The process of teaching children of primary school age. The role of the system of developing education in the development of intellectual abilities of younger students. Methodology L.Ya. Yasyukova

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Verbal and emotional communication Types of behavior in a situation of frustration

Adequately loyal Apologizes if he was wrong, fearlessly, but respectfully looks into the opponent's eyes, Reaches this pinnacle of adaptive behavior rarely, in separate, favorable situations for himself. Inadequately loyal Hurries to apologize without analyzing the situation, submits to the opposite side, readiness to accept aggression crushes the child, dominates him. Adequately disloyal, aggressive "You're a fool!" Open aggression in response to aggression puts the child in a position of equality, the struggle of ambitions will determine the winner through the ability to provide strong-willed resistance, without the use of physical force. Adequately disloyal, ignoring Open ignoring in response to aggression can put the child above the situation. This position helps to maintain self-esteem, a sense of identity. It is important to have sufficient intuition and reflection so as not to overdo it. Passive, not included No communication occurs, the child avoids communication, closes (pulls his head into his shoulders, looks into some space in front of him, turns away, lowers his eyes, etc.). The situation is dangerous because the child may lose self-esteem and self-confidence .

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Communication styles offered by adults in the family and at school

FAMILY Authoritarian style Liberal-permissive style Hyper-protective style Value style Alienated style SCHOOL Imperative (authoritarian) style Democratic style Liberal-permissive (anti-authoritarian).

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Mental development Oral and written speech

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Correctness of speech

CORRECTNESS OF ORAL SPEECH Grammatical correctness; orthoepic correctness; pronunciation correctness. CORRECTNESS OF WRITTEN SPEECH Grammar (construction of sentences, formation of morphological forms); spelling; Punctuation.

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Development of mental functions Thinking

PECULIARITIES OF THE DEVELOPMENT OF THINKING IN THE JUNIOR SCHOOL AGE Thinking becomes the dominant function; The transition from visual-figurative to verbal-logical thinking is being completed; The emergence of logically correct reasoning; Use of specific operations; Formation of scientific concepts; Development of the foundations of conceptual (theoretical) thinking; The emergence of reflection; The manifestation of individual differences in the types of thinking: theorists; practices; painters.

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Development of mental functionsAttention

FEATURES OF THE DEVELOPMENT OF ATTENTION AT THE JUNIOR SCHOOL AGE The predominance of involuntary attention; Distractibility; Small amount of attention; Low attention span (younger students 10-20 minutes, teenagers 40-45 minutes, high school students 45-50 minutes); Difficulty switching and distribution of attention; Development of voluntary attention; Individual attention options.

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Development of mental functions Memory

FEATURES OF DEVELOPMENT OF MEMORY IN JUNIOR SCHOOL AGE: Developed mechanical memory; Development of semantic memory; Developed involuntary memory; Development of arbitrary memory; Development of meaningfulness of memorization; Ability to use mnemonics.

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Development of mental functionsmemory

MNEMONIC TECHNIQUES FOR YOUNGER SCHOOLCHILDREN Dividing the text into semantic parts; inventing headings for different parts; planning. Tracing the main semantic lines; Isolation of semantic reference points or words; Return to already read parts of the text to clarify their content; Mental recall of the part read and reproduction aloud or to oneself of the entire material; Rational methods of learning by heart. CONSEQUENCE OF USE OF mnemonics by JUNIOR SCHOOLCHILDREN Understanding of educational material; Linking educational material with the passed; Inclusion in the general system of knowledge available to the child; Meaningful material is easily "extracted" from the system of connections and meanings; The educational material is much easier to reproduce by the student.

