Stages of the formation of educational activities of primary schoolchildren. Term paper "the formation of the components of the educational activities of primary school children"

Formation learning activities

in primary school children

Even Bernard Shaw argued: "The only way leading to knowledge is activity." So you need to organize the learning process in such a way that the main place is given to an active and versatile, to the maximum degree independent cognitive activity  schoolboy. An active approach to training meets these requirements as well as possible.

The purpose of the activity approach is to develop the personality of the student through the development of universal methods of activity. A child cannot develop with a passive perception of educational material. It is your own action that can become the basis for the formation of its independence in the future. So, the educational task is to organize the conditions that provoke such an action.

The keywords that characterize the activity approach can be considered the following: apply knowledge, look for the conditions and limits of its applicability, transform knowledge, expand and supplement, find new relationships and relationships, consider in different models and contexts.

But, in order to implement the activity approach, the training material should be organized to create a learning situation in which the child performs some (specific to the given subject) actions, mastering the methods of action that are characteristic of a given field, i.e. acquires some abilities.

When a child comes to school, there is no educational activity as such, and it should be shaped in the form of learning skills. The new social situation of development requires a special activity from the child - educational. This is precisely 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 activity that he must perform in school.  He wants to carry out socially significant and socially assessed activities, and cognitive motivation is required at school.

The specificity of the teaching is in the appropriation of scientific knowledge. The main part of the content of educational activities are scientific concepts, laws, general methods for solving practical problems. That is why the conditions for the formation and implementation of educational activities are created only at school, and in other types of activity, 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 some role, and the assimilation of the rules for its implementation only accompanies the main aspiration. And only in educational activities, the assimilation of scientific knowledge and skills appears as the main goal and main result of the activity. A child under the guidance of a teacher begins to operate with scientific concepts.Learning activities will be carried out throughout all the years of schooling, but only now, when it is taking shape and forming, 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 by separate sciences. But what subjects are subject to change by the child? The paradox of educational activity is that, assimilating knowledge, the child himself does not change anything in this knowledge. The subject of change is the child himself as a subject carrying out this activity. For the first time, the subject for himself appears as self-changing.

Learning activity is an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I became”. The process of one’s own change, self-reflection, stands out for the subject himself as a new subject.

Educational activity is a specific form of individual activity of a younger student, complex in structure. In this structure, there are:

1) learning situations (or tasks) - what the student must master;

2) educational activities - changes in educational material necessary for its development by a student; this is what the student must do to discover the properties of the subject he is studying;

3) actions of self-control - this is an indication of whether the student correctly performs the action corresponding to the sample;

4) actions of self-esteem - determining whether a student has achieved a result or not.

Educational situations are characterized by some features:

1) in them, the child learns the general ways of highlighting the properties of concepts or solving a certain class of specific 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 acts as the main goal academic work.

The educational task must be distinguished from the concrete practical one. For example, a child can be tasked with learning a poem and learning to memorize poems. The first one is concrete-practical, of which there were many in the child’s pre-school experience, the second one is actually educational, as it develops 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 is occupied by educational activities, through which children reproduce and assimilate patterns of general methods for solving problems and general methods for determining the conditions for their use. These actions can be performed both objectively and mentally. Their composition is heterogeneous: some educational activities are characteristic for the assimilation of any educational material, others for working inside this educational material, and others for reproducing only individual private samples.

The semantic rearrangement of the material, the semantic selection of its strong points, the compilation of its logical scheme and plan are examples training activities  for mastering descriptive materials; image actions of given samples are used in the study of any material. Special educational activities correspond to the assimilation of each fundamental concept in any academic subject.

According to GEF NOU,at chebny situation   - this is such a special unit educational processin which the children with the help of the teacher discover the subject of their action, examine it, performing a variety of educational activities, transform it, for example, reformulate it, or offer their description, etc., partially remember.

Creating a learning situation should be based on:

the age of the child;

specifics of the subject;

measures of the formation of students ud.

The purpose of the learning situation in the lesson is to build suchenvironment , which would allow students to creatively realize themselves and get their own products of a certain quality. The temporary duration of the educational situation may take part of the lesson, lesson, or several lessons. The teacher can create several learning situations in one class with students.

The most “powerful” is the learning situation in which the teacher himself is involved with the students. The results of such a teacher-student interaction in the lesson will be the most productive.

A training situation may be the task of compiling: a table, graph or chart on the content of the read text, an algorithm according to a certain rule, or the task: explain the content of what was read in a pair, etc. In this case, the studied educational material acts as material for creating a learning situation in which the child performs some actions. Mastering the modes of action characteristic of the subject, i.e. acquires, along with subjective cognitive and communicative UUD. It is very important that the teacher supports the initiative of the student in the right direction, and ensures the priority of his activity in relation to his own.

Types of situations:

incentive situations;

situations of choice;

success situations;

conflict situations;

problem educational situations, situations of solving problem educational problems;

situations of criticism and self-criticism;

situations of assistance and mutual assistance;

threatened situations of punishment;

self-esteem situations;

communication situations;

situations of competition and rivalry;

empathy situations;

situations of inattention;

game situations;

responsible decision situations;

situations of mastering new methods of activity;

situations of expression of faith and trust;

claiming situations

Is it possible to do in the lesson without creating a learning situation? Of course, it is possible, but will the beginning of the lesson allow the child to be interested in and included in the cognitive search?

To create a learning situation at the beginning of the lesson, you can use various methods of entering the lesson:

reception "attractive target." The student is set a simple, understandable and attractive goal for him, fulfilling which he willingly performs the educational action that the teacher plans;

surprise technique. The teacher finds a point of view at which even the mundane becomes surprising;

reception "delayed guess". Sometimes the amazing not only attracts the attention of “here and now”, but also retains interest for a long period of time. At the beginning of the lesson, the teacher gives a riddle (an amazing fact), a solution to which (a key for understanding) will be opened in the lesson when working on new material.

reception "fantastic supplement." The teacher complements the real situation with fiction. You can transfer the learning situation to a fantasy planet; come up with a fantastic plant / animal; transfer a real or literary hero in time; consider the situation under study from an unusual point of view, for example, through the eyes of an alien or an ancient Greek ...

reception "catch a mistake". In explaining the material, the teacher intentionally makes mistakes. At first, students are warned in advance about this. It is necessary to teach children to instantly respond to errors with a conventional sign, signal cards or an explanation when it is required. Attention and willingness to intervene should be encouraged. The student receives a text with specially made mistakes - there is an opportunity to "work as a teacher." Texts can be prepared in advance by other students.

To repeat what you have learned, you can use the following techniques to create a learning situation:

press conference. The teacher deliberately incompletely reveals the topic, inviting students to ask questions that further reveal it.

For example, when studying the topic "Animals". You can conduct a conversation on behalf of a family of animals. Or, when studying the topic “Dragon Party”, introduce a game plot: a press conference of an unknown hero, a “mask”, according to which you can “declassify” it.

It happens in the lesson and so that students need to work with the textbook independently. You can create a situation that motivates working with text by applying the technique

question to the text. Before studying the educational text, the children are tasked with: compiling a list of questions for it. Sometimes it is advisable to specify their minimum number.

Homework  can also be a situation that motivates the child to study the material. For this purpose, you can use such techniques as:

special task. Advanced students are entitled to a special task. The teacher strongly emphasizes his respect for the student’s decision to exercise this right.

creative homework. Create a crossword puzzle for classmates, task, song, presentation.

discussion of homework. Together with the students, the question of what should be the homework should be discussed so that new material was qualitatively fixed. In this case, of course, the studied material is once again viewed.

perfect job. There is no task, but the function homework  performed. Children are encouraged to do the work of their own choice and understanding. Some will simply perform exercises, for example, from a workbook, others will choose an example or draw an illustration for the topic being studied.

