Formation of educational activities of younger students. The structure and general patterns of formation of educational activities of younger students

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Main\u003e Research\u003e Psychology

L.I. Bozovic and her employees under the motive is understood as the inner position of the individual. Having come to the conclusion that one of the most important moments, revealing the essence of schoolchildren's attitudes to learning, is the totality of motives: “At the same time, by the motives of learning we understand what a child learns for, which encourages him to learn.”

A valuable contribution to the understanding of learning motivation makes the concept of D. B. Elkonin, V.V. Davydova about leading educational activities junior schoolboy   and about the dynamics of attitudes towards learning at the early school age - the growth of interest in the result and the decrease in cognitive interest.

With a positive, but amorphous, undifferentiated attitude to the teachings of the younger schoolchild, there are unstable feelings of novelty, curiosity, unintentional interest and broad social motives of duty in the motivation (AK Markova).

V. Henning identified the following teaching motives: 1) civil motives, teaching as preparation for a future life in society; 2) cognitive motives; 3) the motive of social identification with parents, meeting their expectations; 4) the motive of social identification with the teacher and his requirements; 5) the motive of experiencing the attractiveness of educational material; 6) material motive, teaching as a prerequisite for the future good material life; 7) prestigious motive, striving for prestige among classmates.

Learning motivation is a complex, systemic education, consisting of cognitive and social motives of learning. In children entering school, broad social motives express the need to occupy a new position among others, namely the position of a schoolchild, and the desire to carry out a serious, socially significant activity connected with this position. According to V.V. Davydov, a turning point, as a rule, is the third class. Many children start school duties, their diligence decreases, the authority of the teacher drops noticeably.

A.K. Markov in the motivation of the teachings of younger schoolchildren emphasizes the immediacy, openness, gullibility, their faith in the unquestioned authority of the teacher and the willingness to perform any of his tasks.

Thus, among domestic and foreign psychologists there are several approaches to understanding the essence of motives, including motives learning activitiestheir awareness, their place in the structure of personality.

1.2. Psychological - pedagogical characteristics of primary school age.

The boundaries of primary school age, coinciding with the period of training in primary school, are currently set from 6-7 to 9-10 years. During this period, further physical and psycho-physiological development of the child takes place, providing the possibility of systematic education in school.

The start of schooling leads to a fundamental change in the social situation of the child’s development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives a public assessment. Throughout primary school age, a new type of relationship with other people begins to take shape. The absolute authority of an adult is gradually lost, and by the end of primary school age, peers are becoming more and more important for the child, the role of the child community increases.

Leading in primary school age is learning. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological neoplasms are formed, which characterize the most significant achievements in the development of younger schoolchildren and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to the fall of interest in learning and the fact that the child already has a conquered social position, he has nothing to achieve. In order for this not to happen, learning activities need to be given a new, personally meaningful motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger schoolchild is actively involved in other activities, during which his new achievements are improved and consolidated.

According to LS With Vygotsky, with the beginning of schooling, the thinking is pushed into the center of the child’s conscious activity. The development of verbal-logical, reasoning thinking that occurs in the course of mastering scientific knowledge reorganizes all other cognitive processes: “memory at this age becomes thinking, and perception - thinking”.

According to O. Yu. Yermolaev, during primary school age, significant changes occur in the development of attention, all his properties are developing intensively: attention increases dramatically (2.1 times), his stability increases, switching and distribution skills develop. By the age of 9-10, children are able to keep their attention for quite a long time and carry out an arbitrarily set program of actions.

In the early school years, memory, like all other mental processes, undergoes significant changes. Their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

The younger school age is sensitive for the development of higher forms of voluntary memorization, therefore purposeful developmental work on mastering mnemonic activity is the most effective in this period. V.D. Shadrikov and L.V. Cheremoshkina identified 13 mnemic methods or ways of organizing memorized material: grouping, highlighting support points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemotechnical techniques, recoding, completing memorized material, serial organization of the association, repetition.

The difficulty of identifying the main, essential is clearly manifested in one of the main types of student learning activities - in the retelling of the text. Psychologist A.I. Lipkina, who studied the peculiarities of oral retelling among younger schoolchildren, noted that a brief retelling is given to children much more difficult than a detailed one. To tell briefly is to single out the main thing, to separate it from the details, but this is precisely what children do not know.

The noted features of the mental activity of children are the reasons for the failure of a certain part of students. The inability to overcome the difficulties arising in this teaching sometimes leads to the rejection of active mental work. Students begin to use a variety of inadequate techniques and methods of performing learning tasks, which psychologists call "workarounds," including mechanical learning of material without understanding it. Children reproduce the text almost by heart, literally, but at the same time they cannot answer the questions on the text. Another workaround is to perform a new task in the same way that a task was performed before. In addition, students with deficiencies in the thought process, with an oral response, use a hint, try to write off their comrades, and so on.

At this age, the appearance of another important neoplasm - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. The basis of this type of behavior are moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and the desire to be approved by an adult or to strengthen their personal position in the peer group. That is, their behavior in one way or another is connected with the main motive that dominates at this age - the motive for achieving success.

With the formation of voluntary behavior among younger schoolchildren, such neoplasms as the planning of action results and reflection are closely related.

The child is able to assess his action in terms of its results and thereby change his behavior, plan it accordingly. A meaning-based framework appears in actions, it is closely related to the differentiation of internal and external life. A child is able to overcome his desires in himself if the result of their fulfillment does not meet certain standards or does not lead to a goal. An important aspect of the inner life of a child becomes his semantic orientation in his actions. This is due to the child's feelings about the fear of changing attitudes with others. He is afraid of losing its importance in their eyes.

The child begins to actively reflect on their actions, to conceal their experiences. Externally, the child is not the same as internally. It is these changes in the personality of the child often lead to splashes of emotions on adults, the desire to do what they want, to the whims. "The negative content of this age is manifested primarily in the violation of mental equilibrium, in the instability of will, mood, etc.".

The development of the personality of the younger student depends on the school performance, the assessment of the child by adults. As I have already said, a child at this age is very much subject to external influence. It is because of this that he absorbs knowledge, both intellectual and moral. “The teacher plays a significant role in the establishment of moral standards and the development of children's interests, although the degree of their success in this will depend on the type of his relationship with the students.” Other adults also occupy an important place in the child's life.

In the early school years, there is an increase in the desire of children to achieve. Therefore, the main motive of the child’s activities at this age is the motive of success. Sometimes there is another type of this motive - the motive of avoiding failure.

In the mind of a child, certain moral ideals and patterns of behavior are laid. The child begins to understand their value and necessity. But in order for the formation of the child's personality to go most productively, the attention and assessment of an adult is important. "The adult's emotional and evaluative attitude toward the child’s actions determines the development of his moral feelings, his individual responsible attitude to the rules with which he becomes acquainted in life." “The child’s social space has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.”

It is at this age that the child experiences his uniqueness, he is aware of himself as a person, striving for perfection. This is reflected in all areas of the child’s life, including in relationships with peers. Children find new group forms of activity, activities. At first they try to behave as is customary in this group, obeying laws and rules. Then begins the desire for leadership, excellence among peers. At this age, friendships are more intense, but less durable. Children learn how to make friends and find a common language with different children. "Although it is assumed that the ability to form close friendships to a certain extent is determined by the emotional ties that have established in the child during the first five years of his life."

Children strive to improve the skills of those activities that are accepted and valued in an attractive company for him to stand out in her environment, to achieve success.

In elementary school age, a child develops an orientation toward other people, which takes its expression in the prosocial behavior of taking their interests into account. Prosocial behavior is very significant for a developed person.

The ability to empathize develops in the conditions of schooling because the child participates in new business relationships, unwittingly he has to compare himself with other children — with their successes, achievements, and behavior, and the child simply has to learn to develop his abilities and qualities.

Thus, the primary school age is the most crucial stage of school childhood.

The main achievements of this age are due to the leading nature of the educational activities and are largely decisive for the subsequent years of schooling: by the end of primary school age, the child must want to learn, be able to learn and believe in himself.

A full living of this age, its positive acquisitions are the necessary basis on which the further development of the child as an active subject of knowledge and activity is built. The main task of adults in working with children of primary school age is the creation of optimal conditions for the disclosure and realization of opportunities for children, taking into account the individuality of each child.

Introduction ………………………………………… ... ……………… ... ……………… ..

1   Theoretical analysis of the components of the educational activities of younger students ………………………………………………………………… .................... ..........

1.1 Characteristics of educational activitiesawes ...................................................................

1.2 General approaches to the formationcomponents of learning activities ....

1.3   Fthe formation of the motivational component of learning activities ... ... ...

2   An empirical study of the motivational component of the educational activities of younger students ……………………………………………………………

2.1 Organizationand research methods …………………………………………… ...

2.2   Results analysisthe motivational component of the educational activities of younger students ........................................... .........................................

2.3   Methodical recommendations on the formation of the motivational component of the educational activities of younger schoolchildren

Conclusion, Conclusions …………………………………………………………………… ..

List of sources used …………………………………………………….

Appendix A

Test - a questionnaire to study the features of the formation of the motivational component of educational activities ... ... ....

Appendix B

Studying the features of the formation of the motivational component of the educational activity ...................................

Appendix B

An example of a protocol for studying the characteristics of the educational activities of younger schoolchildren

Appendix D

Forms and methods of development of educational motivation in younger students ............ ... ... ... ... ... ... ... ... ... ...

INTRODUCTION

The relevance of research   due to the fact that learning activity is developing most intensively under the influence of purposeful pedagogical influence in primary school age. The effectiveness of further education depends largely on the basic knowledge and skills of the child, which he received in elementary school. Therefore, it is in the early school years that the teacher will pay particular attention to the diagnosis and the formation of the components of learning activities.

Timely identification of the causes of difficulties for the child greatly facilitates the search for adequate ways to overcome them. High-quality comprehensive diagnostics helps to prevent potential complications (decrease in interest, appearance of signs of negativity), and also, if necessary, help you choose the appropriate route or type of educational institution for your child.

The problem of the formation of components of educational activity is touched upon in the works of many domestic and foreign scientists.In psychological and pedagogical research LS Vygotsky, P.Ya. Halperin, V.V. Davydova, L.V. Zankova, M.S. Kagan, A.N. Leontiev, B.F. Lomov, K.K. Platonov, D.B. Elkonin, the problem of activity is revealed from various positions.