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Development of mental functionsPerception

FEATURES OF PERCEPTION IN JUNIOR SCHOOLCHILDREN Perception at the beginning of the period is not sufficiently differentiated (confused 6 and 9); Highlighting the most striking properties of objects (color, shape, size); Observation develops; The emergence of synthesizing perception (analyzing in preschoolers);

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Crisis 7 years

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General characteristics of educational activities

STRUCTURE OF LEARNING ACTIVITY (DB Elkonin): LEARNING OBJECTIVE - what the student must learn, the method of action to be learned; LEARNING ACTIONS - what the student must do in order to form a pattern of learned action and reproduce this pattern; CONTROL ACTION - comparison of the reproduced action with the sample; EVALUATION ACTION - determination of how the student has achieved the result, the degree of change that has occurred in the child himself.

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School readiness

PERSONAL READINESS FOR SCHOOL EDUCATION The child's desire for a new social position: initially, the attractiveness of external attributes (portfolio, uniform, etc.); the need for new social contacts. the formation of the internal position of the student: the influence of close adults; the influence and attitude of other children; the opportunity to rise to a new age level in the eyes of the younger ones; the opportunity to catch up in position with the elders; attitude to learning as a more significant activity than the game of a preschooler.

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Personal readiness (continued) formation of an extra-situational-personal form of communication with adults (according to M.I. Lisina): an adult is an indisputable authority, a role model; they are not offended by the comments of an adult, but rather try to correct mistakes; adequate understanding of the position of the teacher, his professional role; understanding of the conventions of school communication, adequate obedience to the rules of the school. cooperative communication with peers prevails over competitive communication; the presence of a certain attitude towards oneself: an adequate attitude of the child to his abilities, results of work, behavior; a certain level of development of self-consciousness; self-esteem should not be overestimated and undifferentiated; motivational readiness for learning (cognitive need is stronger than the need for play (N.I. Gutkina's method: listening to a fairy tale or playing with toys)); specific development of the sphere of arbitrariness: the ability to fulfill the educational requirements of the teacher, given orally; work on a visually perceived pattern; the ability to focus on a complex system of requirements (simultaneously following the model in your work and taking into account some additional rules).

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INTELLECTUAL READINESS FOR SCHOOL TRAINING A certain development of the level of mental processes: the ability to generalize, compare objects; classify, identify essential features; determine causal relationships; the ability to draw conclusions. The presence of a certain breadth of representations: figurative representations; spatial representations. Appropriate speech development; cognitive activity.

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TRAINING FROM 6 YEARS

FEATURES OF 6-YEAR-OLD CHILDREN (from the point of view of schooling) features of thinking correspond to preschool age: the predominance of involuntary memory; short duration of productive attention (10-15 minutes); the predominance of visual-figurative thinking; cognitive motives adequate to the tasks of learning are unstable and situational; overestimated self-esteem: misunderstanding of the criteria for pedagogical assessment; the assessment of their work by the teacher is perceived as an assessment of their personality; a negative assessment does not cause a desire to redo, but causes anxiety, a state of discomfort. general instability of behavior; dependence on the emotional state; social instability; an acute need for direct emotional contacts (in the formalized conditions of schooling, this need is not satisfied); fast fatiguability; high distractibility;

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Diagnosis of children from 6-7 to 10-11 years old

METHODOLOGICAL MATERIAL

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Methodology L.Ya. Yasyukova

Purpose of the methodology Determination of readiness for school. Forecast and prevention of learning problems in elementary school. The technique diagnoses: the speed of information processing, voluntary attention, short-term auditory and visual memory, speech development, conceptual and abstract thinking, features of the prevailing emotional background, the energy balance of the child's body and adaptive capabilities, personal learning potential (self-esteem, emotional attitudes towards school, family environment, etc.).

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Factor personality questionnaire Cattell (children) (from 7 to 12)

The purpose of the methodology R. Cattell's factor personality questionnaire is widely used in management, professional selection and career guidance, in law enforcement agencies, in the practice of clinical psychologists and in education. Category of the methodology: Personality questionnaire Application of the methodology Children's version (CPQ) - from 7 to 12 years old Teenage version (HSPQ) - from 12 to 16 years old Adult version (16PF) - from 16 years old Testing time: 40–50 minutes Form of conducting: Individual, group, computer individual Processing of results: Manual, computer

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Rosenzweig frustration test

The purpose of the methodology The test is designed to identify emotional stereotypes of response in stressful situations and predict behavior in interpersonal interaction. Application of the methodology Age range: Children's version - from 7 to 14 years old Adult version - from 14 years old Testing time: 25-30 minutes Form of conduct: Individual Processing of results: Manual, computer L. Ya. Yasyukova adapted the adult and children's version of the "Frustration test" S. Rosenzweig.