Create training situations help games - training. For example, imagine that you are an editor, errors have crept into the text, they need to be found and corrected. The “logical chain” game is a word game when you need to name a word by the last letter of the word proposed by the previous child. Games of chance, when the teacher does not choose the answer, but the dice tossed. The game "yes-netka." Students find the answer to the riddle by asking the teacher questions about the color, size, location, properties of the object, etc. The teacher answers only “yes” or “no.”

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

1   Theoretical analysis of the components of educational activity primary school students……………………………………………………………..............................

1.1 characteristics of educational activitiesawst ...................... ......................

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

1.3   Fthe formation of the motivational component of educational activity ... ...

2   An empirical study of the motivational component of the educational activities of elementary school students ...........................

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

2.2   Results Analysismotivational component of the educational activities of primary schoolchildren ... ........................................... .........................................

2.3 Guidelines  on the formation of the motivational component of the educational activities of primary schoolchildren ..............................

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

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

Appendix A

Test - a questionnaire on the study of the features of the formation of the motivational component of educational activity ............

Appendix B

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

Appendix B

An example of a protocol for studying the characteristics of the educational activities of elementary school students .............................................

Appendix D

Forms and methods of development learning motivation  at younger schoolchildren .............. ......................................

INTRODUCTION

The relevance of research due to the fact that the educational activity is developing most intensively under the influence of targeted pedagogical impact in primary school age. The effectiveness of further education largely depends on the basic knowledge and skills of the child that he received in elementary school. Therefore, it is at the primary school age that the teacher will pay special attention to the diagnosis and formation of the components of educational activity.

Timely identification of the causes of difficulties for the child greatly facilitates the search for adequate ways to overcome them. High-quality comprehensive diagnostics help prevent possible complications (decreased interest, signs of negativity), and, if necessary, help you choose the appropriate route or type of educational institution for your child's education.

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

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

As one of the types of activities, the teaching has a single structure for all types of activities. According to T.I. Shamova, in its most general form, it can be distinguished motivational, orientational, operational, energy and evaluation 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: motivational and operational components.

purposeresearch:  to identify the level of motivational component of educational activity

Object of study:learning activities  primary school students.

Thingresearch:motivationallearning component  primary school students.

Research hypothesis:primary school students are underdeveloped.

In accordance with the goal of the subject, object, hypothesis of research, we can put the followingtasks:

Describe the process of learning activities;

Define the concept of the components of educational activity;

To considergeneral approaches to the formation of the component of educational activity of primary schoolchildren;

To study the motivational component of educational activity;

Present the development of a Russian language lesson on the formation of the motivational component of the educational activity of elementary schoolchildren;

Form conclusions based on studies and procedures.

In accordance with the goal and objectives of the study, a set of complementaryresearch methods: theoretical analysis and generalization of teaching materials and scientific literature (psychological, pedagogical literature) on the issue under study; generalization method (formation of conclusions) empirical research. Methods: S.V. Kudrina “Educational activity of primary schoolchildren. Diagnostics. Formation "

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

1 THEORETICAL ANALYSIS OF COMPONENTS OF EDUCATIONAL ACTIVITY OF YOUNGER SCHOOLCHILDREN

1.1 characteristics of educational activities

In modern educational psychology  educational activity is usually defined as a form of social activity of a person, aimed at mastering the methods of objective and mental (cognitive) actions. It proceeds under the guidance of a teacher and involves the inclusion of a child in certain social relations.According to its specificity, educational activity has cognitive (cognition of the world around us, expressed in the assimilation of the experience accumulated by mankind) and transformative functions (child development through the mastery of various intellectual and practical skills).

As one of the types of activities, the teaching has a single structure for all types of activities. In its most general form, it can be distinguished motivational, orientational, 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 strength of motivation has a direct impact on the success of the activity: a constant increase in the power of cognitive motivation does not lead to a decrease in the effectiveness of educational activities. It is with cognitive motivation, in particular with cognitive interests, that a person’s productive creative activity in the learning process is associated. In this case, the teaching is a full-fledged activity aimed at the assimilation of knowledge: the child feels the need to learn something new, this need for new impressions is objectified by specific knowledge in some subject area (cognitive motive), the receipt of which also acts as the goal of the activity. Along with this, educational and cognitive motivation should be subordinated to 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 in the framework of another activity, with a completely different purpose.

Thus, the needs, motives and interests that underlie educational activities are not always cognitive. Motives of learning,  considers  E.V. Egoshina it is customary to subdivide into external and internal; cognitive, educational, game, broad 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 desire of the child to be evaluated by those people whose opinion he values. With external motivation, significant ones are, for example, social prestige, material gain, fear of punishment, threats or demands, desire for a reward, group pressure. External motives can be positive (motives of success, achievement, duty and responsibility, self-determination) and negative (motives of avoidance, protection).

With intrinsic motivation, a cognitive need is satisfied, and one of the motives is cognitive interest. Under his influence, educational activity proceeds more intensively. Inner motives also include curiosity, the need for new information (knowledge and methods of action), the desire to improve one's cultural and professional level, the desire to think, reason in a lesson, and overcome obstacles in the process of solving difficult problems.

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

Goal setting processas part of the educational activities of primary schoolchildren, it can be considered as a process of accepting a goal from the outside; in the vast majority of cases, a child must accept the goal formulated by the teacher. Along with the adoption of the goal, a process of preliminary analysis of the conditions of activity and methods of achieving the result occurs.

The implementation of motives and the achievement of the goals of educational activities is carried out using various types of actions. Among them, a special place is occupied bytraining activities.These actions constitute, along with motivational, one of the main components of educational activity that determine its nature. 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 actions are the student’s knowledge and previous experience, which implies familiarity with the model of 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 in relation to specific conditions. For example, the ability to respond to a call at the beginning and end of a lesson requires the child to know what it means in this case (beginning or end of the lesson); how to act in each of these cases (call to the lesson: the children build themselves in front of 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).The educational action, like other actions, is realized in the process of its functioning, which allows us to distinguish three components of the educational action: indicative, executive and control-corrective.

The approximate part of the educational action is the analysis of the goal, objects of action and the selection on this basis of the conditions for its implementation and operations, the consistent implementation 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 implementation of these operations in specific conditions. The control and correction part of the action provides verification of the correctness of its implementation. The control over the execution of an action is based on focusing on the implementation of this action, which allows us to judge the correctness of the choice of a system of operations for performing this particular action. In case of erroneous execution of the action, its control part contributes to the correction of errors. The ability to control the progress of the action is of great importance in the process of forming educational skills. Understanding the essence of the choice of certain operations for performing an action is the basis of its awareness and the possibility of increasing the student’s activity in the process of forming educational actions.

As P.Ya. Halperin, N.F. Talyzin, in the process of mastering the educational action, its functional elements are transformed. Being at the stage of skill, the implementation of all the constituent parts of the educational action is carried out deployed, under the control of consciousness. At the skill stage, parts of the training action become less developed (the approximate part is reduced, the performing and control parts are automated).

Analyzing the classifications of educational activities described in modern psychological and pedagogical science, we can note a significant similarity in the allocation of the main groups of educational skills. According to M.I. Menchinskaya, N.F. Talyzina, T.I. Shamova, these include intellectual skills (mental operations, logical thinking), general educational skills of the organization of educational activities and special educational skills specific to a particular subject. However, a number of researchers based their classifications on other approaches: analysis of all types of activities that include a child in the learning process (N.D. Levitov), \u200b\u200bhighlighting the most important points at the beginning of a child's education (N.A. Loshkareva).

Various approaches to the classification of educational activities allow us to consider this most important component of educational activity from the point of view of its state at various stages of training. Based on this, we can distinguish a complex of basic educational actions, the formation of which ensures a successful start schooling  and the child’s conscious attitude towards him. Based on the actions that make up the allocated complex, more complex educational actions are formed. The targeted training of schoolchildren in these activities provides an opportunity to manage their learning activities and monitor their change.

