take into account the individual level of intellectual and mental development of the child, a differentiated approach to the organization of education;

C) satisfy the needs for communication and cooperation with the teacher and classmates in the process of educational work in the lesson;

D) form in students a correct assessment of their capabilities, encourage and consolidate the desire for self-improvement;

D) use a combination of traditional and non-traditional, group and individual, frontal and pair work in the lesson.

2. Learning activities should be emotionally charged. An essential condition for organizing creative cognitive activities to develop the cognitive interests of younger schoolchildren is sensory motivation. This is, first of all, students feeling a sense of joy, emotional satisfaction with their successes; creating an atmosphere in which children can use their knowledge and skills to benefit others and themselves; teaching “without danger”, promoting the development of intellectual activity and going beyond the limits of a given situation.

3. Students’ activities should be based on the creative use of games and play activities in the educational process with primary schoolchildren, which best meets the age needs of this category of students.

In the course of my work, I came to the conclusion that the development of children’s cognitive abilities in elementary school can be facilitated by a comprehensive system of tasks, activities, and exercises. In the first grade, I diagnose the level of cognitive abilities of the students in the class. The diagnostics of the level of cognitive abilities of students makes it possible to see the level of the class and outline further paths in work.

The main thing in the system of work on developing the cognitive abilities of younger schoolchildren: the educational process should be intense and exciting, and the communication style should be soft and friendly. The educational process should not be gray and dull. It is necessary to maintain in the child for a long time the feeling of joyful surprise before school, to make the child happy at school. Therefore, I set myself the goal of developing his cognitive abilities, which help develop logical thinking, attention, memory, speech, imagination, and support interest in learning. All these processes are interconnected. In my methodological collection there are a lot of tests that allow us to diagnose general intellectual abilities, thinking, memory, attention, imagination, many tasks and exercises for the development of mental abilities, various games that allow us to activate and develop cognitive abilities. O. Kholodova’s manual “Young Smarties and Clever Women” is a great help.

I teach the elective “Young Smarties and Smart Girls” from 1st to 4th grade. It is based on work based on the workbooks of O. Kholodova. This manual includes a system of work on the development of children's cognitive abilities. It is aimed at children aged 6-10 years and helps them master the general education curriculum. Exercises performed in a certain sequence provide comprehensive development of various types of memory, attention, develop observation and imagination; contribute to the development of the child’s sensory and motor spheres, forming non-standard thinking. Classes are structured in such a way that one type of activity is replaced by another. This makes children's work dynamic, rich and less tiring. With each lesson, the tasks become more complex, the volume of material increases, the pace of completing tasks increases, and the proposed drawings become more complex.

The system of tasks and exercises presented in RPS classes allows you to solve all three aspects of the goal: cognitive, developmental, and educational. Classes are structured according to the following model:

• “Brain gymnastics” (2-3 minutes).Performing exercises to improve brain activity and prevent visual impairment is an important part of RPS training. Research by scientists proves that under the influence of physical exercise, the performance of various mental processes underlying creative activity improves: memory capacity increases, attention stability increases, the solution of elementary intellectual problems accelerates, and psychomotor processes accelerate.
• Warm up (3-5 minutes).The main task of this stage is to create a certain positive emotional background in the children, without which effective learning is impossible. Therefore, the warm-up includes fairly easy questions that can arouse interest, designed for intelligence, quick reaction, colored with a considerable amount of humor and therefore help prepare the child for active cognitive activity.
• Training and development of mental mechanisms underlying the creative abilities of memory, attention, imagination, thinking (15 minutes).The tasks used at this stage of the lesson not only contribute to the development of the listed qualities, but also allow them to deepen the knowledge of children and diversify the methods and techniques of cognitive activity.
• Fun break (3-5 minutes).A dynamic pause as part of a lesson develops not only the child’s motor sphere, but also the ability to perform several different tasks simultaneously.
• Solving creative search and creative problems (15 minutes). The ability to solve atypical, search-and-creative problems not related to educational material is very important for a child, as it allows someone who has not mastered any educational material and therefore does not solve typical problems well to feel the taste of success and gain confidence in their abilities, After all, solving non-educational problems relies on the child’s search activity and intelligence, on the ability to “get” one or another reasoning algorithm from his memory at the right moment.
• Corrective gymnastics for the eyes (1-2 minutes).Performing corrective gymnastics for the eyes will help both improve visual acuity, relieve visual fatigue and achieve a state of visual comfort.
• Logic problems to develop analytical and reasoning abilities (5 minutes).In order to develop logical thinking, tasks are proposed in which the child learns to analyze, compare, and build deductive conclusions.