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Wexler test (children's version)

Purpose of the technique Category of the technique: Cognitive test The technique allows to measure the level of development of general, verbal and non-verbal intelligence, particular intellectual abilities; identify learning potential; determine the level of preservation of intellect. Application of the methodology Age range: Children's version - from 5 to 16 years old Adult version - from 16 years old Testing time: 90-100 minutes Form of conducting: Individual Processing of results: Manual

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Diagnosis of differentiation of the emotional sphere of the child "Houses" (Methodology O.A. Orekhova)

Purpose of the technique Category of the technique: Psychosemantic The technique can be used in psychological counseling and psychotherapy to predict difficulties in the development of the emotional sphere and to develop corrective programs for the personal characteristics of children. Application of the methodology Age range: From 4 to 12 years Testing time: 20 minutes Form of conducting: Individual, group, computer individual Processing of results: Manual, computer

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Bibliography

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M.V. Gamezo, E.A. Petrova, L.M. Orlova

AGE AND PEDAGOGICAL PSYCHOLOGY Mikhail Viktorovich Gamezo - Professor, Doctor of Psychology, author of about 100 scientific papers, one of the founders of the psychosemiotic approach of modern domestic psychology. His most famous books are "Atlas of Psychology" and "Course of Psychology" (in 3 parts). Mikhail Viktorovich Gamezo was awarded the badges "Excellent worker in education of the USSR", "Excellent worker in education of the RSFSR", the medal of K.D. Ushinsky and the silver medal of VDNKh. For a long time he headed the Department of Psychology of Moscow State Pedagogical University. M.A. Sholokhov, where he continues to work as a professor-consultant. Elena Alekseevna Petrova - professor, doctor of psychological sciences, author of more than 120 scientific and popular science works, the most famous of which are "Gestures in the pedagogical process", "Signs of communication", etc. Elena Alekseevna Petrova is an honorary worker of the system of higher professional education of the Russian Federation, head of the Department of Social Psychology, Moscow State University of Civil Engineering, Professor of the Department of Psychology, Moscow State Pedagogical University. Lyubov Mikhailovna Orlova - associate professor, candidate of psychological sciences, specialist in the field of the history of psychology, psychology of communication, author of many scientific and educational works, the most famous of which are "Psychodiagnostics of preschoolers and primary schoolchildren", "Age psychology: personality from youth to old age ". Veteran of labour.

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Elkonin Daniil Borisovich

The Soviet psychologist, who was part of the backbone of the scientific school of L.S. Vygotsky The author owns remarkable theories of periodization of child development and children's play, as well as methods of teaching children to read. He studied at the Leningrad Pedagogical Institute. A. I. Herzen. From 1929 he worked at this institute; For several years, in collaboration with L. S. Vygotsky, he studied the problems of children's play. Peru D. B. Elkonin owns several monographs and many scientific articles on the problems of the theory and history of childhood, its periodization, the mental development of children of different ages, the psychology of play and learning activities, psychodiagnostics, as well as the development of a child’s speech and teaching children to read. List of the main scientific works of D. B. Elkonin: Thinking of a junior schoolchild / Essays on the psychology of children. M., 1951; Child psychology. M., 1960; Primer (experimental). M., 1961; Questions of psychology of educational activity of junior schoolchildren / Ed. D. B. Elkonina, V. V. Davydov. M., 1962; Intellectual abilities of younger schoolchildren and the content of education. Age opportunities for learning. M., 1966; Psychology of teaching younger students. M., 1974; How to teach children to read. M., 1976;

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Vygotsky L.S.