In the works of Yu.K. Babansky, F.V. Vareginoy, P.Ya. Halperin, V.V. Davydova, A.V. Zaporozhets, A.A. Lublin, N.F. Talyzina, D.B. Elkonin   according to its specificity, educational activity has transformative (child development through mastering various intellectual and practical skills) and cognitive functions (cognition of the world around us, expressed in the assimilation of human experience accumulated) .

As one of the activities, the doctrine has a single structure for all activities. According to T.I. Shamova, in the most general form, it can be allocated motivational, orientation, operational, energy and evaluative components. A.A. Lublin and N.F. Talyzin believes that the completeness and awareness of the implementation of educational activities can be judged by the state of the most important of them: the motivational and operational components.

purposeresearch:   identify the level of motivational component of educational activities

Object of study:learning activities   students of primary school age.

Thingresearch:motivationallearning component   students of primary school age.

Research hypothesis:students of primary school age are not sufficiently formed.

In accordance with the purpose of the subject, object, hypothesis of the study, you can put the followingtasks:

Describe the process of learning activities;

Define the concept of the component of educational activities;

To considergeneral approaches to the formation of the component of the educational activities of younger students;

To study the motivational component of educational activities;

Present the development of the Russian language lesson on the formation of the motivational component of the educational activities of younger students;

To form conclusions on the basis of the research, procedures.

In accordance with the goal and objectives of the study, a complex of complementaryresearch methods: theoretical analysis and synthesis of teaching materials and scientific literature (psychological, pedagogical literature) on the studied problem; generalization method (formation of conclusions) empirical research. Methods: S.V. Kudrin "Learning activities of younger students. Diagnostics. Formation "

Structure and scope of work   were determined based on the goals and objectives of the study. The work consists of introduction, two chapters, conclusion, list of references and applications. The list of references is 24 items.

1 THEORETICAL ANALYSIS OF THE COMPONENTS OF EDUCATIONAL ACTIVITY OF YOUNGER SCHOOLBOYS

1.1 Characteristics of educational activities

In modern pedagogical psychology, learning is usually defined as a form of human social activity aimed at mastering the methods of object and mental (cognitive) actions. It takes place under the guidance of a teacher and involves the inclusion of the child in certain social relations.According to its specificity, educational activity has a cognitive (cognition of the surrounding world, expressed in the assimilation of human experience accumulated) and transforming functions (the development of a child through mastering various intellectual and practical skills).

As one of the activities, the doctrine has a single structure for all activities. In the most general form, it can be distinguished motivational, orientation, operational, energy and evaluation components. According to a number of scientists, A.A. Lublin, N.F. Talyzina and others about the completeness and awareness of the implementation of educational activities can be judged by the state of the most important structural components - motivational and operational.

The power of motivation has a direct impact on the success of an activity: a constant increase in the power of cognitive motivation does not lead to a decrease in the effectiveness of training activities. It is precisely with cognitive motivation, in particular with cognitive interests, that the productive creative activity of the individual in the learning process is linked. In this case, the doctrine is a full-fledged activity aimed at learning; Along with this, educational motivation must be subordinated to the social (to know, in order to be able to use knowledge according to the needs of society). Otherwise, the teaching ceases to be an independent activity. It becomes a separate action within another activity, with a completely different purpose.

Thus, the needs, motives and interests that underlie learning activities are not always cognitive in nature. Learning motives   considers   E.V. Himshina it is accepted to subdivide into external and internal; cognitive, educational, game, wide social; understood and acting, positive and negative, etc. In the system of motives, some of them are leading, others are secondary.

External motives are not associated with the assimilation of knowledge. To a greater extent, they reflect the child’s desire to be assessed by those whose opinion he values. With extrinsic motivation, for example, social prestige, material gain, fear of punishment, threats or demands, desire for reward, group pressure are significant. External motives can be positive (motives of success, achievement, duty and responsibility, self-determination) and negative (motives of avoidance, protection).

With internal motivation, the cognitive need is satisfied, and one of the motives is cognitive interest. Under his influence, learning activities are more intense. Inner motives also include curiosity, the need for new information (knowledge and methods of action), the desire to improve their cultural and professional level, the desire to think, talk in the classroom, overcome obstacles in the process of solving difficult problems.

According to V.V. Davydova, N.G. Morozova and internal and external motives may be recognized and not realized. At the moment of activity, they, as a rule, are not realized, but in any case they are reflected in the child’s experiences, in his sense of desire or unwillingness to do something. This “sensation” defines motivation as positive or negative.

Goal setting processin the framework of the educational activities of younger schoolchildren, it can be viewed as a process of accepting a goal from the outside; Simultaneously with the adoption of the goal, there is a process of preliminary analysis of the conditions of the activity and ways of achieving the result.

The realization of the motives and the achievement of the objectives of the educational activities is carried out through various types of actions. Among them occupy a special placelearning activities.These actions are, along with motivational, one of the main components of educational activities that determine its character. In addition, the level of development of educational activities indicates the degree of learning of the child.

The main conditions for the implementation of educational activities are the knowledge of the student and previous experience, involving familiarity with the pattern of performing the action. In this regard, the success of the action depends on the child's knowledge of why and in what situations the action is performed, as well as what operations are part of this action for specific conditions. For example, the ability to respond to a call at the beginning and end of a lesson implies that the child knows what it means in this case (the beginning or end of the lesson); how to act in each of these cases (call for a lesson: the children build themselves before the class and wait for the teacher; call from the lesson: the children wait for the teacher's permission to finish the lesson and leave the class).An educational action, like other actions, is implemented in the course of its operation, which allows us to distinguish three components of an educational action: indicative, executive, and control and correction.

The approximate part of the training action is the analysis of the goal, the objects of the action and the selection on this basis of the conditions for its implementation and operations, the sequential execution of which is necessary to obtain the correct result of the action. No less important is the executive part of the action, which involves the execution of these operations in specific conditions. The control and correction part of the action provides verification of its correctness. The control of the execution of an action is based on focusing on the implementation of this action, which allows judging the correctness of the choice of the system of operations for performing this particular action. In case of an erroneous execution of an action, its control part helps to correct errors. The ability to control the progress of the action is of great importance in the process of the formation of educational skills. Understanding the essence of the choice of certain operations to perform an action is the basis of his awareness and the possibility of increasing the activity of the student in the process of formation of educational actions.

As written by P.Ya. Halperin, N.F. Talyzin, in the process of mastering the learning action, its functional elements are transformed. Being at the stage of skill, the implementation of all the components of the learning action is carried out fully, under the control of consciousness. At the skill stage, part of the training action becomes less developed (the approximate part is reduced, the executive and control parts are automated).

Analyzing the classifications of educational actions set forth in modern psychological and pedagogical science, one can note a significant similarity in identifying the main groups of educational skills. According to M.I. Menchinskaya, N.F. Talyzina, T.I. Shamova, these include intellectual skills (mental operations, logical methods of thinking), general training skills of organizing educational activities and special training skills characteristic of a particular subject. However, a number of researchers based on their classifications put different approaches: an analysis of all activities in which a child is involved in the learning process (ND Levitov), ​​highlighting the most important points when a child starts learning (NA Loshkareva).

Different approaches to the classification of educational actions allow us to consider this essential component of educational activities in terms of its state at various stages of learning. On this basis, it is possible to single out a complex of basic educational activities, the formation of which ensures a successful start of schooling and a child’s conscious attitude towards it. Based on the actions that make up the complex, more complex learning activities are formed. Purposeful training of schoolchildren in these actions provides an opportunity to manage their learning activities and monitor their change.

In the structure of the complex of basic learning activities, three groups of actions are distinguished: general learning activities, initial logical operations and behavioral learning activities.Possession of the entire system of basic learning activities creates the basis for the implementation of learning activities as a whole.

The full implementation of these actions, as well as all activities, is associated with the quality of self-control and self-esteem, which involve the correlation of their actions and their results with the given samples. Thanks to this, the child can realize the quality of his work and eliminate shortcomings.

The assessment records the compliance or non-compliance of the educational results with the requirements. From her character depends on the organization of educational activities of the student. If it is positive, then the activity continues. If negative, then, striving for the best result, it is necessary to find the error and correct it. Until self-control and self-esteem in the process of learning activities are formed, their functions are assigned to the teacher.

Educational activities of younger students can be represented in the form of such structural components as: the motivational component and the operational (behavioral) component. Let us dwell on a brief description of the main structural components of the educational activities of primary school students.

The motivational component of the educational activities of primary school age is characterized by the presence of a certain dynamics of motives and interest in learning. In the early stages of learning, the interests of the children of this group are more manifested as an interest in a new kind of activity that is significant to them and their immediate environment. Then they begin to attract individual methods of academic work. And only in grades 3–4, pupils begin to be interested in the internal content of learning activities, although these interests are not yet deep and not stable.

Students in grades 1–2, while completing a learning task, try to follow the direct instructions of the teacher precisely and are guided by the goal set for them. From the end of the 2nd grade, the desire for independent performance of individual learning activities gradually begins to manifest itself. However, the ability to independently set tasks for themselves is far from being formed by all junior schoolchildren and with great difficulty. They know how to listen to detailed instructions, follow them and make a plan, taking into account the conditions of a particular situation, consider their actions and seek clarification from the teacher, clearly articulating their doubts, gradually beginning to manifest a desire for independent performance of individual educational actions.

Thus, educational activity directly depends on the teacher. Found that the main components of the educational activities of younger students are motivational and operational.

1.2 General approaches to the formation of the components of the educational activities of younger students

Active learning activities of students is considered as one of the most important aspects of improving the effectiveness of training. The term “active learning activity” is usually understood to mean the child’s activity in the learning process, characterized by having a desire for knowledge, learning self-management skills and applying learning activities to obtain new knowledge.

The attention of many researchers has been drawn to the development of a system of pedagogical activities aimed at shaping the active learning activities of the student, necessary for his development and preparation for entering independent life. In the process of studying educational activities and finding the most effective ways of its formation in the research of L.P. Aristova, V.V. Davydov and A.K. Markova were identified three stages of its development.