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

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

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

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

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

Pupils of grades 1 - 2, completing the training task, try to strictly follow the direct instructions of the teacher, guided by their goal. From the end of the 2nd grade, the desire to independently carry out individual educational activities gradually begins to appear. However, the ability to independently set tasks is far from being formed by all elementary school students and with great difficulty. They are able to listen to detailed instructions, follow them and draw up a plan, taking into account the conditions of a particular situation, think about their actions and seek clarification from the teacher, clearly articulating their doubts, the desire to independently carry out individual educational actions gradually begins to appear.

Thus, learning activities are directly dependent on the teacher. We found out that the main components of the educational activities of primary school students are motivational and operational.

1.2 General approaches to the formation of the components of the educational activities of primary school children

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

The attention of many researchers is drawn to the development of a system of pedagogical measures aimed at the formation of an active educational activity of a student, necessary for his development and preparation for entering an independent life. In the process of studying educational activity and searching for the most effective ways of its formation in the studies of L.P. Aristovoi, V.V. Davydova and A.K. Markova identified three stages of its development.

Onfirst stagethe development of individual educational activities takes place, on the basis of which there is a situational interest in the methods of educational activity and mechanisms for the adoption of private educational goals are formed. At this stage, the implementation of educational activities is possible only with: direct interaction between the teacher and the student, when the teacher sets a goal, organizes activities, exercises control and evaluation.

Forsecond stagethe combination of educational actions into integral acts of activity, subordinate to the realization of more distant goals, is characteristic. With the formation of these acts, cognitive interest becomes more stable in nature, starting to fulfill the function of a meaning-forming motive of activity. On this basis, there is a further development of goal-setting processes that ensure the adoption of goals from the outside, their independent specification and the formation of control and evaluation actions.

Onthird stagethere is a formation from separate acts of a holistic system of educational activity. Cognitive interest is characterized by generalization, stability and selectivity, starting to fulfill the function of the motive for learning activity.

The change of stages in the process of the formation of educational activity is slow. The resulting changes in the quality of schoolchildren’s teaching, as a rule, are hardly noticeable. The temporal boundaries of the change of stages are very individual. They depend on many factors: on the characteristics of the psychophysical development of the child; 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. The formation of a system of knowledge and skills based on self-management by the learning process: the formation of intellectual skills related to information processing; the formation of skills to plan, organize and control their activities.

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

The implementation of the second direction is based on 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 activities have shown that the formation of all types of actions proceeds according to uniform laws. It includes a transition from external orientations that take shape in the process of a child’s practical activities 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 performed. Therefore, the formation of actions must be preceded by training in the adoption of goals set by the teacher, familiarization with the conditions and possible ways to carry out this activity. This process proceeds most efficiently under conditions of systematic training.

The main methods for the formation and intensification of educational activities in most works  N.F. Talyzina,  A.I. Gebos  consider problematic training, independent work, the use of programmed tasks, algorithms, and technical tools.

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

1.3 the Formation of motivational  learning component

It is known that positive motivation significantly stimulates activity. Studies have established the dependence of performance on the strength of motivation: the higher the strength of motivation, the higher the result of the activity (Yerks-Dodeon law). However, such a relationship remains only to a certain extent: if, upon reaching the optimal level, the motivation force continues to increase, then the effectiveness of the activity begins to decline.The formulated tendency does not characterize 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 provides for the productive creative activity of the individual, in particular the student, in the learning process.

In relation to the situation elementary education we can say that children who have positive emotions in relation to the learning situation, who want to attend school and learn, understand why they are doing this, are more successful in learning tasks: less effort is spent on mastering the material, they are easier in coping with exercises, calmer perform control tasks.That is why from the very first moment of training, the teacher needs to pay special attention to the formation of the motivational side of the child’s activities. They could help in this, considered:  T.N. Verges, L.A. Matveeva, A.I. Raev: content of educational material;organization of educational activities of children (special forms of organization of the learning process: games, excursions, subject lessons, etc.); alternation of frontal, group and individual forms of work in the lesson and after school hours); evaluation activities and other methods of stimulating activity used in the learning process of this group of children;style of teacher’s pedagogical communication and his personality as a teacher as a whole (flexibility, ability to empathy, informality in communication, self-confidence, poise, prevailing positive emotional mood background).

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 significant expenditure of time from the teacher and, therefore, does not violate the usual course of the learning process. The teacher is only required to look at the traditional organization of his work from the point of view of its modernization according to the tasks of forming the motivational component of educational activity.

Preparatory stageinvolves establishing a teacher’s contact with the class. It acquires special significance at the beginning of training, at the time of the first meetings of the class and teacher. The main areas of work at this stage are: the manifestation of an even, friendly attitude towards children; the formation in the class of respectful relationships among children; achievement of mutual understanding in the relations of the teacher with parents; building a relationship of trust between children and the teacher.

First stageassociated with the beginning 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 spirit, ensuring the formation of educational motivation. Various approaches are possible here: the teacher can use each of the areas proposed below independently or the whole complex together. The choice depends on the specific learning situation, the characteristics of the children, the teacher’s goals.Directions of work at the first stage, considered  T.V. Gabay: Ensuring children's bright ideas about their previous successes; creating a situation for the manifestation of a desire to learn something new; the formation of an idea of \u200b\u200bthe personal significance of the studied material for the child (his position in the classroom, success in learning, adaptation in life).

Second phaseinvolves consolidating the incentive in the process of interaction between teacher and students in the process of solving specific educational and cognitive tasks.  Allocated  work directions in the second stage  V.P.: the formation of interest in activities using different options for work, the introduction of independent work, the use of elements or imitation of search activity.

Third stageinvolves the formation of completion motivation and is associated with the outcome of a specific lesson, repetition at the end of a quarter, preparation of final extracurricular activities, participation in quarterly, annual, diagnostic tests.Directions of work at this stage suggested  V.P.Antipova, G.A. Bokareva, V.S. Ilyin: ensuring the formation of students' perceptions of the positive nature of their own activities; formation of a positive attitude towards further activities; inculcation of the ability to adequately respond to the evaluative activities of teachers and classmates.

The formation of educational motivation is greatly influenced by the involvement of parents in the child’s life, the establishment of trustful companionship between parents and the teacher, the formation of a positive attitude towards the teacher and his meetings with parents. For this, along with parent meetings, it is useful to organize a questionnaire for parents, excursions around the school, acquaintance with information leaflets (a collection, information folders, stands dedicated to the school), group and individual consultations of the class teacher and specialists, and the participation of parents in educational and extracurricular activities.

2 EMPIRICAL RESEARCHES OF FORMATION OF MOTIVATIONAL COMPONENT OF EDUCATIONAL ACTIVITY OF YOUNGER SCHOOLCHILDREN

2.1 Organization of research activities

The study of the motivational component of the educational activity of students of primary school age was carried out on the basis of the secondary educational institution comprehensive school  No. 1 ”of the city of Kotlas, Arkhangelsk region. Pupils of the 1st “B” class are studying under the program “Promising elementary school”. The study was conducted among 20 students of grade 1 “B”.

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

The survey of students was carried out according to the method of S.V. Kudrina “Educational activities of primary schoolchildren. Diagnostics. Formation ”presented in Appendix A.

Assignments were offered to children in the process of individual meetings. Children were given instructions and time to do the work. During an individual conversation, children were asked questions that they needed to answer. These answers were recorded in the protocol study of the characteristics of the motivation for learning, presented in Appendix B. Also, they were invited to consider a number of drawings and answer questions. In the task 2.4. children were given cards on which different classes are listed. Children chose a card and explained why they chose this option.