Cultural-historical concept of the development of the psyche. He introduced a new - experimental genetic method for the study of mental phenomena, since he believed that "the problem of the method is the beginning and basis, the alpha and omega of the entire history of the child's cultural development." L.S. Vygotsky developed the doctrine of age as a unit of analysis of child development. He proposed a different understanding of the course, conditions, source, form, specifics and driving forces of the mental development of the child; described the epochs, stages and phases of child development, as well as the transitions between them in the course of ontogenesis; he revealed and formulated the basic laws of the mental development of the child. According to L.S. Vygotsky, the driving force of mental development is learning. It is important to note that development and learning are different processes. The concept of the zone of proximal development is of great theoretical importance and is associated with such fundamental problems of child and educational psychology as the emergence and development of higher mental functions, the relationship between learning and mental development, the driving forces and mechanisms of mental development. child. 1935 Mental development of children in the learning process. [Sat. Articles] State-training. teacher, ed., Moscow. 1982-1984 Collected works in 6 volumes. (vol. 1: Questions of the theory and history of psychology; vol. 2: Problems of general psychology; vol. 3: Problems in the development of the psyche; vol. 4: Child psychology; vol. 5: Fundamentals of defectology; vol. 6: Scientific heritage). Pedagogy, Moscow. 1956 Thinking and speech. Problems of psychological development of the child. Selected Pedagogical Research, Publishing House of the APN of the RSFSR. Moscow.

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Leontiev A.N.

Developed in the 20s. together with L.S. Vygotsky and A.R. Luria the cultural-historical theory, conducted a series of experimental studies that reveal the mechanism of formation of higher mental functions (voluntary attention, memory) as a process of "growing", internalization of external forms of tool-mediated actions into internal mental processes. Experimental and theoretical works are devoted to the problems of the development of the psyche (its genesis, biological evolution and socio-historical development, the development of the child's psyche), problems of engineering psychology, as well as the psychology of perception and thinking. The concept of Leontiev's activity was developed in various branches of psychology (general, child, age, pedagogical, medical, social), which in turn enriched it with new data. The position formulated by Leontiev on the leading activity and its determining influence on the development of the child's psyche served as the basis for the concept of periodization of the mental development of children, put forward by D.B. Elkonin. Op.: Selected. psychological works, vol. 1-2. - M., 1983; Feeling, perception and attention of children of primary school age // Essays on the psychology of children (junior school age). - M., 1950; Mental development of the child. - M., 1950; Category of activity in modern psychology// Questions of psychology, 1979, No. 3.

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Kudryavtsev V.T.

Doctor of Psychology, Professor, Head of the Laboratory of Psychological and Pedagogical Foundations of Developmental Education of the Russian Academy of Education. Raises questions about developing education, about the continuity of preschool and primary school levels. The problem of the continuity of educational levels becomes especially acute at the break of preschool and primary school age. The fact is that here there is a radical change in the social situations of child development - from communicative-playing to educational. In the context of this contradiction, the problem of the continuity of preschool and primary education is considered in the works of L.S. Vygotsky, D.B. Elkonin. under the leadership of V.V. Davydov and V.T. Kudryavtsev, a special design and research work was launched to create an appropriate model of succession. This work has been carried out since 1992 on the basis of the Moscow School-Laboratory "Losiny Ostrov" No. 368, which includes preschool and school levels (the latter uses in its activities the technologies of developing education according to the system of D.B. Elkonin - V.V. Davydov). At present, similar experimental sites have been created in a number of regions of Russia. Program "Record-Start". The purpose of the Project is to create conditions that ensure the overall mental development of children aged 3-6 by means of developing their imagination and other creative abilities, in particular, as a condition for the formation of the beginnings of their future ability to learn. The set goal dictates the following tasks of the project: initiation and psychological and pedagogical support of the processes of creative assimilation of culture by children within the framework of their various types of activities (games, artistic and aesthetic activities, teaching, etc.); the development of the creative imagination of preschoolers, the system of the child's creative abilities based on it (productive thinking, reflection, etc.), creativity as the leading property of his personality; development and maintenance of specific cognitive motivation and intellectual emotions in children; expanding the prospects for child development by including preschoolers in developing forms of joint activities with adults and with each other; cultivating in children a creative value attitude to their own physical and spiritual health.