Onfirst stagethe development of individual learning activities takes place, on the basis of which a situational interest in learning techniques arises and mechanisms for adopting private learning objectives are formed. At this stage, the implementation of educational activities is possible only with: direct interaction of the teacher with the student, when the teacher sets a goal, organizes the activity, carries out monitoring and evaluation.

Forsecond stagecharacteristic is the unification of learning activities into holistic acts of activity, subordinated to the realization of more distant goals. As these acts are formed, cognitive interest becomes more stable, starting to fulfill the function of a sense-forming motive of activity. On this basis, there is a further development of the processes of goal-setting, ensuring the adoption of goals from the outside, self-specifying them and shaping the actions of monitoring and evaluation.

Onthird stagethere is a formation of individual acts of an integrated system of educational activities. Cognitive interest is characterized by generality, stability and selectivity, starting to perform the function of the motive of learning activities.

The change of stages in the process of formation of educational activity proceeds slowly. The resulting changes in the quality of schoolchildren’s teaching are usually subtle. The temporal boundaries of the change of stages are very individual. They depend on many factors: on the characteristics of the child's psychophysical development; his willingness to learn; specifics of the organization of training and, specifically, work on the formation of the educational activities of schoolchildren.

The formation of the motive of activity includes: the formation of cognitive needs; the formation of persistent cognitive interests. Formation of a system of knowledge and skills based on self-management of the learning process: formation of intellectual skills related to information processing; the formation of skills to plan, organize and control their activities.

Within the framework of the first direction, the following work stages are proposed: preparation of conditions (creation of favorable conditions and an atmosphere of learning; assimilation by children of certain knowledge and skills); creating a positive attitude towards the subject; the organization of systematic search creative activity in which process interest is formed. Statement of problem situations, when solving which in the process of activity new inexhaustible questions arise.

The implementation of the second direction is based on the ideas about the specifics of the formation of actions, which is considered in connection with the practical, conscious, purposeful activity of the student himself. The results of numerous studies of various types of activity have shown that the formation of all types of actions proceeds according to the same laws. It includes the transition from external orientations, emerging in the process of practical activity of the child, to their internal forms. The basis of this process should be the student’s understanding of the relationship between the goal of the activity, the conditions and the way it is carried out. Therefore, the formation of actions must be preceded by learning to accept the goals set by the teacher, familiarization with the conditions and possible ways of performing this activity. This process proceeds most effectively under conditions of systematic training.

The main methods of formation and enhancement of educational activities in most of the works   N.F. Talyzin,   A.I. Gebos   they consider problem-based learning, independent work, the use of programmed tasks, algorithms, and technical means.

Thus, the active learning activities of students is an essential aspect for the formation of componentslearning activities.

1.3 Formation of motivational   component of learning activities

It is known that positive motivation significantly stimulates activity. Research has established the dependence of activity efficiency on the strength of motivation: the higher the strength of motivation, the higher the result of the activity (Yerkes-Dodeon's law). However, this relationship is maintained only up to a certain limit: if, upon reaching the optimal level, the power of motivation continues to increase, then the effectiveness of the activity begins to decrease.The formulated trend characterizes not all types of motivation. For example, it does not apply to cognitive motivation. The constant increase in the power of cognitive motivation not only does not lead to a decrease in the effectiveness of educational activities, but in many respects ensures the productive creative activity of an individual, in particular a student, in the learning process.

With regard to the primary education situation, we can say that children who experience positive emotions in relation to the educational situation, who want to attend school and study, understand why they do it, cope with educational tasks more successfully: they spend less effort on learning the material cope with the exercises, calmly perform control tasks.That is why, from the very first moment of training, the teacher must pay special attention to the formation of the motivational side of the child’s activities. Help in this may be considered:   T.N. Vergeles, L.A. Matveeva, A.I. Raev: content of educational material;organization of children's learning activities (special forms of organization of the learning process: games, excursions, subject lessons, etc.); the alternation of frontal, group and individual forms of work in the classroom and after school hours); evaluation activities and other methods of stimulating activity used in the process of teaching this group of children;style of pedagogical communication of the teacher and his personality as a teacher in general (flexibility, ability to empathy, informality in communication, self-confidence, poise, prevailing positive emotional mood).

In general, the work on the formation of motivation isphased process.Its implementation requires systematic, systematic work. At the same time, the implementation of the steps described below does not require a teacher a significant amount of time and, therefore, does not disrupt the normal course of the learning process. The teacher is only required to look at the traditional organization of their work from the point of view of its modernization in accordance with the tasks of forming the motivational component of educational activity.

Preparatory stageinvolves the establishment of contact with the class teacher. He acquires particular importance at the beginning of his studies, at the time of the first class and teacher meetings. The main areas of work at this stage are: manifestation of an even, friendly attitude towards children; forming a class of respectful relationships among children; achievement of mutual understanding in relations of the teacher with parents; establishing a relationship of trust between the children and the teacher.

First stageit is associated with the start of training, the introduction of a new academic discipline, the transition to a new topic. At this stage, it is important to achieve the emergence of a positive working attitude that ensures the formation of learning motivation. Various approaches are possible here: the teacher can use each of the directions below, independently or the whole complex together. The choice depends on the specific learning situation, the characteristics of the children, the teacher’s goals.Areas of work in the first stage, considered   T.V. Gabay: providing children with bright ideas about their previous successes; creating a situation for the manifestation of the desire to learn something new; formation of ideas about the personal significance of the material under study for the child (his position in the classroom, success in learning, adaptation in life).

Second phaseit implies the consolidation of the arisen motivation in the process of interaction between the teacher and the students in the process of solving specific educational and cognitive tasks.   Allotted   directions of work in the second stage   V.P.: the formation of interest in activities through different work options, the introduction of independent work, the use of elements or imitation of search activity.

Third stageinvolves the formation of motivation to complete and is associated with the outcome of a particular lesson, a repetition at the end of the quarter, preparation of final extracurricular activities, participation in quarter, annual, diagnostic tests.Directions of work at this stage suggested   V.P.Antipov, G.A. Bokarev, V.S. Ilyin: ensuring the formation of schoolchildren of ideas about the positive nature of their own activities; formation of a positive attitude for further activities; instilling the ability to adequately respond to the evaluation activities of teachers and classmates.

The formation of learning motivation is greatly influenced by the involvement of parents in participating in the child’s life, the establishment of trusting friendships between parents and the teacher, the formation of a positive attitude towards the teacher and his meetings with the parents. For this, along with parents' meetings, it is useful to organize questionnaires for parents, excursions around the school, acquaintance with information brochures (compilation, information folders, stands devoted to school), group and individual consultations of the class teacher and specialists, participation of parents in educational and extracurricular activities.

2 EMPIRICAL STUDIES OF THE FORMATION OF THE MOTIVATIONAL COMPONENT OF EDUCATIONAL ACTIVITY OF YOUNGER SCHOOLBOYS

2.1 Organization of research activities

The study of the motivational component of the educational activities of pupils of primary school age was carried out on the basis of the school “Kotlas, Arkhangelsk region”. Pupils of the 1st “B” class are trained under the program “Perspective Primary School”. The study was conducted among 20 students of the 1 "B" class.

The purpose of the study: to identify the level of the motivational component of the educational activities of students in grade 1.

A survey of students was carried out according to the method of S.V. Kudrina "Learning activities of younger students. Diagnostics. Formation ”, presented in Appendix A.

Tasks were offered to children in the process of individual meetings. The children were given instruction and time to do the work. During the individual conversation, the children were asked questions that they needed to be answered. These answers were recorded in the protocol study of the features of the motivation of the teachings presented in Appendix B. Also, they were asked to review a number of drawings and answer questions. In task 2.4. children were issued cards that list different classes. The children chose the card and explained why they chose this option.

If students had difficulty, they were helped (cheering, pointing gestures, leading questions, additional explanation of instructions, execution of an action to imitate or joint actions with the teacher). This helped to “see” the zone of the nearest development of the child, to characterize the peculiarities of the ability to apply and accept the offered help, to correct their actions.

One of the most important, in our opinion, approaches to organizing the study of the characteristics of educational activities is the creation of a positive background, the desire to interest the child in the examination procedure, the characteristics of the stimulus material (pictures, objects, books, etc.) and the proposed activity.

2.2. Analysis of the obtained empirical data for the study

As a result of the study, the following data was obtained

by the method of S.V. Kudrina "Learning activities of younger students. Diagnostics. Formation. Visually analysis of the data is presented in tables 1, 2, 3, 4, 5.

Table 1 - Assessment of the child’s ability to contact the teacher%

Number of students

Thus, analyzing the data obtained on the first task, we obtained the following results: 50% of students loved walking, games, entertainment, self-indulgence, etc., among their favorite activities, reading or looking at books, drawing, modeling , classes in circles, etc .; 20% - could not give a detailed answer to the questions.

It can be concluded that not all children are able to come into contact with the teacher and answer the questions asked.

Table 2 - Evaluation of the child's attitude to school

Number of students

The students' answers to the assigned task were distributed as follows: 40% of the students love to go to school and identify themselves with the student; 35% - hesitate, choose the picture with the school, then the pictures with extracurricular activities (more often with parents); 10% - do not aspire to be students, prefer games with children; 15% - refused to perform the task.

Table 3 - Evaluation of the interest of the child to school

Number of students

Thus, from the survey it is clear that 15% of students want to go to school, they are interested in the content side of education; 45% - are interested in the operational side of training and its external attributes; 30% - hesitate or want to go to school, show interest in a game or other joint activities with children, are interested in music, painting, physical education, etc .; 5% - do not want to go to school; 5% - refused to participate in the conversation.

Table 4 - the desire of students to attend school

Number of students

Analyzing the data tables, we see that 55% of students expressed a desire to go to school; 30% - showed fluctuations, uncertainty; 15% do not want to go to school at all; Those who refused to participate in the conversation are not.

Table 5 - children's interest in learning activities

Number of students

In 30% of students, most of the selected classes are related to educational activities; 45% - most of the selected classes are not associated with educational activities; 25% - among the selected classes there are no classes related to educational activities; refused to participate in the work, no.

The basis for the qualitative analysis of the traditional data is the description of the empirically identified levels of the formation of the studied processes. For a more detailed analysis of the state of learning activities, it is advisable to pre-determine the stages of formation of the motivational component.