If the students experienced difficulties, they were provided with assistance (encouragement, pointing gestures, leading questions, additional explanation of the instruction, implementation of the action to follow or actions joint with the teacher). This helped to “see” the zone of the child’s closest development, to characterize the features of the ability to handle and accept the offered help, and to correct their actions.

One of the most important, in our opinion, approaches to organizing the study of the features of educational activity 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.) offered by the activity.

2.2. Analysis of the obtained empirical data on the study

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

by the method of S.V. Kudrina “Educational activities of primary schoolchildren. Diagnostics. Formation. " A clear analysis of the data is presented in tables 1, 2, 3, 4, 5.

Table 1 - Assessment of the ability of the child to make contact with the teacher%

Number of students

Thus, analyzing the data obtained on the first task, we got the following results: 50% of the students named walking, games, entertainment, pampering, etc. among their favorite activities, 30% - reading or reading books, drawing, modeling , classes in circles, etc .; 20% - could not give a detailed answer to the questions posed.

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

Table 2 - Assessment of the attitude of the child to school

Number of students

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

Table 3 - Assessment of the child’s interest in school

Number of students

Thus, the survey shows that 15% of students want to go to school, 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 playing or other activities with children, are interested in music, drawing, 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 in the table, 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; refused to participate in the conversation no.

Table 5 - the interest of children in learning activities

Number of students

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

A qualitative analysis of the traditional data obtained is based on a description of empirically identified levels of formation of the studied processes. For a more detailed analysis of the state of educational activity, it is advisable to first determine the stages of formation of the motivational component.

An analysis of the results helped us identify some features in the state of learning activity, determined by the age of the children examined, gender, grade level, previous learning experience, methodological system the teacher’s work, features of the parent’s relationship to the success of the child.

Thus, in the study of 20 schoolchildren - students of the 1st “B” class of the public educational institution “Secondary School No. 1”, the following conclusions can be drawn.

1 stage of formation of the motivational component was revealed in 2 students. Features: students call themselves (often by name). They cannot say where they studied before. They do not know what a school, teacher, student, class is. They don’t want to go to school or use the wording “I don’t know”. In a number of cases, open negativity with respect to school is manifested. Having the opportunity to choose options (school, educational and cognitive classes, games in the children's team, walks, games with parents), the last three options are selected. In completing assignments, children are quickly fed up with their proposed activities, do not show interest in either pictures or objects, or assignments, or the situation of the examination, or the assessment of their activities. Among the dominant motives, the game motive is most often manifested, negative motives are noted (avoidance of troubles, such as displeasure of parents, reproaches of teachers, rejection of children, low grades, etc.).

2 stage of formation of the motivational component was revealed in 5 students. Children call themselves. Pupils want to attend school or show hesitation in choosing options, especially in optional situations. They do not have clear ideas about the school, teacher, students, but with the help of the teacher they find the necessary objects in the pictures. In educational activities, he identifies only the external side or what is interesting to him personally (drawing, football, walking, a briefcase, etc.). They do not identify themselves with the student. The meaning of the evaluation, expressed in points, is not understood, although actively striving to receive praise. Among the preferred activities he distinguishes games, walks, interaction with other children. They refuse to work if the task is too complicated. Among the predominant ones, one can note a game motive, a desire to realize oneself as a student, a desire to receive praise and to give pleasure to parents or a teacher.

Eight students reached the third stage of formation of the motivational component. Schoolchildren calls themselves by their first and last names. They can tell where they were before. Ideas about the school are incomplete, the main meaning of training is seen in good behavior, ability to listen to the teacher, mastery of reading, writing, and mathematics. Along with this, children want to go to school, they want to be good students. They are interested in completing tasks, trying to get the approval of the teacher, and understand the meaning of the assessment expressed in points. Among the preferred activities, drawing, reading books, and games occupy a significant place. With free choice, they show fluctuations, but in about half of the cases they are inclined towards educational or educational-cognitive studies.

The 4th stage of formation of the motivational component was revealed in 5 students. Pupils answer questions about themselves, previous studies, school, school life. Most often they want to go to school. They have a fairly complete understanding of the content side of training, adequately perceive the assessment of their activities. Most often, classes related to educational activities are chosen. Interests in educational activities are usually diverse, but superficial. However, local interest in particular subjects is possible. Recognize the need for training for success in life, further work. He defines the reasons for his desire to study well as follows: “I want to know a lot”, “I want to be smart”, “I want to get fives”, “I will study at the institute”.

Thus, on the basis of the conducted studies, it can be concluded that not all children in the class have a well-formed motivational component of educational activity. Pupils are guided in the situation of schooling, are able to follow the instructions of the teacher, understand the need to attend school.

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

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

2.3 Guidelines for the formation of the motivational component of the educational activities of primary school children

In the 2 “B” class of the public educational institution “Secondary school No. 1” in Kotlas, a Russian language lesson was held. Before the lesson, for children  a tour of the autumn park was organized.

Lesson topic: essay-description (preparatory stage).

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

Lesson Objectives:

Replenish vocabulary in children in the lesson;

To develop students' creative abilities;

Equipment: excursion material, a disc 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”, “clerk”, “artisan”, “speaker”, “treasurer”. Comments on the lesson phase. A favorable atmosphere is created in the classroom. Smile at each other. Give a piece of your good mood to those around you.

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

Comments on the lesson phase.A bright, imaginative story of a teacher involuntarily 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 with a markpositive result visible. The teacher encourages verbal markings of children's stories. The joint work of children in the lesson creates a relationship between them.

3. Watching a movie about the fall. Questions after watching: Did you like the movie fragment? Why did we watch it? How did the author of the film convey the beauty of autumn? Did music help view autumn pictures? What did you hear in the sounds of music? How can you tell us about this wonderful season? So what will we do in today's lesson? (We will be preparing to write an essay about autumn: to type words that will help us.) Comments on the lesson stage: visualization of the lesson increases the interest of students in the issues studied, stimulates new forces to overcome fatigue.

4. Work on the topic.

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

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

2) Selection of action words. 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, cries, feeds, puffs. (The teacher glues the students' chosen words to the subject's word card). Then the students perform similar work in their groups:

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

2nd four: leaves - whirl, rustle, dance, have fun, dream, sit back;

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

4th four: rain pours, drums, drips, helps, water, eat.

Students select the words that are appropriate in meaning and stick them to the card with the word-subject. The teacher completes the assignment: “Guys, if you have your own variants 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 the rest of the students have other options. "Treasurer" monitors the performance of groups and fills the casket.

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

3) Physical education.

4) Selection of words-signs. Teacher:

Without what words would the sentences turn dull and colorless? (Without adjectives.)

What questions do these words answer and what do they mean? Find the words that fit your subject and stick them on the other side of the card.

Students are given sets of words: autumn - (what?) 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, students prove the correctness of the words chosen. The teacher clarifies whether there are other options, and at the same time with the students glues words to his card, making a mistake when doing the work: autumn is (what?) Cold, rainy, wooden. Comments on the lesson phase. Students are encouraged to check the result of the work and find the wrong word. Children with interest carry out work, help each other.

5) Compilation of sentences from existing words. Pair work.

6) Reading a poem about autumn (read by a previously prepared student). On the tables of each couple is a printed version of the poem.

Listen to the poem. Read the poem carefully in a group; emphasize the words and phrases that seem most vivid and expressive to you. What words did you emphasize?

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

5. Homework. - Create your own theme group  autumn words (word-subject + action of the subject + sign of the subject).

6. Summing up the lesson, reflection.

Look how many magic leaves fell into our casket! Take a memory of the lesson from the magic leaflet. Read what is written on their back. ("Good luck, success ...").

And what will require luck and success?

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

Next was watching a movie about the fall, after which each pair we asked a series of questions to discuss and express our thoughts about the film. Each child was able to participate in the discussion and express their point of view about the film, music and autumn.