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Literature

Vygotsky L.S. Sobr. op. in 6 vols. T. 5. M.: Pedagogy, 1983. S. 153-165 Vygotsky L.S. (vol. 1: Questions of the theory and history of psychology; vol. 2: Problems of general psychology; vol. 3: Problems in the development of the psyche; vol. 4: Child psychology; vol. 5: Fundamentals of defectology; vol. 6: Scientific heritage). Pedagogy, Moscow. Gamezo M.V., Petrova E.A., Orlova L.M. Age and pedagogical psychology: Proc. manual for students of all specialties of pedagogical universities. - M.: Pedagogical Society of Russia, 2003. - 512 p. G. Kraig, D. Brown "Psychology of development" 9th edition, publishing house "Piter" Questions of psychology of educational activity of younger schoolchildren / Ed. D. B. Elkonina, V. V. Davydov. M., 1962; Thinking of a junior schoolchild / Essays on the psychology of children. M., 1951; Child psychology. M., 1960; Primer (experimental). M., 1961;

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Each age stage is characterized by a special position of the child in the system of relations accepted in a given society. In accordance with this, the life of children of different ages is filled with specific content: special relationships with people around them and special activities that lead to a given stage of development. Recall that L.S. Vygotsky singled out the following types of leading activity:

babies are directly emotional communication;

early childhood - manipulative activity;

preschoolers - game activity;

junior schoolchildren - educational activities;

adolescents are socially recognized and socially approved activities;

high school students - educational and professional activities.

Features of arbitrary memory of younger schoolchildren. The intention to remember this or that material does not yet determine the content of the mnemonic task to be solved by the subject. To do this, he must highlight in the object (text) a specific subject of memorization, which is a special task. Some schoolchildren single out the cognitive content of the text as such a goal of memorization (about 20% of schoolchildren in the third grade), others - its plot (23%), and still others - do not single out a specific subject of memorization at all. Thus, the task is transformed into different mnemonic tasks, which can be explained by differences in learning motivation and the level of formation of goal-setting mechanisms.

Only in the case when the student is able to independently determine the content of the mnemonic task, find adequate means of transforming the material and consciously control their application, can we speak of mnemonic activity, arbitrary in all its links. About 10% of students are at this level of memory development by the time they finish primary school. Approximately the same number of schoolchildren independently determine the mnemonic problem, but still do not have enough knowledge of how to solve it. The remaining 80% of schoolchildren either do not realize the mnemonic task at all, or are not imposed on them by the content of the material.

Any attempts to ensure the development of memory in different ways without the real formation of self-regulation (primarily goal-setting) give an unstable effect. Solving the problem of memory in primary school age is possible only with the systematic formation of all components of educational activity.

The thinking of children of primary school age differs significantly from the thinking of preschoolers: so if the thinking of a preschooler is characterized by such a quality as involuntariness, low controllability both in setting a mental task and in solving it, they more often and easily think about what is more interesting to them, what they are fascinated, then younger students as a result of studying at school, when it is necessary to regularly perform tasks without fail, learn to control their thinking, think when it is necessary to form the educational activities of schoolchildren. Ed. V.V. Davydova et al. M., 1982..

In many ways, the formation of such arbitrary, controlled thinking is facilitated by the instructions of the teacher in the lesson, encouraging children to think.

When communicating in primary school, children develop conscious critical thinking. This is due to the fact that the class discusses ways to solve problems, considers various solutions, the teacher constantly requires students to substantiate, tell, prove the correctness of their judgment, i.e. requires children to solve problems on their own.