Analysis of the results helped us to identify some features in the state of educational activity, determined by the age of the children being examined, gender, level of training, previous learning experience, teacher’s methodical work system, features of parents ’attitudes to the child’s success.

Thus, in the study of 20 schoolchildren - students of 1 "B" class of MOU "SOSH No. 1", the following conclusions can be drawn.

Stage 1 of the formation of the motivational component was found in 2 students. Features: students call themselves (most often by name). They can not say where they studied before. They do not know what a school, teacher, student, class. They do not want to go to school or use such wording as “I do not know.” In some cases, there is an open negativity towards the school. Having a choice of options (school, educational and educational activities, games in the children's team, walks, games with parents), the last three options are chosen. In carrying out tasks, children quickly become fed up with the activity offered by them, show no interest either in pictures or objects, or tasks, or in the survey setting, or in evaluating their activities. Among the dominant motives, the game motive most often appears, negative motives are noted (to avoid trouble, such as parents 'displeasure, teachers' reproaches, children's aversion, low grades, etc.).

Stage 2 of the formation of the motivational component was found in 5 students. Kids call themselves. Pupils want to attend school or hesitate when choosing options, especially in non-binding situations. They have no clear ideas about the school, the teacher, the students, but with the help of the teacher they find the necessary objects in the pictures. In educational activities, he singles out only the external side or what is interesting to him personally (drawing, football, walks, briefcase, etc.). They do not identify themselves with the student. The meaning of the assessment, expressed in points, is not understood, although it actively seeks to get praise. Among the preferred activities are games, walks, interaction with other children. They refuse to work if the task is too complicated. Among the prevailing ones, one can note the game motive, the desire to realize oneself in the role of a student, the desire to receive praise and to please parents or teacher.

Eight students have reached the third level of formation of the motivational component. Schoolchildren calls himself by name and surname. They can tell where they were before. Ideas about school are incomplete, the main meaning of learning is seen in good behavior, ability to listen to the teacher, mastering reading, writing, and math. Along with this, children want to go to school, want to be good students. Interested in the assignments, trying to get the approval of the teacher, understands the meaning of the assessment, expressed in points. Among the preferred activities, drawing, reading books and games occupy a significant place. With a free choice, they show fluctuations, but in about half of the cases they are inclined towards training or educational-cognitive activities.

Stage 4 of the formation of the motivational component was found in 5 students. Pupils answer questions about themselves, previous studies, school, school life. The school most often want. They have sufficiently complete ideas about the content side of education, adequately perceive the assessment of their activities. Most often choose classes related to educational activities. Interests within the framework of educational activities are usually diverse, but superficial. However, there may be manifestations of local interest in individual subjects. Realize the need for learning for success in life, further work. He defines the reasons for his desire to study well in the following way: “I want to know a lot”, “I want to be smart”, “I want to get five”, “I will study at the institute”.

Thus, on the basis of the conducted research, it can be concluded that not all children in the class have a well-formed motivational component of learning activities. Schoolchildren are familiar with the situation of schooling, can follow the instructions of the teacher, understand the need to attend school.

The problems of some children are to reduce the level of learning motivation: they hesitate in the situation of choosing school or non-school activities. In the motivational sphere gaming motifs prevail. The difficulties experienced by children in performing assignments related to classifications, comparison, generalization, suggest that further complication of educational material may entail the formation of a negative attitude towards learning.

It is useful to pay particular attention to the formation of cognitive and social motivation, as well as to the development of mental operations necessary for learning the educational content.

2.3 Guidelines for the formation of the motivational component of the educational activities of younger students

In the 2 "B" class of the MOU "Secondary Secondary School № 1" of the city of Kotlas was held a lesson of the Russian language. Before class, for children   An excursion in the autumn park was organized.

The topic of the lesson is an essay-description (preparatory stage).

The purpose of the lesson: to develop the speech of children in the Russian language lesson.

Tasks of the lesson:

Replenish the vocabulary of children in the classroom;

Develop students' creativity;

Equipment: excursion material, CD with music by A. Vivaldi; multimedia (projector); cards with a set of words; casket; glue.

During the classes:

1. Organizational moment.The distribution of roles in the group: "organizer", "scribe", "masterwork", "speaker", "treasurer". Comments to the stage of the lesson. It creates a favorable atmosphere in the classroom. Smile to each other. Give those around you a piece of your good mood.

2. Exchange of impressions about the excursion in the autumn park.

Comments to the stage of the lesson.The bright, figurative story of a teacher unwittingly attracts the attention of students to the topic of the lesson.And when not only the teacher, but also the students themselves exchange impressions about the excursion and encourage each other to mark, a positive result is seen. The teacher encourages verbal note stories of children. The joint work of children in the classroom creates a relationship between them.

3. Watching a movie about autumn. Questions after viewing: Do you like a fragment of the film? Why did we see it? With what help the author of the film conveyed the beauty of autumn? Did the music help in viewing the autumn pictures? What did you hear in the sounds of music? And how can you tell about this wonderful time of the year? So what are we going to do in today's lesson? (We will be preparing to write an essay about the fall: to recruit words that will help us.) Comments on the lesson stage: clarity of the lesson increases the interest of pupils in the issues being studied, excites new forces to overcome fatigue.

4. Work on the topic.

1) Selection of word objects. The teacher asks the students what nature phenomena we can observe in the fall. The word autumn appears on the board. Groups of students select words that are nouns and are associated with autumn (wind, day, sky, clouds, trees, leaves, mushrooms, berries, etc.). Then the teacher demonstrates a casket to the class, explaining that precious autumn words will be folded into it. Collect the words will be the treasurer. Appeals to the class: what question do all these words answer?

Further, the teacher says that each team has one card on which the word for the subject is printed and answers the question “what?”, And asks to read “its own” words (trees, leaves, clouds, wind, rain). The teacher reads his word (autumn).

2) Selection of words-actions. The teacher asks to choose words for each “autumn” subject that answer the questions “what does he do?”, “What will he do?”. Students are offered a set of words: came, crying, feeding, puffing. (The teacher sticks the words chosen by the students to the word card of the subject). Then schoolchildren perform similar work in their groups:

1st four: trees - swing, fall asleep, creak, undress, smile, learn;

2nd Four: Leaves - spinning, rustling, dancing, having fun, dreaming, idle;

3rd four: clouds - swim, crawl, cry, sad, decide;

Fourth Four: rain - pouring, drumming, dripping, helping, watering, eating.

Students pick suitable words and stick them to the card with the word subject. The teacher complements the task: "Guys, if you have your own variations of words, they can also be written on an assistant sheet."

At the end of the work, the group presents the results, proving the correctness of the chosen word. The teacher clarifies whether other students have other options. The Treasurer monitors the performance of the groups and fills the box.

Comments to the stage of the lesson. Pupils are happy to work on a given topic, draw conclusions. Students have an incentive to do the job, to do better and faster than other groups.

3) Fizkultminutka.

4) Selection of word signs. Teacher:

Without any words, the sentences will turn out dull and colorless? (Without adjectives.)

What questions do these words answer and what do they mean? Match the words to your subject and paste them on the other side of the card.

Pupils are given sets of words: autumn - (what?) Is golden, economic, dull, round; trees - (what?) slender, tall, young, mighty, square; leaves - (what?) multi-colored, light, small, curious, dry; clouds - (what?) gray, low, heavy, shaggy, white; rain - (what?) cold, drizzling, boring, sad, yellow.

After completing the work, schoolchildren prove the correctness of the selected words. The teacher clarifies whether there are other options, and at the same time with the students sticks words to his card, making an error while doing the work: autumn - (what?) Is cold, rainy, wooden. Comments to the stage of the lesson. Pupils are invited to check the result of the work and find the wrong word. Children with interest do the work, help each other.

5) Drafting sentences from existing words. Pair work.

6) Reading a poem about the fall (reads a previously prepared student). Each couple has a printed version of the poem on the tables.

Listen to the poem. Carefully read the poem in the group; underline words and expressions that seem most vivid and expressive to you. What words have you emphasized?

Comments to the stage of the lesson.These lessons bring children joy, self-confidence, and to whom even success.

5. Homework. - Make your own thematic group   autumn words (word-object + action of an object + sign of an object).

6. Summing up the lesson, reflection.

See how many magic leaves fell in our box! Take on the memory of the lesson on the magic leaf. Read what is written on their reverse side. ("Good luck, success ...").

And what good luck and success?

During the lesson, the children were divided into pairs to discuss impressions about the excursion conducted before the start of the lesson. The guys shared their opinions, asked each other questions, told stories.

Then there was a film about the fall, after which we asked each pair a number of questions to discuss and express our thoughts about the film. Each child was able to participate in the discussion and express their views on the film, music and autumn.

During the lessons on the topic, for the selection of words-objects, the guys were united in groups, they actively participated in the game, calling the nouns that characterize autumn, and also working with cards. For the selection of words-actions and words-signs, children were divided into fours for more thorough work on the topic. As a result, each child was able to pick up his word, prove the correctness of his selection and feel the support of his team.

To draw up proposals for the fall. Children with each other with interest discussed the selected words, phrases and the resulting sentences.

No quick results should be expected from children, since everything is mastered practically. You should not move to more complex work, until the simplest forms of communication are fixed. It takes time and practice, an error analysis is needed. This requires patience and hard work from the teacher. The result is, as a rule, the reflective design of the work done, i.e. selection of the method of its implementation and the result obtained (even if not final, but intermediate).

In addition, collective types of work make the lesson more interesting, lively, cultivate a conscious attitude to academic work, activate mental activity, make it possible to repeat the material many times, help the teacher to explain and control the knowledge and skills of all students in the class, contributes to the successful self-realization of students and their positive self-esteem, fundamentally important for learning motivation.

CONCLUSION, CONCLUSIONS

As a result of theoretical and empirical research, the following conclusions can be drawn.

The basis of educational activities arecognitive needs, motives and interests.The power of motivation has a direct impact on the success of an activity: a constant increase in the power of cognitive motivation leads to an improvement in the effectiveness of training activities. It is precisely with cognitive motivation, in particular with cognitive interests, that the productive creative activity of the individual in the learning process is linked.