During classes on the topic, for the selection of words, subjects, the guys were united in groups, they actively participated in the game, calling the race nouns characterizing autumn, as well as working with cards. To select words-actions and words-signs, the children were divided into fours for more thorough work on the topic. As a result, each child managed to pick up his word, prove the correctness of his selection and feel the support of his team.

For making proposals for the fall. Children among themselves with interest discussed the selected words, phrases and the resulting sentences.

You should not expect quick results from children, since everything is practically mastered. You should not move on to more complex work until the simplest forms of communication are fixed. It takes time and practice, error analysis is needed. This requires patience and hard work from the teacher. The result is, as a rule, the reflective presentation of the work done, i.e. highlighting the method of its implementation and the obtained (even if not final, but intermediate) result.

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

CONCLUSION, CONCLUSIONS

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

Learning activities are based oncognitive needs, motives and interests.The strength of motivation has a direct impact on the success of the activity: a constant increase in the power of cognitive motivation leads to an improvement in the effectiveness of educational activities. It is with cognitive motivation, in particular with cognitive interests, that a person’s productive creative activity in the learning process is associated.

The attention of many researchers is drawn to the development of a system of pedagogical measures aimed at the formation of an active educational activity of a student, necessary for his development and preparation for entering an independent life. Yu.K. dealt with this problem. Babansky, G.I. Verges, V.N. Vovk, G.F. Gavrilycheva, I.A. Groshenkov, B.I. Yesipov, I.G. Eremenko, 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. In these studies, the questions of the formation and intensification of the educational activities of students in general and special schools  middle and senior school age.

The educational activities of primary schoolchildren are less studied.Positive motivation greatly stimulates learning activities. Children who experience positive emotions in relation to the learning situation, who want to attend school and learn, understand why they are doing this, are more successful in learning tasks: less effort is spent on mastering the material, they are easier in coping with the exercises, they are more comfortable in completing control tasks.That is why from the very first moment of training, the teacher needs to pay special attention to the formation of the motivational side of the child’s activities.

The initial component of educational activity is motivation. Motivation of learning - a system of needs, motives and goals that reflect the motivation for learning, allow you to actively strive to understand general knowledge, to master learning and cognitive skills. The formation of the motives of learning is the creation of conditions in the school for the manifestation of internal motivations for learning, their awareness by the student and their further self-development motivational sphere. It is possible and necessary to stimulate its development by a system of techniques.

The formation of the motivational component of the educational activity of a younger student as a way of actively acquiring knowledge is one of the directions in the development of his personality. The specificity of this method lies in the consistent and focused development of the activity of the students themselves. On this basis, the task arises of creating an increasingly independent transition of students from one component of educational activity to another, i.e. the formation of methods of self-organization of activities.

Educational work is conducted with a team of students through the content of educational material; the organization of educational activities of children, the alternation of frontal, group and individual forms of work in the lesson and after school hours; evaluation activities and other methods of stimulating activity; style of teacher’s pedagogical communication and his personality as a teacher as a whole.

An empirical study showed that the level of formation  motivational component of educational activity  1st grade students are underdeveloped. Purposeful systematic work is needed to form the motivational component of educational activity.

Was submitted methodological development  (Russian language lesson in 2 "B" class) on the formation of the motivational component of educational activity.

Thus, the hypothesis:in grade 1, the motivational component of educational activity inprimary school students underdeveloped, confirmed.

LIST OF USED SOURCES

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

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

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

Verges, T.N., Matveeva, L.A., Raev, A.I.Junior schoolboy: help him learn. - SPb .: Doe, 2000 .-- 370s.

Gabay, T.V.Educational activity and its means. - M.: Star, 2005 .-- 455 p.

Danilov, M.A.Improving student knowledge and preventing student failure. - M .: Aurora, 2003 .-- 387 p.

Egoshina, E.V.The methodology of studying the motives of learning // Primary school. 2005. No. 6.

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

Levitov, N.D. Child and educational psychology. - M .: Parma, 2004 .-- 542 p.

Morozova, N.G. The formation of cognitive interests in abnormal children. - M .: Education, 1999. - 380 p.

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

Shamova, T.I. Revitalization of the teachings of students. - M .: Pedagogy, 2002 .-- 344 p.

Halperin, P.Ya.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 treatment: October 4, 2014)

Davydov, V.V. Formation of educational activities of students // (Date of appeal: 10/08/2014)

Enikeev, M.I.Theory and practice of activating the educational process //// http :// www . twirpx . com / file /1101863/ (Date of treatment: 12.10.2014)

APPENDIX A

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

First complex .

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

Evaluation: 2 points - answers questions, among his favorite activities he calls reading or reviewing books, drawing, modeling, classes in circles, etc .; 1 point - answers questions, among his favorite activities he calls walking, games, entertainment, pampering, etc .; 0 points - cannot answer.

Second complex .

Task 2.1. Instructions: view pictures:

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

Score: 3 points - wants to go to school, identifies himself with the student; 2 points - hesitates, selects either a picture with a school, then pictures with extracurricular activities (more often classes with parents); 1 point - does not seek 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 item? Which one? What do you like about him? Are there any subjects you don't like? Why don't you like them? Do you like to do homework? Why? What do you like to do in your free time? Why?

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

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

Score: 3 points - expressed desire to go to school; 2 points - hesitation, 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 (watching TV, doing homework, reading books, playing with children on the street, solving different problems, practicing in a circle, walking, drawing, playing board games).

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

Score: 3 points - most of the selected activities are related to educational activities; 2 points - most of the selected activities 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 activity

Table B.1 - the study of the features of motivation for teaching primary school students

  Points

Number of students

Task 1.1.

Task 2.1.

Task 2.2.

Task 2.3.

Task 2.4.

ANNEX B

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

schoolchildren

I. Reference.

FULL NAME______________________________________________________

Age____________________________________________________

Class _____________________________________________________

School ____________________________________________________

II. Studying the characteristics of learning motivation

Tasks

Points

2.2.

2.3.

Stage of formation ___________________

III  3 CONCLUSION:

The level of training activity __________________________

Note __________________________________________________________

Formation stages of the motivational component of the educational activity of primary school students

stage

stage

stage

Motivational component

ANNEX D

Forms and methods of development of educational motivation in primary school students.

Speech at the pedagogical council

primary school teachers Mishakova.

Each teacher wants his students to study well, with interest and desire to study at school. But sometimes it is necessary to state with regret: “he doesn’t want to study,” “he could have done well, but there is no desire.” In these cases, we encounter the fact that the student has not formed a need for knowledge, there is no interest in learning.Every teacher knows that a student cannot be successfully taught if he is indifferent to teaching and knowledge, without interest and without realizing the need for them. Therefore, he is faced with the task of forming and developing a child's positive motivation for learning activities.Already in elementary school, educational motivation becomes a big enough problem for the teacher - children are distracted, noisy, do not follow what the teacher says, do not make enough effort to complete class and homework, at all costs seek good grades, or, conversely, begin to show complete apathy. The older a student becomes, the more problems he has with a reluctance to learn. The standard way is to try to stimulate the learning activity of negligent students with poor grades, children are worried, but this does not always help.

The development of educational motivation is a long, painstaking and focused process. Sustainable interest in educational activities among younger students is formed through conducting travel lessons, lessons games, lessons quizzes, lessons studies, lessons meetings, story lessons, lessons for defending creative assignments, through attracting fairy-tale characters, play activities, extracurricular activities and the use of various techniques. Timely alternation and application at various stages of the lesson of various forms and methods of motivation formation strengthens the desire of children to master knowledge.