The ability to plan one's actions is also actively formed in younger schoolchildren in the process of schooling; study encourages children to first trace the plan for solving the problem, and only then proceed to its practical solution.

The younger student regularly and without fail enters the system when he needs to reason, compare different judgments, and carry out conclusions.

Therefore, at primary school age, the third type of thinking begins to develop intensively: verbal - logical abstract thinking, in contrast to the visual - effective and visual - figurative thinking of preschool children.

In the lessons in the primary grades, when solving educational problems, children develop such methods of logical thinking as a comparison associated with the selection and verbal designation in the subject of various properties and signs of generalization, associated with abstraction from the non-essential features of the subject and combining them on the basis of the commonality of essential features Zach A .Z. “The development of the mental abilities of younger students” - M: Enlightenment 1994.

As they study at school, the thinking of children becomes more arbitrary, more programmable, more conscious, more planned, i.e. it becomes verbal-logical.

Of course, other types of thinking develop further at this age, but the main direction falls on the formation of methods of reasoning and inference.

Teachers know that the thinking of children of the same age is quite different, some children are easier to solve problems of a practical nature, when it is required to use the techniques of visual and effective thinking. Others are more easily given tasks related to the need to imagine and represent any states or phenomena, a third of the children reason more easily, build reasoning and conclusions, which allows them to more successfully solve mathematical problems, derive general rules and use them in specific situations V.V. Davydov “Problems of developmental education: the experience of theoretical and experimental psychological research” - M: Pedagogy, 1986 - 240st.

And finally, if a child successfully solves both easy and difficult problems within the framework of the corresponding type of thinking and can even help other children in solving easy problems, explain the reason for the mistakes he made, and can also invent easy problems himself, he has a third level of development in the corresponding type of thinking. .

The presence of this or that type of thinking in a child can be judged by how he solves the tasks corresponding to this type, so if, when solving easy tasks for the practical transformation of objects, or for operating with their images, or for reasoning, the child is poorly versed in their condition, gets confused and is lost when searching for their solutions, then in this case it is considered that he has the first level of development in the corresponding type of thinking.

If a child successfully solves easy problems designed to apply one or another type of thinking, but finds it difficult to solve more complex problems, in particular because it is not possible to present the whole solution as a whole, since the ability to plan is not sufficiently developed, then in this case it is believed that he has the second level of development in the corresponding type of thinking.

For the mental development of a younger student, you need to use three types of thinking Zak A.Z. “Development of the mental abilities of younger students” - M: Enlightenment 1994. At the same time, with the help of each of them, certain qualities of the mind are better formed in the child. So solving problems with the help of visual-effective thinking allows students to develop the skills to manage their actions, the implementation of purposeful, rather than random and chaotic attempts to solve problems.

Such a feature of this type of thinking is a consequence of the fact that it solves problems in which objects can be picked up in order to change their states and properties, as well as arrange them in space.

Since when working with objects it is easier for a child to observe his actions to change them, then in this case it is easier to control actions, to stop practical attempts if their result does not meet the requirements of the task, or vice versa to force himself to complete the attempt to the end, to obtain a certain result, and to abandon its execution without knowing the result.

And so, with the help of visual-effective thinking, it is more convenient to develop in children such an important quality of the mind as the ability to act purposefully, consciously manage and control their actions when solving problems.

The peculiarity of visual-figurative thinking lies in the fact that when solving problems with its help, a person does not have the ability to really change images and ideas. This allows you to develop different plans to achieve the goal, mentally coordinate these plans to find the best one. Since when solving problems with the help of visual-figurative thinking, a person has to operate only with images of objects (i.e., operate with objects only in a mental plan), in this case it is more difficult to manage their actions, control them and be aware than in the case when there is the ability to operate with the objects themselves V.V. Davydov “Problems of developmental education: the experience of theoretical and experimental psychological research” - M: Pedagogy, 1986 - 240st.