The attention of many researchers has been drawn to the development of a system of pedagogical activities aimed at shaping the active learning activities of the student, necessary for his development and preparation for entering independent life. Yu.K. Babansky, G.I. Vergeles, V.N. Vovk, G.F. Gavrilycheva, I.A. Groshenkov, B.I. Esipov, I.G. Yeremenko, E.M. Kalinina, N.F. Kuzmina, V.A. Kustareva, I.Ya. Lerner, R.M. Lineva, N. B Lurie, L.S. Mirsky, V.G. Petrova and many others. These studies are relatively widely represented issues of formation and enhancement of educational activities of students of general education and correctional schools   middle and senior school age.

Educational activities of younger students, studied to a lesser extent.Positive motivation greatly stimulates learning activities. Children who experience positive situations in relation to the learning situation, who want to attend school and study, who understand why they do this, cope with the educational tasks more successfully: they spend less effort on learning the material, do the exercises more easily, perform the control tasks more calmly.That is why, from the very first moment of training, the teacher must pay special attention to the formation of the motivational side of the child’s activities.

The initial component of learning activities is motivation. The motivation of learning is a system of needs, motives and goals, which reflect the motives for learning, allow you to actively strive to understand general knowledge, to master learning and cognitive skills. Formation of the motives of the doctrine is the creation in school of conditions for the manifestation of internal impulses to the doctrine, the awareness of their student and the further self-development of their motivational sphere. It is possible and necessary to stimulate its development by a system of receptions.

The formation of the motivational component of the educational activities of the younger schoolchild as a way of actively acquiring knowledge is one of the directions of development of his personality. The specificity of this method lies in the consistent and targeted development of the activity of the students themselves. On this basis, the task arises of forming an ever more independent transition of pupils in carrying out one component of learning activities to others, i.e. the formation of methods of self-organization activities.

Educational work is carried out with a team of students through the content of educational material; the organization of children's learning activities, the alternation of frontal, group and individual forms of work in the classroom and outside school hours; appraisal activity and other methods of stimulating activity; style of pedagogical communication of the teacher and his personality as a teacher in general.

Empirical research has shown that the level of formation   motivational component of educational activities   Grade 1 students are underdeveloped. Purposeful systematic work on the formation of the motivational component of learning activities is needed.

A methodological development was presented (a Russian language lesson in 2nd “B” class) on the formation of a motivational component of educational activity.

Thus, the hypothesis:in grade 1 the motivational component of learning activitiesprimary school students are underdevelopedconfirmed.

LIST OF USED SOURCES

Antipova, V.P., Bokareva, G.A., Ilyin, V.S.On the methods of diagnosing the level of development of the need for knowledge among schoolchildren. - M .: Parma, 2001 - 378 p.

Aristova, L.P. The activity of the school student. - M .: Enlightenment, 1998. - 452 p.

Baranov, S.P.The essence of the learning process. - SPb .: Neva, 2004. - 287 p.

Vergeles, T.N., Matveeva, L.A., Raev, A.I.Junior high school student: help him learn. - SPb .: Lan, 2000. - 370s.

Gabay, T.V.Educational activities and its means. - M .: Zvezda, 2005.- 455 p.

Danilov, M.A.Improving the quality of students' knowledge and the prevention of academic failure. - M .: Aurora, 2003. - 387 p.

Yegoshina, E.V.Methods of studying the motives of learning // Elementary School. 2005. № 6.

Elfimova, N.V.Diagnosis and correction of learning motivation in preschoolers and younger students. - M .: Pedagogy, 2001. - 488 p.

Levitov, N.D. Children's and educational psychology. - M .: Parma, 2004. - 542 p.

Morozova, N.G. Formation of cognitive interests in abnormal children. - M .: Enlightenment, 1999. - 380 p.

Talyzina, N.F. Formation of cognitive activity of students. - M .: Knowledge, 2003. - 265 p.

Shamova, T.I. Activization of schoolchildren's teachings. - M .: Pedagogy, 2002. - 344 p.

Halperin, P.I.The main results of research on the problem of the formation of mental actions and concepts //

Gebos, A.I.Psychology of cognitive activity of students (in training) //   (Date of circulation: 04.10.2014)

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APPENDIX A

Test - questionnaire to study the features of the formation of the motivational component of educational activities

The first complex .

Task 1.1 In the course of an individual conversation with a child, the following questions are asked: In what class (school) do you study? Where did you go before: in kindergartenanother school or was at home? Did you like going to kindergarten (another school, being at home)? What did you like to do there?

Assessment: 2 points - answers questions, among the favorite activities calls reading or viewing books, drawing, modeling, classes in circles, etc .; 1 point - answers questions, among the favorite activities calls a walk, games, entertainment, self-indulgence, etc .; 0 points - can not answer.

Second complex .

Task 2.1. Instructions: look at the pictures:

Show me where you would like to be. Tell me why?

Assessment: 3 points - wants to school, identifies himself with the student; 2 points - hesitates, chooses a picture with a school, then a picture with extracurricular activities (more often with parents); 1 point - does not aspire to be a student, prefers games with children; 0 points - refuses to complete the task.

Task 2.2. During the conversation, the child is asked the following questions:

Do you like to go to school? What do you like to do at school? Do you have a favorite subject? Which one What do you like him? Are there any study subjects you don't like? Why don't you like them? Do you like doing homework? Why? What do you like to do in your free time? Why?

Evaluation: 4 points - wants to go to school, is interested in the content side of education; 3 points - wants to school; 2 points - hesitates or wants to go to school, showing interest in the game or other joint activities with children, interested in music, painting, physical education, etc .; 1 point - does not want to go to school; 0 points - refuses to participate in the conversation.

Task 2.3. The child is offered the following situation and is asked a question. Situation: Imagine that today is Sunday. Question: What do you want to do on Monday?

Grade: 3 points - an expressed desire to go to school; 2 points - fluctuations, uncertainty; 1 point - does not want to go to school; 0 points - refuses to participate in the conversation.

Task 2.4. Equipment: a card with a list of possible activities, each of which is written on a separate line (watch TV, do homework, read books, play with children on the street, solve different tasks, study in a circle, walk, draw, play board games).

Instructions: Read the words written on the card. Choose the five of them that you like most to do in your free time.

Assessment: 3 points - most of the selected classes are related to educational activities; 2 points - most of the selected classes are not related to educational activities; 1 point - among the selected classes there are no classes related to educational activities; 0 points - refusal to work.

APPENDIX B

Studying the features of the formation of the motivational component of educational activities

Table B.1 - Study of the characteristics of the motivation of the teachings of younger students

  Points

Number of students

Task 1.1.

Task 2.1.

Task 2.2.

Task 2.3.

Task 2.4.

APPENDIX B

An example of the protocol for studying the characteristics of the educational activities of

schoolchildren

I. Reference.

FULL NAME______________________________________________________

Age____________________________________________________

Class _____________________________________________________

School ____________________________________________________

Ii. Study of the motivation of learning

Tasks

Points

2.2.

2.3.

Stage of Formation ___________________

III   3 DISCLOSURE:

The level of formation of educational activities __________________________

Note __________________________________________________________

Steps of formation of the motivational component of the educational activities of younger students

stage

stage

stage

Motivational component

APPENDIX D

Forms and methods of development of educational motivation among younger students.

Speech at the pedagogical council

primary school teachers Yu.M. Mishakova.

Each teacher wants his students to study well, engage in school with interest and desire. But sometimes it is necessary to state with regret: “he does not want to learn,” “he could have done his job well, but he has no desire”. In these cases, we meet with the fact that the student has not developed a need for knowledge, there is no interest in learning.Every teacher knows that a student cannot be successfully taught if he treats learning and knowledge indifferently, without interest and without realizing the need for them. Therefore, he is faced with the task of shaping and developing a child's positive motivation for learning activities.Already in elementary school, learning motivation becomes a big enough problem for a teacher - children are distracted, noisy, do not follow what the teacher says, do not make enough efforts to perform class and homework, at any price seek to get good grades or, on the contrary, begin to show total apathy. The older the student becomes, the more problems he has with his unwillingness to study. The standard way is to try to stimulate learning activity of negligent students with bad grades, children are experiencing, but this does not always help.

The development of learning motivation is a long, painstaking and focused process. Sustained interest in learning activities among younger schoolchildren is formed through conducting lesson-travel, lesson-games, lesson-quizzes, lesson-studies, lesson-meetings, storytelling, lessons protecting creative tasks, through attracting fairy-tale characters, playing activities, extracurricular activities and use of various techniques. Timely alternation and application at various stages of the lesson of various forms and methods of forming motivation strengthens the desire of children to acquire knowledge.

The younger students in their mass are very curious. They have not yet decided the area of ​​special interests, so they are drawn to everything new. The world seems to them quite simple, they are more interested in specific empirical objects and themes: animals, plants, seas and rivers, islands and cities, various types of transport, stars, planets and interplanetary flights. Any stories and acquaintance with photos or films on these topics arouse their interest and desire to learn more. When possible, try to integrate knowledge, linking the themes of your course with related and other academic disciplines, enriching knowledge, expanding the students' horizons.

Schoolchildren of this age love to dream and play, solve riddles and reveal secrets. They seek adventure. Serious and long-term work of the same type quickly tires them. To increase cognitive activity, it is useful to more often include games or game elements with them, give food to their imagination, often use small excursions and exits outside the classroom and school.

To stimulate the cognitive activity of younger schoolchildren, one can also use their interest in the norms of relationships between people: what can and can not be done, why people act in this way and not otherwise, how they should behave and why - all this is often discussed by the guys, they complain from time to time teacher on the behavior of classmates. This interest can be used when working on the lessons of literary reading and history.

Correctly present the content of educational material to make it interesting. In every way possible to awaken an interest in learning in students - to be interesting, to make interesting methods of presenting information and to make your discipline interesting. Change the methods and techniques of learning. To use an entertaining, unusual beginning of a lesson, through the use of musical fragments, play and competitive forms, humorous minutes. Problem tasks   perform a motivational function, allow you to repeat previously learned questions, prepare for the assimilation of new material and formulate a problem, the solution of which involves the “discovery” of new knowledge. Therefore, it is necessary to find, construct contradictions that are useful for the educational process, problem situations, involve schoolchildren in discussing and solving them.
  Whenever possible, try to address each student more often in the lesson, providing constant “feedback” - correcting the incomprehensible or misunderstood. Stimulation of cognitive activity of schoolchildren should take into account the sexual characteristics of their interests. Consider the specific needs of boys and girls.