Children go to these classes with great pleasure; the children are so carried away by the entertaining tasks that they begin to look for them themselves and ask each other and the teachers.

One of the main values ​​for students is mental, intellectual activity associated with independent acquisition of knowledge, which evokes vivid intellectual feelings of discovery. I use discussion forms of cognition, dialogical principles of communication, encouragement of different points of view, organize the exchange of opinions when solving various educational problems,

In my work I try various methodological and didactic techniques, modern pedagogical technologies, which include educational didactic games and game moments, confidential conversations, educational excursions, observations, practical work, working with dictionaries and diagrams, introducing integration, and using group work.

Riddles are of great value - a means of emotional influence on the development of students’ cognitive abilities. They teach children to speak vividly, figuratively, simply. Working on riddles is an exercise in the independent development of thinking, intelligence, and imagination. Lessons using riddles are interesting and do not tire students, providing them with useful exercises for the mind, developing observation skills, and teaching them to draw conclusions on their own.

I teach lessons using ITK. Modern children's computer games help develop logic and attention, memory and adequate perception of the world around them, which are so necessary for full development. This method also improves the quality of knowledge, promotes the child’s overall development, helps to overcome difficulties, brings joy to the child’s life, allows for learning in the zone of proximal development, and creates favorable conditions for better mutual understanding between teacher and students, and their cooperation in the educational process.

The use of all these techniques and methods makes it possible to obtain positive results in many respects, including the development of thinking, memory, logic, ingenuity, and ingenuity.
As a result of training, children achieve a high level of development of mental operations.

I use a variety of tests to assess the educational achievements of schoolchildren. Test results show an increase in general intellectual skills.

Painstaking and persistent work with tests allows you to identify gaps in knowledge with the aim of further eliminating them, develop quick wits and quick thinking, and formulate optimal testing practice; establish the level of knowledge, both for an individual student and for a class and class parallels, diagnose the most “correct” tests, and therefore timely adjust the educational process

I consider the following to be the result of my work on developing the cognitive abilities of younger schoolchildren: increasing the level of educational motivation, deepening the level of understanding of educational material, developing intelligence, spatial thinking, imagination, the ability to analyze and generalize. Children can think creatively, show high results in Olympiad tasks, and become winners of various KVN and competitions.

Our time is a time of change. Now Russia needs people who can make non-standard decisions and who can think creatively. Cognitive development work contributes to the development of such skills.

Ministry of Education and Science of the Russian Federation

Department of Education of the Vologda Region

State educational institution

Secondary vocational education

"Totemsky Pedagogical College"

Course work

in pedagogy

specialty 050709 "Teaching in primary school"

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

Totma 2008

Introduction

1.4 Games for primary school children

Conclusion

Bibliography

Introduction

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

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

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

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

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

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

study scientific and methodological literature on this topic;

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

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

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

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

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

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

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

1.1 Age characteristics of a primary school student

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

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

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

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

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

Junior school age is sensitive for:

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

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

disclosure of cognitive abilities.

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

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

the mental role of verbal-logical memory;

The ability to manage your memory develops.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

games with fixed and open rules;

games with hidden rules.

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

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

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

1.3 Didactic game as a means of intellectual development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

disciplining - warn about what and why not to do.

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

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

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

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

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

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

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

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

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

The teacher outlines a sequence of games that become more complex

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

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

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

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

1.4 Games for children of primary school age

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Planning and organization of the experiment

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

Objectives of the practical part of the study.

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

2. Conduct them with schoolchildren.

3. Evaluate the results of the work done.

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

Research methods:

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

2. play therapy;

3. methods of mathematical processing of the obtained data.

Class characteristics.

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

Planning of practical work:

At the preparatory stage:

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

Main stage:

conducting intellectual games with children.

The final stage:

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

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

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

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

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

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

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

2.2 Analysis of the results of experimental work

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

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

RUKLBUBJOYAPORDLLD.

Table 1. Initial diagnostic data (Munstenberg technique).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The following results were obtained:

Table 3. Repeated diagnostic data (Munstenberg technique)

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

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

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

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

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

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

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

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

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

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

Conclusion

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

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

Meanwhile, pedagogy and psychology see such important

features like:

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

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

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

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

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

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

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

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

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

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

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

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

games should be socially oriented.

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

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

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

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

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

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