Therefore, the main goal of work on the development of visual-figurative thinking cannot be to use it to form the ability to control one's actions when solving problems.

The main goal of correcting visual-figurative thinking in children is to use it to form the ability to consider different paths, different plans, different options for achieving the goal, different ways of solving problems.

Peculiarities of motivation for educational activity in junior schoolchildren.

At the first stages of education, at primary school age, curiosity, direct interest in the environment, on the one hand, and the desire to perform socially significant activities, on the other, determine the positive attitude of students to learning and the emotional experiences associated with this about the grades received. Backlog in learning, bad grades are most often acute, to tears, experienced by children. Self-esteem in primary school age is formed mainly under the influence of teacher assessments. Children attach particular importance to their intellectual abilities and how they are evaluated by others. It is important for kids that a positive assessment be universally recognized Hekhauzen H. Motivation and activity: T.1,2; Per. with him. / Ed. B.M. Velichkovsky. - M .: Pedagogy, 1986 ..

From the attitude of parents and teachers to the child depends on his attitude towards himself (self-esteem), self-respect. All this affects the development of the individual.

The level of claims is formed under the influence of successes and failures in previous activities. The student who often fails expects further failure, and vice versa, success in the previous activity predisposes to the expectation of success in the future.

The predominance of failure in the educational activities of lagging behind children, constantly reinforced by low marks for their work as a teacher, steadily leads to an increase in self-doubt and feelings of inferiority in such children.

Peculiarities of teaching at primary school age. Primary school age is a period in a child's life from about six to ten years old, when he is in primary school.

During this period, teaching is the main activity in which a person is formed. In the elementary grades, children begin to learn the beginnings of the sciences. At this stage, the intellectual-cognitive sphere of the psyche is predominantly developing. At this stage, many mental neoplasms appear, old ones are improved and developed. The school period is characterized by the intensive development of cognitive functions, sensory-perceptual, mental, mnemonic, etc. Usually, an elementary school student willingly goes to this educational institution.

For students of the first - third grades, the desire for the position of a schoolboy is characteristic. From the moment of entering the school, the central place is the social motive - the desire for a new social position of the student. In the first days of school, the experience gained by the child at home is of great importance. Previously, a small preschooler was the only and unique being, but with admission to school, he finds himself in an environment where he is surrounded by the same unique and unique ones. In addition to the need to adapt to the rhythm of school life and new requirements, to master the space of the school, to master the ways of self-organization and organization of their time, the younger student must learn to interact with classmates.

But the main task of the younger student is to succeed in school. It is also important to note that at the stage of primary school age, the child experiences the so-called crisis of seven years. The child's perception of his place in the system of relations changes.

The social situation of development is changing, and the child finds himself on the border of a new age period. The child is aware of his place in the world of social relations and acquires a new social position of the student, which is directly related to educational activities. This process radically changes his self-awareness, which leads to a reassessment of values. Study is of great importance for a student, therefore, for example, a chain of failures of a child in this leading activity at this stage can lead to the formation of stable complexes or even a syndrome of chronic underachievement.

Of course, in order for teaching to become a leading activity, it must be organized in a special way. An important element of educational activity is the game, during which the child learns to interact with peers, masters social roles, requirements and rules adopted in human society. A game that takes on a social connotation develops feelings of rivalry and cooperation.

During the game, younger students learn concepts such as equality, submission, justice, injustice. Usually younger students prefer the company of their peers of the same sex. The assimilation of the norms of behavior inherent in their gender and approved by society continues. In addition, younger students cannot sit in one place for a long time. They need movement.

The lesson should contain not only an explanation of the new material, its consolidation and repetition of the old. But time should also be allocated to various motor actions, games, mobile activities. Considering that play was the leading activity for preschoolers, learning activity, which becomes the leading one at this stage of development, is directly related to play. Therefore, learning activity can arise only at a certain stage in the development of the game. Thanks to educational activities, the scope of the child's perception of the world around them expands.