Younger schoolchildren in their mass are very curious. Their area of \u200b\u200bspecial interests has not yet been determined, so they are drawn to everything new. The world seems to them quite simple, they are more interested in specific empirical objects and topics: animals, plants, seas and rivers, islands and cities, various modes of transport, stars, planets and interplanetary flights. Any stories and acquaintance with photographs or films on these topics cause their interest and desire to learn more. Whenever possible, try to integrate knowledge, linking the topics of your course with both related and other academic disciplines, enriching knowledge, expanding the horizons of students.

Students of this age love to dream and play, solve puzzles and reveal secrets. They are committed to adventure. Serious and lengthy work of the same type quickly tires them. To increase cognitive activity, it is often more useful to include games or game elements in classes with them, give food to their imagination, more 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 cannot be done, why do people act like this and not how to behave, and why - guys often discuss these things, complain from time to time teacher on the behavior of classmates. This interest can be used when working in the lessons of literary reading and history.

Correctly present the content of the training material so that it is interesting. In every possible way to arouse in students an interest in learning - to be most interesting, to make interesting the methods of presenting information, and to make your discipline interesting. Change teaching methods and techniques. To use amusement, the unusual beginning of the lesson, through the use of musical fragments, game 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 is associated with the “discovery” of new knowledge. Therefore, it is necessary to find, construct contradictions, problem situations that are useful for the educational process, involve schoolchildren in their discussion and solution.
  Whenever possible, try in the lesson to turn more often to each student, carrying out constant “feedback” - to correct incomprehensible or incorrectly understood. Stimulation of cognitive activity of students should take into account the sexual characteristics of their interests. Consider the specific needs of boys and girls.

Boys like   as a rule, they show a greater interest in sports, cars, in general in technology, as well as in military subjects.Girls they are interested in relationships between people, fashion, problems of art and aesthetics. The teacher can stimulate learning by touching on certain problems related to these interests, not only when interacting separately with boys or girls, but also in common activities  class.

The most powerful incentive in learning “It turned out !!!” The absence of this incentive means a lack of meaning in learning. It is necessary to teach the child to understand what is incomprehensible to him, starting with the small. Break one big task into sub-tasks so that the child can make them on their own. If, a child, in some kind of activity achieves mastery, then intrinsic motivation will grow.

For students, the personality of the teacher is important (very often even boring material explained by the beloved teacher is well absorbed). A positive emotional attitude, through the creation of a friendly atmosphere of trust and cooperation at the lesson, and the teacher’s bright and emotional speech. To give a student a mark not for a separate answer, but for a few (at different stages of the lesson) - to introduce a forgotten concept of lesson score.

Thus, the purposeful and systematic application of various forms and methods of developing educational motivation among elementary school students strengthens the desire of children to master knowledge and forms a steady interest in most of the subjects studied.

The child is very sensitive to how the teacher treats these or those children: if he notices that the teacher has "favorites", then his halo is destroyed. At first, children strive to strictly follow the instructions of the teacher; if the teacher admits loyalty to the rule, then the rule is destroyed from the inside. The child begins to relate to another child from the perspective of how this child relates to the standard that the teacher introduces. Therefore, in the lower grades there are many sneakers.
  The new social situation of development requires special activities from the child - training. When a child comes to school, educational activity as such is not yet, and it should be formed in the form learning skills. This is precisely the specific task of primary school age. The main difficulty encountered on the path of this formation is that the motive with which the child comes to school is not related to the content of the activity that he must perform in school.He wants to carry out socially significant and socially assessed activities, and cognitive motivation is required at school.

Specificity of the teaching - in assignment scientific knowledge. The main part of the content learning activities  make up scientific concepts, laws, general methods for solving practical problems. That is why the conditions for the formation and implementation of educational activities are created only at schooland in other activities, the assimilation of knowledge acts as a byproduct in the form of everyday concepts.In the game, for example, the child seeks to better fulfill some role, and the assimilation of the rules for its implementation only accompanies the main aspiration. And only in educational activities the assimilation of scientific knowledge and skills acts as main goal and main result of activity.A child under the guidance of a teacher begins to operate with scientific concepts.
Learning activities will be carried out throughout all the years of schooling, but only now, when it is taking shape and forming, 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 individual sciences. But what subjects are subject to change by the child? The paradox of educational activity is that, assimilating knowledge, the child himself does not change anything in this knowledge. The subject of change is the child himselfas a subject performing this activity. For the first time, the subject for himself appears as self-changing.
Educational activitiesis an activity that turns the child on himselfit requires reflection, an assessment of "what I was" and "what I became." The process of one’s own change, self-reflection, stands out for the subject as a new one thing.That is why all educational activities begin with the fact that child appreciate.The notorious mark is also a form for assessing changes in a child.
  The implementation of educational activities is possible only if the child is accustomed to manage their mental processes and behavior in general. This makes it possible to subordinate their immediate "want" to the required teacher and school discipline "necessary" and helps to shape arbitrarinessas a special, new quality of mental processes. It manifests itself in the ability to consciously set goals for action and to deliberately search and find means to achieve them, to overcome difficulties and obstacles.
  The need for control and self-control, the requirements of verbal reports and assessments form primary school students  ability to planningand doing things for yourself internal plan.The need to distinguish between patterns of reasoning and independent attempts to build them suggest that a younger schoolchild should develop the ability to consider and evaluate own thoughts and actions from the outside. This skill is at the core. reflectionsas important qualitythat allows you to reasonably and objectively analyze your judgments and actions from the point of view of their compliance with the plan and conditions of activity.
Arbitrariness, internal plan of action and reflection- major neoplasms of primary school age. In addition, as part of the mastery of educational activities, all mental processes are being rebuilt and improved.
Educational activities- This is a specific form of individual activity of a primary school student, complex in structure. In this structure, there are:
  1) learning situations (or tasks) - what the student must master;
  2) educational activities - changes in educational material necessary for its development by a student; this is what the student must do to discover the properties of the subject he is studying;
  3) actions of self-control - this is an indication of whether the student correctly performs the action corresponding to the sample;
  4) actions self esteem- determination of whether the student has achieved a result or not.
Learning situations characterized by some features: 1) in them the child learns common wayshighlighting the properties of concepts or solving a certain class of concrete and 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 acts as the main goaleducational work. The educational task must be distinguished from the concrete practical one. For example, a child can be tasked with learning a poem and learning to memorize poems. The first is concrete-practical, of which there were many in the preschool experience of the child, the second is actually educational, as it is mastered in it a way to solve a whole class of similar tasks.
  The work of children in learning situations consists of different types of actions. A special place among them is occupied by learning activities by means of which children reproduce and assimilate patterns of general methods for solving problems and general methods for determining the conditions for their use. These actions can be performed both objectively and mentally. Their composition is heterogeneous: some educational activities are characteristic for the assimilation of any educational material, others for working inside this educational material, and others for reproducing only individual private samples.
  The semantic rearrangement of the material, the semantic selection of its strong points, the compilation of its logical scheme and plan are examples of educational actions for mastering descriptive materials; image actions of given samples are used in the study of any material. Special educational activities correspond to the assimilation of each fundamental concept in any academic subject. For example, to learn grammatical concepts about the structure of words and the meaning of morphemes, younger students perform such educational activities as
1) changesource word and getting its variant forms or related words;
2) comparisonmeanings of the original word and morpheme isolation;
3) juxtapositionforms of the original word and the allocation of morphemes;
4) the establishmentfunctional meaning of 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 specially and persistently form the system of educational actions and their constituent operations.