Boys like   In general, they show a greater interest in sports, cars, in general, in technology, as well as in military topics.Of girls people are interested in relationships, fashion, art and aesthetics problems. The teacher can stimulate learning, affecting those or other problems related to these interests, not only with separate communication with boys or girls, but also in the general class activities.

The most powerful stimulus in learning “It came out !!!” The absence of this stimulus means the absence of the meaning of study. It is necessary to teach the child to understand what is incomprehensible to him, starting with the small. One big task to break into subtasks so that the child could do them independently. If a child reaches mastery in some kind of activity, then inner motivation will grow.

For schoolchildren, the very identity of the teacher is important (very often even the boring material explained by the beloved teacher is well absorbed). Positive emotional mood, through the creation in the lesson of a benevolent atmosphere of trust and cooperation, a bright and emotional speech of the teacher. To rate the student not for a separate answer, but for a few (at different stages of the lesson) to introduce a forgotten concept of a lesson score.

Thus, the purposeful and systematic application of various forms and methods of development of learning motivation among younger schoolchildren strengthens the desire of children to master knowledge and forms a steady interest in most of the subjects studied.

A child is very sensitive to how a teacher treats one or another child: if he notices that the teacher has “favorites,” then his halo is destroyed. At first, children tend to follow the teacher’s instructions precisely; if the teacher permits loyalty to the rule, then the rule is destroyed from the inside. The child begins to relate to the other child from the perspective of how this child relates to the standard introduced by the teacher. Therefore, in the early grades there are many sneads.
  A new social development situation requires a special activity from a child - training. When a child comes to school, there is no learning activity as such, and it should be formed as skills to learn. This is the specific task of primary school age. The main difficulty encountered on the way of this formation is that the motive with which the child comes to school is not related to the content of the activities that he must perform in school.He wants to carry out socially significant and socially assessed activities, and cognitive motivation is necessary in school.

The specifics of the teachings - in the assignment scientific knowledge. The main part of the content learning activities   make scientific concepts, laws, general ways of solving practical problems. That is why the conditions for the formation and implementation of training activities are created only at schooland in other activities, the assimilation of knowledge acts as a by-product in the form of everyday concepts.In the game, for example, the child seeks to better fulfill a role, and the assimilation of the rules for its fulfillment only accompanies the basic aspiration. And only in learning activities the assimilation of scientific knowledge and skills appears as the main goal and the main result of the activity.The child, under the guidance of a teacher, begins to operate with scientific concepts.
Educational activities will be carried out during all the years of schooling, but only now, when it is formed and formed, is it leading.
  Any activity is characterized by its subject. It would seem that the subject of educational activity is a generalized experience of knowledge, differentiated into separate sciences. But what items are subject to change by the child? The paradox of learning activity is that, by assimilating knowledge, the child himself does not change anything in this knowledge. The subject of change becomes child himselfas a subject carrying out this activity. For the first time, the subject itself acts as self-changing.
Learning activities- this is an activity that turns the child on himself,requires reflection, evaluation of "what I was" and "what I have become." The process of one’s own change, reflection on oneself stands out for the subject as new thing.That is why every learning activity begins with the fact that child appreciate.The notorious mark is a form of assessment of changes occurring in the child.
  The implementation of educational activities is possible only if the child learns to manage their mental processes and behavior in general. This makes it possible to subordinate their immediate "want" to the "necessary" required by the teacher and the school discipline and contributes to the formation arbitrarinessas a special, new quality of mental processes. It manifests itself in the ability to consciously set goals for action and deliberately seek and find means of achieving them, overcoming difficulties and obstacles.
  The need for control and self-control, the requirements of verbal reports and assessments form younger students   ability to planningand doing things silently internal plan.The need to distinguish between models of reasoning and independent attempts to build them suggests that the younger student will have the ability to look at and evaluate their own thoughts and actions. This skill is the basis of reflectionas important quality, allowing a reasonable and objective analysis of their judgments and actions in terms of their compliance with the plan and conditions of activity.
Arbitality, internal plan of action and reflection- basic neoplasms of primary school age. In addition, within the framework of mastering learning activities, all mental processes are being restructured and improved.
Learning activities- This is a specific form of individual activity of the younger student, complex in its structure. In this structure, there are:
  1) learning situations (or tasks) - that the student must master;
  2) educational activities - changes in educational material necessary for the student to master it; this is what the student must do in order to discover the properties of the subject he is studying;
  3) self-control actions are an indication of whether the student is correctly performing an action that matches the pattern;
  4) actions self-assessment- determining whether the student has achieved the result or not.
Learning situations characterized by some features: 1) the child learns in them common wayshighlighting the properties of concepts or solving a certain class of concrete practical problems (highlighting the properties of a concept acts as a special type of solving specific problems, too); 2) the reproduction of samples of these methods appears as the main goalacademic work. The educational task must be distinguished from the concrete-practical one. For example, a child can be given the task of learning a poem and learning how to memorize poems. The first one is concrete and practical, which were also encountered a lot in the preschool experience of a child, the second one is actually educational, as it is mastered a way to solve a whole class of similar problems.
  The work of children in learning situations consists of different types of actions. A special place among them occupy learning activities by means of which children reproduce and assimilate samples of common ways of solving problems and general techniques for determining the conditions for their use. These actions can be carried out both in the subject and in the mental plane. Their composition is heterogeneous: some learning activities are characteristic for mastering any learning material, others for working inside this learning material, and still others for reproducing only individual private samples.
  Semantic re-grouping of the material, semantic allocation of its supporting points, drawing up its logical scheme and plan are examples of learning activities for learning descriptive materials; actions of the image of the specified samples are used in the study of any material. Special learning activities correspond to the assimilation of each fundamental concept in any academic subject. For example, to master grammatical concepts about the structure of words and the meaning of morphemes, younger students perform such learning activities as
1) changethe original word and its variant forms or related words;
2) comparisonsource word meaning and morpheme selection;
3) juxtapositionsource word forms and morpheme selection;
4) establishmentthe functional meaning of the morphemes of a given word, etc.
  Without mastering the system of educational actions, the child will not be able to consciously master the material, therefore the task of the teacher is to purposefully and aggressively form the system of educational actions and their component operations.

Full work in training situations also requires action control - comparisons, correlation of educational actions with a sample set from the outside, and self control. In practice elementary school   learning to control goes by direct imitation of the teacher, its formation goes on spontaneously, by trying on and countless trials and errors. Most common control of the final result (final control),although in principle there are two more effective types of self-control: operational(when the child monitors the progress of the activity or action itself and corrects its quality immediately, comparing it with the sample) and perspective(correction of the activity for several operations ahead, comparison of the forthcoming activity and its possibilities of its implementation).
  Control is closely related to evaluationa child’s activity at different stages of its implementation, i.e. with implementation regulatoryfunctions. Most common in the lower grades retrospectiveevaluation and self-assessment, i.e. evaluation of the results already achieved. Another view - prognosticself-esteem, which is a child's assessment of their capabilities. Here, the child must relate the conditions of the problem with his experience, so self-assessment is based on reflection.
  For learning activities to take shape, there must be an appropriate motivethose. what motivates a child to learn. Depending on the motive, the activity gets different for the child meaning.For example, the goal of solving a problem for a student may be prompted by a variety of motives — learning how to solve such problems, getting a good grade, going after a lesson to walk, getting rid of the fear that they will ask tomorrow, and so on. Objectively, the goal remains the same, but the meaning and quality of the activity changes depending on the motive.
Motive influences not only educational activities, but also the child’s attitude to the teacher, the school, painting them in positive or negative tones. For example, if a child learns to avoid punishment from authoritarian, demanding parents, learning activity is intense, with breakdowns, and is colored by negative emotions and anxiety. Conversely, teaching for the sake of knowledge makes it easy, joyful, and exciting - “teaching with passion.”
  Leontyev singled out motives understood and actually acting, conscious and unconscious, leading and secondary. All of them are present in the activities of the younger student. But we must distinguish between motives generated by the learning activity itself,directly related to the content and process of learning, and the motives beyond learning(broad social or narrow-minded motives of the child). It has been established that the motives associated with the educational activity itself are still are notin primary school age leading. They are dominated by 3 groups of motives:
  1) broad social,
  2) narrow personality and
  3) educational and cognitive motives.
Broad social motives younger students look like motives self-improvement(be cultured, developed) and self-determination(after school continue to study or work, choosing a profession). The fact that the child is aware the social significance of the teachingscreates personal readiness for school and positive expectations for it as a result social installation.These motifs appear as understoodand related to distant, delayed goals. Motifs adjoin them debt and responsibilitywho are not initially understood by children, but actually act in the form of the conscientious fulfillment of the teacher’s assignments, the desire to meet all his requirements However, these motifs are inherent in far from all children, which is associated with
  1) an inaccurate understanding of responsibility and irresponsibility at this age and with
  2) uncritical attitude towards oneself and often - overstated self-esteem.
Narrow motives they are in the form of striving to get a good mark at any cost, to earn the teacher’s praise or parental approval, to avoid punishment, to receive a reward (motives well-being)or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives).
Educational and cognitive motives directly embedded in the learning activities themselves and are associated with the content and process of learning,with mastery above all in a wayactivities. They are found in the cognitive interests, the desire to overcome difficulties in the process of cognition, to show intellectual activity. The development of the motives of this group depends on the level of cognitive need from which the child comes to school, and on the level of content and organization of the educational process.
  The basis of the motivation associated with the content and process of learning is cognitive need.It is born from an earlier children's need for external impressions and the need for activity that a child has from the first days of life. The development of the cognitive need is not the same for different children: for some, it is pronounced brightly and carries a “theoretical” direction, for others it is more pronounced for practical orientation, for others it is generally very weak.
  In teaching younger students are attracted emotional moments, external amusementlesson, game moments in it and - to a much lesser extent - the cognitive side. But in the studies of V. V. Davydov it was discovered that in experimental education, when the child’s attention is drawn to the origin, meaning and essence of phenomena,the cognitive component appears more clearly. This means that the very nature of the learning activity is of great importance for the formation of cognitive motivation.
  The teacher is important to be able to distinguish between the interest in knowledge and the interest in any private activity, occupation. In the first case, the child is interested in cause-effect relationships, methods for solving classes of problems, explanatory principles, etc. In the second case, we are dealing with the emotional experience of the pleasure of the procedures of reading, writing, problem solving, etc. Love for activity is a prerequisite of interest, but not cognitive interest itself, and here the motivation is often the motive specific result(praise, obtaining a certain status in the group), i.e. to indirect with respect to the very teaching purposes. Another motive is the desire master the process itself,and in this case, he may later cause interest in theory, in the basis of knowledge, in activity.
  In addition to motivation, you should pay attention to the dynamics of children's attitudes to learning throughout primary school age. Initially, they seek it as a socially useful activity in general. Then they begin to attract individual methods of academic work. Finally, children begin to independently translate concrete practical tasks into theoretical training,interested in the internal content of educational activities.
  In the formation of educational activities, an important place is occupied by the involvement of the child in learning situations that are solved together with the teacher. One of the regularities in the formation of learning activities is that the whole process of teaching in the lower grades is initially based on the extensive familiarity of children with the main components of learning activities, and children are drawn into their active implementation. Such a "stretched." Introduction to educational material is a prerequisite for the development of children's cognitive activity, attention to the deep, not only external aspects of learning, interest in it.
  The basis of the consistent involvement of the child in learning activities lies the theory of the phased formation of mental actions.Learning activity is not given to the child initially, it needs to be built in a joint activity of the child and the adult. By analogy with the development of substantive actions at an early age, we can say that at first everything is in the hands of the teacher and the teacher "acts by the hands of the student." However, at school age, the activity is carried out with ideal objects (numbers, sounds), and the “teacher’s hand” is his brain. Learning activity is the same substantive activity, but its subject matter theoretical,therefore, joint activities are difficult. To implement it you need objects materialize,
  The process of development of educational activity is the process of transferring from teacher to student of its individual links. Patiently and consistently, the teacher demonstrates to the child a certain sequence of educational actions and highlights those that must be carried out in the subject, external speech or mental plane. It creates the conditions under which external actions are internalized, becoming generalized, abbreviated and mastered. If this fundamental position is not respected, then a full-fledged learning activity is not formed.
  The second pattern in the formation of educational activities is that from direct adherence to the teacher’s instructions, the child goes to the end of the second or the beginning of the third year of study. self regulationwhich is associated with an increase in self-control and self-esteem. Self-regulation allows you to more consciously approach the process of learning, set your own learning goals and objectives and, most importantly, master the actions modeling.It saves the child from the method of "trial and error" and makes it possible to discern a general pattern, a general way to solve them, in particular particular problems. Therefore, it becomes possible to talk about the child’s ability to transform concrete - practical tasks into educational and practical ones, which indicates a developed level of educational activity, the presence of cognitive motivation and the ability to learn.