Full-fledged work in training situations also requires control actions - comparisons, correlations of educational activities with a sample set from the outside, and self-control. In practice elementary school  learning to control is by direct imitation of the teacher, its formation is spontaneous, by trying on and countless trial and error. Most common control by the final result (final control),although fundamentally there are two more effective types of self-control: operational(when the child follows the course of the activity or action and adjusts its quality immediately, comparing it with the sample) and perspective(adjusting the activity for several operations ahead, comparing the upcoming activities and their capabilities for its implementation).
  Control is closely related to assessmentchild of his activity at different stages of its implementation, i.e. with implementation regulatoryfunctions. Most common in elementary grades retrospectiveassessment and self-esteem, i.e. assessment of already achieved results. Another kind - prognosticself-esteem, which is a child’s assessment of their abilities. Here, the child must correlate the conditions of the problem with his experience, therefore, self-esteem is based on reflection.
  For learning activities to begin to take shape, there must be an appropriate motivethose. what encourages the child to learn. Depending on the motive, the activity acquires a different meaning.For example, the goal of solving a problem for a student can be motivated by a variety of motives - to learn to solve such problems, get a good grade, go for walks after school, get rid of the fear that they will ask tomorrow, etc. Objectively, the goal remains the same, but the meaning and quality of activity change depending on the motive.
The motive affects not only the educational activity, but also the child’s attitude to the teacher, school, coloring them in positive or negative tones. For example, if a child is studying in order to avoid punishment from authoritarian, demanding parents, the educational activity is tense, frustrating, colored by negative emotions, anxiety. And vice versa, learning for the sake of cognition makes it easy, joyful, fascinating - "learning with enthusiasm."
  Leontiev singled out motives understandable and really acting, conscious and unconscious, leading and secondary. All of them are present in the activities of a primary school student. But one must distinguish between motives, generated by the learning activity itself,directly related to the content and process of learning, and motives, beyond educational activities(broad social or narrow-minded motives of the child). It is 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-minded and
  3) educational and cognitive motives.
Broad social motives elementary school students look like motives self improvement(to be cultural, 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 teachings,creates a personal readiness for school and positive expectations for it as a result social installation.These motives act as understoodand associated with distant, delayed goals. Motives adjoin them debt and responsibilitywhich at first are not realized by children, but actually act in the form of conscientious fulfillment of the teacher’s tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with
  1) an inaccurate understanding of responsibility and irresponsibility at this age and with
  2) an uncritical attitude to oneself and often an overestimated self-esteem.
Narrow-minded motives act in the form of the desire to get a good mark at all costs, to earn 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 take a certain position in the class (prestigious motives).
Educational and educational motives directly incorporated in the educational activity itself and are associated with content and learning process,with mastery above all wayactivities. They are found in 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 with which the child comes to school, and on the level of content and organization of the educational process.
  The motivation associated with the content and learning process is based on cognitive need.It is born from an earlier childhood need for external impressions and the need for activity that a child has from the first days of life. The development of cognitive needs is not the same for different children: for some it is pronounced and carries a “theoretical” direction, for others the practical orientation is more pronounced, for others it is generally very weak.
  In the teaching of primary schoolchildren 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 found that in experimental training, when the child's attention is drawn to the origin, meaning and essence of the phenomena,the cognitive component is more vivid. This means that the very nature of educational activity is of great importance for the formation of cognitive motivation.
  It is important for the teacher to be able to distinguish between interest in cognition and interest in any private activity, occupation. In the first case, the child is interested in causal relationships, methods for solving classes of problems, explanatory principles, etc. In the second case, we are dealing with an emotional experience of pleasure from the very procedures of reading, writing, solving problems, etc. The love of activity is a prerequisite of interest, but not the cognitive interest itself, and here the desire for specific result(praise, getting a certain status in the group), i.e. to indirect goals regarding the doctrine itself. Another motive is the desire to master the process of activity,and in this case, he may later arouse interest in theory, in the foundation of knowledge, in activity.
  In addition to motivation, you should pay attention to the dynamics of children's attitudes toward learning during primary school age. Initially, they aspire to it as a socially useful activity in general. Then they begin to attract certain methods of academic work. And finally, children begin to independently transform specific practical tasks into educational-theoreticalinterested 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, which are solved together with the teacher. One of the laws governing the formation of learning activities is that the whole process of teaching in the lower grades is initially built on the basis of detailed acquaintance of children with the main components of learning activities, and children are drawn into their active implementation. Such a "stretched out." introduction to the educational material is a condition for the development of cognitive activity of children, attention to the deep, and not only external aspects of learning, interest in it.
  The basis of the child’s consistent involvement in learning activities is theory of phased formation of mental actions.Educational activity is not given to the child initially, it needs to be built in the joint activity of the child and adult. By analogy with the development of objective actions at an early age, we can say that at first everything is in the hands of the teacher and the teacher "acts with the hands of the student." However, at school age, activities are carried out with ideal objects (numbers, sounds), and the “teacher’s hands” are his brain. Educational activity is the same substantive activity, but its subject theoretical,that's why cooperative activity  difficult. To implement it, you need objects materialize,
  The process of development of educational activity is the process of transferring its individual links from teacher to student. Patiently and consistently, the teacher demonstrates to the child a certain sequence of learning actions and identifies those that should be performed in the subject, external speech or mental plan. It creates the conditions under which external actions become internalized, becoming generalized, reduced and mastered. If this fundamental provision is not respected, then full-fledged educational activity is not formed.
  The second regularity of the formation of educational activity is that from direct adherence to the teacher’s instructions, the child goes to the end of the second or beginning of the third year of study to self-regulationwhich is associated with increased self-control and self-esteem. Self-regulation allows you to more consciously approach the learning process, set your own learning goals and objectives and, most importantly, to master actions modeling.It saves the child from the method of “trial and error” and allows you to discern in specific private tasks general pattern, a general way to solve them. Therefore, it becomes possible to talk about the child’s ability to convert specifically - 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 Elkonina - V.V. Davydova learning activities   - this is one of the activities of schoolchildren and students, aimed at mastering them through dialogues (polylogues) 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 psychology of education and development of primary school children PI RAO).
  Below we consider the interpretation of educational activities in Elkonin - Davydov.

in psychology is one of the approaches to the learning process that implements the provision on socio-historical conditioning mental development  (Vygotsky L.S., 1996; abstract). It developed on the basis of the fundamental dialectical-materialistic principle of psychology - the principle of the unity of the psyche and activity (Rubinstein S.L. 1999; abstract; Leontyev A.N., 2001; abstract) in the context of psychological activity (A.N. Leontyev) and in close connection with the theory of the 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 Pedagogical Psychology, Faculty of Psychology, Moscow State University), (http://www.psy.msu.ru/about/kaf/ razvit.html; see department developmental psychology  Moscow State University) ..

• How should training be organized, solving two main tasks:
• provision of knowledge;
• mental development?

This problem once faced L.S. Vygotsky, who defined it as "the ratio of learning and development." However, the scientist only outlined ways to solve it. This problem is most fully developed in the concept of educational activity of DB Elkonina, V.V. Davydova (Davydov V.V., 1986; abstract; Elkonin DB, 2001) (see Chrest. 5.2; 5.3).
  Remaining within the framework of the cognitive paradigm, the authors of this concept developed the concept of a reference UD as a cognitive one constructed on a theoretical type. Its implementation is achieved through the formation of theoretical thinking among students by means of the special construction of a subject, the special organization of educational attainment.

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

In other words, the subjectivity of the student is manifested in his ability to reproduce the content, path, method of theoretical (scientific) knowledge.
  The concept of UD (in contrast to didactic concepts) contains the prerequisites for understanding the student as a subject of knowledge. Himself educational process   It is interpreted not as the translation of scientific knowledge, its 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 and the methods of its knowledge.
  The educational subject not only contains a knowledge system, but in a special way (through the construction of the subject content) organizes the child's knowledge of the genetically initial, theoretically significant properties and relationships of objects, the conditions of their origin and transformation. The subjective activity of the student (its orientation, nature of manifestation) is set by the way of organizing cognitive activity, as it were, from the 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 specially organized conditions for this. The better the learning environment is created, the more optimally the student will develop. Recognizing the right of the student to be the subject of knowledge, the authors of this concept essentially transfer this right to the training organizers, who determine all forms of cognitive activity.
Organization of training, built on a theoretical type, according to. V.V.Davydov and his followers, the most favorable for the mental development of the child, therefore, such training authorsare called developing   (Davydov V.V., 1986; abstract). The source of this development lies outside the child himself - in learning, moreover, specially designed for these purposes.

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

In the concept of V.V. Davydova's goal of education is presented more broadly, and most importantly, more psychologically. This is not just a knowledge of the surrounding world, which exists according to its objective laws, but the appropriation by a student of the socio-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, socially significant landmarks.
  The formation in students of the basic concepts of a subject in the process of educational activity is constructed as spiral movement from center to periphery, where in the center there is an abstract-general idea of \u200b\u200bthe concept being formed, and on the periphery, this general idea is concretized, enriched by private ideas, and thereby becomes a genuine scientific and theoretical concept.
  Such structuring of educational material is fundamentally different from the commonly used linear method (inductive), when the training proceeds from the 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 particular ideas and concepts, and, moreover, it cannot be developed and enriched, since it appears at the end of the study process (http: //www.pirao .ru / strukt / lab_gr / g-postr.html; see the school textbooks construction group) ..
  Otherwise, the learning process occurs through learning activities. Introduced at the initial stage of studying a fundamental concept, the abstract-general idea of \u200b\u200bthis concept in further training is enriched and concretized by private facts and knowledge, serves as a guide for students throughout the entire learning process this concept  and helps to comprehend all the particular concepts introduced in the future from the point of view of an existing general idea.
The essence of UD is that its result is a change in the student himself, and the content of UD is to master 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 supervision of DB Elkonina and V.V. Davydov, who proved that the capabilities of younger students in the assimilation of scientific and theoretical knowledge were underestimated, that such knowledge is quite accessible to them. Therefore, the main content of the training should be scientific, not empirical knowledge; training should be aimed at the formation of theoretical thinking among students.
  The systematic implementation of educational activities contributes to the intensive development of theoretical thinking among its subjects, the main components of which are substantial abstractions, generalizations, analysis, planning, and reflection. Educational activity cannot be equated with those processes of learning and assimilation that are included in any other types of activities (in games, labor, sports, etc.). Educational activity involves the assimilation of theoretical knowledge through discussions conducted by schoolchildren and students with the help of teachers and teachers. UD is implemented in those educational institutions (schools, institutes, universities) that are capable of providing their graduates with a sufficiently complete education and which are aimed at developing their abilities that allow them to navigate in various areas of public consciousness (UD is still poorly represented in many Russian educational institutions) (see animation) (http://maro.interro.ru/centrro/; see centers for developmental education of the International public organization - Association "Developmental Education").

Full Text Search:

Where to look:

everywhere
only in name
in text only

Output:

description
words in the text
title only

Home\u003e Abstract\u003e Psychology

L.I. Bozovic and her staff under the motive refers to the internal position of the individual. Having come to the conclusion that one of the most important points that reveal the essence of the relationship of schoolchildren to learning is a combination of motives: “In this case, by the motives of learning, we understand what the child is learning, which encourages him to learn.”

A valuable contribution to understanding educational motivation is made by the concept of DB Elkonina, V.V. Davydova on the leading educational activities of a primary school student and the dynamics of attitudes toward learning at primary school age - an increase in interest in the result and a decrease in cognitive interest.

With a positive, but amorphous, undivided attitude towards the teaching of a younger student in motivation, unstable experiences of novelty, curiosity, unintentional interest, and broad social motives of duty are observed (A.K. Markova).

V. Henning identified the following motives for teaching: 1) civic motives, teaching as preparation for a future life in society; 2) cognitive motives; 3) the motive of social identification with parents, compliance with 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 a future good material life; 7) a prestigious motive, the pursuit of prestige among classmates.

Learning motivation is a complex, systematic education consisting of cognitive and social motives for learning. For children entering the school, broad social motives express the need to take a new position among others, namely the position of the student, and the desire to perform serious, socially significant activities related to this position. According to V.V. Davydov, the turning point, as a rule, is the third class. Many children begin to be weighed down by school responsibilities, their diligence decreases, the authority of the teacher decreases markedly.

A.K. Markova, in motivating the teachings of younger schoolchildren, emphasizes spontaneity, openness, credulity, their faith in the unquestioned authority of the teacher and their willingness to carry out any of his tasks.

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

1.2. Psychological - pedagogical characteristics of primary school age.

Borders of primary school age, coinciding with the period of study in primary school, are currently being established from 6-7 to 9-10 years. During this period, there is further physical and psychophysiological development of the child, providing the possibility of systematic education in school.

Beginning in school leads to a fundamental change social situation child development. He becomes a “public” subject and now has socially significant responsibilities, the implementation of which receives a public assessment. During primary school age, a new type of relationship with surrounding people begins to take shape. The adult's unconditional authority is gradually lost, and by the end of primary school age, peers are becoming increasingly important for the child, the role of the children's community is growing

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

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking that occurs during the assimilation of scientific knowledge, restructures all other cognitive processes: "memory at this age becomes thinking, and perception becomes thinking."

According to O.Yu. Ermolaev, during primary school age, significant changes have occurred in the development of attention, the intensive development of all its properties is underway: the volume of attention increases especially sharply (2.1 times), its stability increases, and switching and distribution skills develop. By the age of 9-10, children become able to maintain attention for a long time and carry out an arbitrarily specified program of action.

In primary school age, 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 formation of higher forms of voluntary memorization, therefore, focused developmental work on mastering mnemonic activity is most effective during this period. V. D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, allocation of strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, transcoding, completion of memorized material, serial organization of the association, repetition.

The difficulty of highlighting the main, essential is clearly manifested in one of the main types of educational activities of the student - in the retelling of the text. Psychologist A.I. Lipkina, who studied the peculiarities of oral retelling in elementary school students, noted that a brief retelling is much more difficult for children than a detailed one. To tell briefly - this means to highlight the main thing, to separate it from the details, namely, this is what children do not know how to.

The noted features of the mental activity of children are the reasons for the failure of a certain part of students. Failure to overcome the difficulties arising in this learning sometimes lead to the abandonment of active mental work. Students begin to use various inadequate techniques and methods for completing educational tasks, which psychologists call “workarounds,” including mechanical memorization of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions on the text. Another workaround is to complete a new task in the same way as any task before. In addition, students with disabilities of the thought process with an oral answer use a hint, try to write off from friends, etc.

At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses what to do in certain situations. The basis of this type of behavior are moral motives that form 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 a group of peers. That is, their behavior is somehow connected with the main motive that dominates at this age - the motive for success.

Closely related to the formation of arbitrary behavior in younger schoolchildren are such neoplasms as the planning of the results of action and reflection.

The child is able to evaluate his action in terms of its results and thereby change its behavior, plan it accordingly. A semantic and orientational basis appears in actions, this 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 the goal. An important aspect of the child’s inner life is 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 his significance in their eyes.

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

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

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for a child’s activity at this age is the motive for achieving success. Sometimes there is another type of this motive - the motive for avoiding failure.

In the minds of the child laid certain moral ideals, patterns of behavior. 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 evaluation of an adult is important. "The emotional-evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an 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 realizes himself as a person, strives 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 and activities. At first they try to behave as is customary in this group, obeying laws and rules. Then begins the desire for leadership, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn the ability to make friends and find a common language with different children. "Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds established in the child during the first five years of his life."

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

At primary school age, the child develops a focus on other people, which takes its expression in prosocial behavior, taking into account their interests. Prosocial behavior is very significant for a developed personality.

The ability to empathize gets its development in the context of schooling because the child participates in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities.

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

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

A full-fledged 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 to create optimal conditions for the disclosure and realization of children's opportunities, taking into account the individuality of each child.