In the interpretation of the direction of D. B. Elkonin - V.V. Davydov learning activities   - This is one of the activities of schoolchildren and students, aimed at learning through dialogues (polylogs) and discussions of theoretical knowledge and related skills in such areas of public consciousness as science, art, morality, law and religion   (http://www.pirao.ru/strukt/lab_gr/g-ob-raz.html; see the group of the psychology of training and development of junior schoolchildren PI RAO).
  The following is the interpretation of educational activities on Elkonin - Davydov.

in psychology, one of the approaches to the process of learning that implements the provision on the socio-historical conditionality of mental development (Vygotsky, LS, 1996; annotation). It took shape on the basis of the fundamental dialectic-materialistic principle of psychology - the principle of unity of the psyche and activity (Rubinstein S.L. 1999; abstract; Leontyev A.N., 2001; abstract) in the context of psychological activity (A.N. Leontiev) and in close connection with the theory of phased formation of mental activity and types of learning (P.Ya. Halperin, NF Talyzina) (see Fig. 2) (see Khrest.5.1). (http://www.psy.msu.ru/about/kaf/pedo.html; see the Department of Pedagogy and Educational Psychology, Faculty of Psychology, Moscow State University), (http://www.psy.msu.ru/about/kaf/ razvit.html; see the Department of Age Psychology, Moscow State University) ..

• How should the training be organized that solves two main tasks:
• providing knowledge;
• providing mental development?

This problem was in due time before LS Vygotsky, who defined it as "the ratio of learning and development." However, the scientist only outlined ways to solve it. Most fully, this problem is developed in the concept of educational activities D. B. Elkonin, V.V. Davydov (Davydov VV, 1986; abstract; Elkonin DB, 2001) (see Chap. 5.2; 5.3).
  Remaining within the framework of the cognitive paradigm, the authors of this concept developed an idea of ​​the reference UD as a cognitive, built according to a theoretical type. Its implementation is achieved through the formation of theoretical thinking in students through the special construction of a school subject, a special organization of UD.

• According to this concept, the student as a subject of knowledge must be capable (see. Media Library):
• master scientific concepts organized by the theoretical type;
• to reproduce in their own activities the logic of scientific knowledge;
• to carry out the ascent from the abstract to the concrete.

In other words, the student's subjectivity is manifested in his ability to reproduce the content, the path, the method of theoretical (scientific) cognition.
  The concept of DD (as opposed to didactic concepts) laid the prerequisites for understanding the student as a subject of knowledge. Myself educational process   It is interpreted not as a transfer of scientific knowledge, their assimilation, reproduction, but as the development of cognitive abilities, basic mental neoplasms. It is not knowledge itself that develops, but its special construction, which models the content of the scientific field, the methods of its cognition.
  The subject matter not only contains a system of knowledge, but in a special way (through the construction of the objective content) organizes the child’s knowledge of genetically original, theoretically essential properties and relations of objects, conditions of their origin and transformations. The subject activity of the student (its focus, character of manifestation) is defined by the way the organization of cognitive activity, as if from outside. The main source of the formation and development of cognitive activity is not the student himself, but organized learning. The student is assigned the role of knowing the world in conditions specially organized for this. The better the learning conditions are created, the more optimal the student will develop. Recognizing the right of a student to be a subject of knowledge, the authors of this concept realize the realization of this right to the organizers of education, who determine all forms of cognitive activity.
The organization of training, built on the theoretical type, according to. VV Davydov and his followers, the most favorable for the mental development of the child, so the authorscalled developing   (Davydov V.V., 1986; abstract). The source of this development lies outside the child himself - in training, and specially designed for these purposes.

• For the standard of development, indicators characterizing theoretical thinking are taken:
• reflexivity, goal setting, planning;
• the ability to act in the inner plan;
• the ability to exchange knowledge products (http://www.voppsy.ru/journals_all/issues/1998/985/985029.htm; see the article by A. V. Brushlinsky “On the development of V. V. Davydov of his theory of mental development”).

In the concept of V.V. Davydov goal of education is presented more widely, and most importantly, more psychologically. This is not just the knowledge of the surrounding world, which exists according to its objective laws, but the student’s appropriation of the social and historical experience accumulated by previous generations of people, the reproduction of an educational culture, which includes not only knowledge, but also socially developed values, standards, and socially significant benchmarks.
  The formation of the students of the basic concepts of the school subject in the process of learning activities is constructed as spiraling from the center to the peripherywhere in the center there is an abstract general concept of the concept being formed, and on the periphery this general concept is concretized, enriched with private notions and thereby turns into a genuine scientific and theoretical concept.
  Such structuring of educational material is fundamentally different from the commonly used linear method (inductive), when training goes from consideration of particular facts and phenomena to their subsequent empirical generalization at the final stage of studying a particular concept. This general idea, which arises at the final stage, does not direct and does not help him in studying private ideas and concepts and, moreover, it cannot be developed and enriched, as it appears at the end of the learning process (http: //www.pirao .ru / strukt / lab_gr / g-postr.html; see group of construction of school textbooks) ..
  Otherwise, there is a learning process through learning activities. Introduced at the initial stage of the study of the fundamental concept, the abstract-general idea of ​​this concept is further enriched and specified by particular facts and knowledge, serves as a guide for students throughout the process of learning this concept and helps to comprehend all the private concepts introduced in the future available overall view.
The essence of UD is that its result is a change in the student himself, and the content of UD is to master the generalized methods of action in the field of scientific concepts. This theory was further developed as a result of many years of experimental research carried out under the guidance of D. B. Elkonin and V.V. Davydov, who proved that the possibilities of younger schoolchildren in mastering scientific and theoretical knowledge were underestimated, that such knowledge was completely accessible to them. Therefore, scientific, rather than empirical, knowledge should be the main teaching content; training should be directed to the formation of theoretical thinking in students.
  The systematic implementation of learning activities contributes to the intensive development of theoretical thinking in its subjects, the main components of which are substantial abstractions, generalizations, analysis, planning and reflection. Learning activities cannot be identified with those processes of learning and learning that are included in any other activities (in play, work, sports, etc.). Educational activity involves the assimilation of precisely theoretical knowledge through discussions carried out by schoolchildren and students with the help of teachers and lecturers. UD is implemented in those educational institutions (schools, institutes, universities) that are able to provide their graduates with a sufficiently complete education and that are aimed at developing their abilities that enable them to orient themselves in various spheres of public consciousness (until now UD is poorly represented in many Russian educational institutions) (see animation) (http://maro.interro.ru/centrro/; see centers of developmental education of the International Public Organization - Association "Developmental Education").

The concepts of educational activity in pedagogy and psychology do not coincide. The teacher calls any activity in the learning process - learning, i.e. from a pedagogical standpoint, the child’s teaching and learning activities are synonymous.

Psychologists put a different meaning into this concept. For the first time, this point of view was substantiated by D. B. Elkonin, who considered educational activities from the standpoint of the development of a child of primary school age. According to D.Elkonin learning activities   - This is a special activity of a schoolchild, consciously directed by him towards the realization of learning objectives, perceived by the student as his personal goals (10). The main result of this activity is the change of the student himself, his development.

It is clear that for a 6-7-year-old child who is beginning to learn, this activity has not yet become a leading, “consciously directed” one; and learning goals did not become his personal goals.

But this is the meaning of learning activity that, with the skillful mediation of an adult (teacher), it can (and should!) Become a leading, main, desired activity for the younger student, because in this case the teacher performs two main conditions for the age development of the younger student:

1) It is in this activity that the child realizes when he learns and learns the reality. leading needs of this period   - the need for knowledge and understanding of the phenomena of the world and relations within it.

2) In the process of learning activities, assigning its content and methods of activity, the child changes himself: he has not only new knowledge and skills that he did not have before, but new mental formations (cognitive and personal characteristics) that make the child more mature are formed .

Therefore, a full-fledged (realizing the full potential of primary school age) child development at this age is possible precisely under the condition of “appropriation” of educational activity by the child as the leading activity of this period.

Like any activity, educational has its own structure, i.e. those components, mastering which, the child learns to learn. The main components of educational activities (according to D. Elkonin) are:

· Educational motivation

· Learning task

· Learning activities.

Learning motivation. By learning motivation, we understand the system of incentives (needs), which makes a child learn, gives meaning to learning. In the process of activity, the motivation changes, becomes more complicated, but without it the full-fledged inclusion of the child in the activity is not possible. Therefore, the first step in the formation of learning motivation is interest   - emotionally colored need for knowledge of something. The development of cognitive interest in educational activities throughout primary school age passes through 3 main steps:

1) interest in the business process. This is the basic (initial) level of cognitive interest. For a child entering school, interest in the process of activity may not be related to its content.

For example: a first-grader child is so keen on the process of writing a letter in spelling that the purpose of an activity is to write a letter exactly as on a sample, he forgets (it is not the goal that interests him, but the process of activity). When he shows his mother a whole page written with this letter, and his mother notices that the letter is written differently from the sample, the child is surprised (and even distressed) that the mother paid attention not to his “whole page”, but to the sample. Therefore, the remark of the mother or teacher that the letters are written is not quite right to offend the child: he wrote a lot and tried hard. That is, the leading semantic characteristics of activity for the child were characteristics of the process of activity, and not of its result.

Interest in the process of activity dies out quickly enough precisely because it is vacuous. It passes as soon as the novelty of the activity passes. Therefore, it is necessary to develop an interest in the content of the activity from the first days of training.

2) Interest in activity content   characterized by the fact that the child begins to differentiate well the learning content that he likes, it is interesting, “it turns out better”, from that which is not interesting to him, “boring”, “does not work”. This kind of academic interest encourages the child to go deep, ponder, complicate the content of activities that he likes to do. This is a natural process of deepening academic interest, however, at this stage the role of the teacher is especially important in order to prevent extremes in the child's assessment of "interesting" and "uninteresting" subjects.

3) As a rule, at the same time (sometimes a little earlier or later) with the child’s interest in the content of the activity, another type of learning motive appears - interest in performance. It is necessary to differentiate two types of it:

Estimated interest in the result of the activity is connected with the child's feelings about the assessment (mark), which he will receive for the activity performed. In this case, the child is much less concerned with the informative description of what was done (that is, what exactly was done correctly and what was not done); his main interest is that he will “receive” for this — what mark, what reward or punishment, what the teacher, mother, etc. will say on this matter. This kind of interest, as a rule, does not contribute to the formation of a child's content-semantic relationship to activities, and often even inhibits it.

4) Interest in ways of doing things. This is a fairly high level of cognitive interest, but its formation and manifestation is possible already at a junior school age. This kind of interest is characterized by the desire of the child to know how to solve the tasks set before him, to search for the most optimal of them, to comprehend these ways. In fact, it is this kind of cognitive interest that indicates the depth of the child’s penetration into the content of learning activities, the adoption of its goals and the desire to realize them, i.e. about the "appropriation" of educational activities at the motivational and semantic level.

This path of development of cognitive interest, as the motive of learning, passes under appropriate conditions for the organization of educational activities, in particular, in the conditions of developmental education (more about this will be discussed in the course of educational psychology).

In addition to cognitive, as the leading motivation of this age, other types of motives may be characteristic of younger students. The focus on the subject can be divided into:

– emotional, realizing the need to get positive emotions during the training;

– social, meeting the need for communication and interaction with peers and teachers in the process of activity;

– personal, associated with the need to achieve personal results in something.

In relation to educational activities, the motives of educational activities are divided into:

– external,   those. not related to the content and purpose of educational activities. For example: for several days the child diligently performs all the homework, the teacher praises him and makes good marks. After a week, everything changes. The teacher, trying to understand the reason for the negative changes in the child’s attitude to the lessons, learns that the parents promised the child that if he didn’t receive a single “troika” during the week and would do all the homework himself, they would give him a bicycle. As soon as this goal was achieved, training activities ceased to be a means of realizing a more significant motive.

– internalmotives are associated with the objectives and content of educational activities. An example of such a motive is the child’s cognitive interest in how to solve a particular type of learning task.

By the level of effectiveness, all motives can be divided into understoodand   really acting.Understandable motives are those that the child accepts for themselves as correct, but they do not always follow. For example, a first grader understands what is in a classroom impossible; he agrees with this rule of behavior. But at the moment he is very hungry. Therefore, when the teacher turns to the blackboard, he pulls an apple out of the bag and sneaks in so that the teacher does not notice, quickly trying to eat it.

Actually acting motives have much greater motivating force. It is under their influence that the child acts in a certain way.

Thus, the process of development of educational-cognitive motivation among younger schoolchildren, as the leading one in this period of development, is the main condition for the child’s learning activities.

Learning task. The second structural component of educational activities - learning task.It is not identical to the task of educational nature (arithmetic, linguistic, practical), which is solved by children in the classroom. The essence of the learning task is that it it is aimed at mastering the general mode of action when solving a whole series (type, class) of specific tasks.   For example: learn how to analyze a noun as part of speech.

Solve the learning problem, i. to understand it, to comprehend and learn to act, you can only acquire a whole range of knowledge and skills. For example, you first need to know what “part of speech” is, what the noun means, what properties it has, how to recognize and define these properties, whether they can change, etc. To do this, the child will first have to understand and learn many actions of a private nature. And only when he reaches the level generalized understanding of specific factshe can be sure that he can analyze any noun, i.e. he solved the learning problem.

The main result of this long process is change the child itself:development of its logical and figurative memory, analytical thinking, the ability to reason, the ability to control their actions, etc.

In the initial period of study, the child is not yet fully aware of the task before him. At an affordable level, the teacher should do this, gradually teaching the child comprehending the ways in which he needs to learn the learning content. If this happens in this way, then in the third or fourth grade the child can not only intelligently answer the question of what he learned in previous lessons, but also name those actions that he is not quite sure and which he needs to learn, ie . set a learning task for yourself.

Learning activities.   To solve an educational problem, it is not enough just to realize it. Special actions are needed to address it. They are called learning activities. The child also does not learn this action right away. All learning activities can be divided into two large groups: external and internal.

TO external learning activities   include visually observable, the dynamics of which are visible to the teacher in the learning process. These include, above all, such universal actions as writing, counting, reading, without which mastering educational activities is impossible. They are also called learning skills.

However, from the first days there is a noticeable difference in the degree of mastering these actions: some children very quickly learn a skill, others develop it long and difficult. What does it depend on? First of all, from the development of internal (perceptual, mnemic, mental) learning actions.

Internal learning activities   represent the intellectual actions of the child, based on the work of cognitive mental functions. Thus, the foundation of internal learning activities are:

Perceptual actions related to the perception and processing of information;

Mnemic actions associated with the memorization, preservation and reproduction of information;

Mental actions associated with analysis, comparison, synthesis, classification, etc.

If any of these actions (mental functions) are insufficiently developed, are lagging behind in development, then the formation of any educational skill (counting, writing, reading) in a child will be difficult.

Special educational actions D.Elkonin called actions monitoring and evaluation   which, in his words, “characterize all educational activity as an arbitrary process controlled by the child itself”. These are actions of control and evaluation. As VVDavydov noted, if the ability to control a completed task indicates a conscious process of accomplishing the training task, the assessment “informs” whether it is solved or not.

The nature and level of appropriation of these actions testifies to the quality of the child’s arbitrary processes and the formation of a reflexive function. In the early school years, in the process of learning activities, various types of self-control (total, step-by-step, as well as planning elements) are developed. The final logical stage of these actions is an assessment of the completed action (activity).

Control actions   - those actions with the help of which the progress of the learning task is monitored. Evaluation activities   - those with the help of which the success of the training task is evaluated.

The gradual development of these educational activities characterizes the child’s mastery of the operational and regulatory activities of the child and the formation of his general ability   to learning - learning. A reflection of the importance of learning activities in the life of a primary school student is its projection on other types of his activity, primarily on play and communication.

Games of children of 7-9 years old are predominantly subject-role-playing. Children continue to play in travel, war, railroad, etc. However, in these games the character of the plot changes. Unlike preschoolers, where scenes and faces of the environment are usually played, historical faces and social events appear in the games of schoolchildren. Very often, first-graders, especially girls, play school. Since children usually play in what is especially important for them, the presence of school games for young schoolgirls once again confirms the great importance of school in the lives of children. Sometimes the game of school takes the form of a game-lesson from younger students. In these cases, children more often play alone, either using dolls, or they depict in one person either a teacher or a student. Sometimes these games proceed as follows: puppets depict pupils, a child of a teacher. The child gives the dolls lessons that were given to him at school, and he teaches these lessons. Then he asks the task and answers it himself. At the end of the "lesson" marks, praises or blames the student, depending on the quality of his own answer. The game in this case, as it becomes the service of teaching.

Under the influence of learning activities, the nature of communication among younger students also changes. Interaction in an organized school team leads to the development of complex social feelings and the practical mastery of the student's norms and rules of social behavior.

Throughout elementary school, peer relations change significantly. At the beginning of schooling, the student’s perception is mediated by the teacher’s attitude towards him, his level of performance, and his attitude to school duties. Therefore, for younger schoolchildren, a typically positive attitude towards well-performing students (a good friend is someone who studies well).

By the age of 10-11, the diverse personal qualities of a student (attentiveness, independence, self-confidence, honesty) become important in relations with peers. Personal relationships become the basis for the formation of small groups, where special norms of behavior and interests are formed. At this age, a true friendship is established. It is built on the basis of common interests (interest in individual branches of knowledge, extracurricular activities, and sports), as well as on the basis of common experiences and thoughts.

The new orientation of younger schoolchildren is also expressed in the fact that they actively seek to find their place in the team, to win the respect and authority of their comrades.