Unconscious and fictional fears of past years are replaced by more conscious lessons, natural phenomena, injections. The most important personal characteristics of a younger student include trusting obedience to authority, increased susceptibility, attentiveness, naive, playful attitude to many of what he encounters. Obedience, conformism and imitation are visible in the behavior of a primary school student. Learning at school is a fairly new and therefore interesting activity for children, while they also face a number of difficulties.

Schoolchildren initially, of course, do not know how to independently formulate learning tasks and perform actions to solve them. For the time being, the teacher helps them in this, but gradually they acquire the appropriate skills themselves, it is in this process that they develop independently carried out educational activities, the ability to learn. Children at this age have a share of impulsiveness, capriciousness, stubbornness.

Volitional processes are not yet sufficiently developed in younger students. But gradually the ability to show strong-willed efforts appears in the mental activity and behavior of schoolchildren. Schoolchildren form voluntary mental actions, for example, intentional memorization, volitional attention, directed and persistent observation, persistence in solving various problems. Therefore, the importance of evaluating the results of the student's activities by adults is increasing. The educational and cognitive activity of a schoolchild, as socially and individually significant, essentially has a dual stimulation, internal, when the student receives satisfaction by acquiring new knowledge and skills, and external, when his achievements in cognition are evaluated by the teacher.

Evaluation by the teacher is an incentive for the student. This assessment also greatly affects the student's self-esteem. Moreover, the need for evaluation and the strength of experiences are much higher for weaker students. Evaluation acts as a reward.

Evaluation by the teacher helps the child learn to self-assess their own work over time. Moreover, this should be not just an assessment of the result, but also the actions of the student themselves, the method chosen by him for solving any specific problem. A teacher in the elementary grades of a school cannot confine himself to simply making a mark in a journal as an assessment of a student's performance. A meaningful assessment is important here, that is, the teacher needs to explain to the student why this assessment was made, to highlight the positive and negative aspects of the child's work. Subsequently, the teacher, evaluating the educational activities of children, its results and process, forms evaluation criteria for children.

Learning activity is motivated by various motives. The child has a desire for self-development and a cognitive need. This is an interest in the content side of educational activity, in what is being studied, and an interest in the process of activity - how, in what ways results are achieved, educational tasks are solved.

But not only the result of educational activity, the assessment motivates the little student, but also the process of educational activity itself, the development and improvement of oneself as a person, one's talents and abilities. A schoolchild, becoming a subject of cognitive activity in the general system of educational influences, at the same time acquires personal properties and a personal attitude to what he does and to the learning process as a whole. The peculiarity and complexity of the educational and cognitive activity of the school period lies in the fact that it is carried out mainly in conditions of direct communication with teachers and students of the class and school.

At the beginning, younger students rely entirely on the opinion of the teacher. They look at the teacher's attitude towards different students and may even adopt this attitude. But in the process of communicating with their classmates and learning activities, younger students are already more critical of themselves. They begin to evaluate both bad and good deeds.

Although still the central place in the educational process is occupied by the communication of the student with the teacher. At primary school age, the most favorable opportunities are formed for the formation of moral and social qualities, positive personality traits. The pliability and well-known suggestibility of schoolchildren, their gullibility, their tendency to imitate, the enormous authority enjoyed by the teacher, create favorable prerequisites for the formation of a highly moral personality.

The predominant type of thinking is visual-figurative, and the process of holistic perception is still not sufficiently formed, attention is often involuntary. First-graders pay attention to the fact that the size, shape, color or coloring stands out brighter. The child still has a long and thorny path of schooling, during which he will learn new subjects, new skills, new skills. He will improve himself and develop his abilities, but the foundations for their further formation are laid precisely in the first years of study.

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The problem of learning and mental development is one of the oldest psychological and pedagogical problems. There is, perhaps, not a single significant theoretician of didactics or child psychologist who would not try to answer the question of the relationship between these two processes. The issue is complicated by the fact that the categories of training and development are different. The effectiveness of teaching, as a rule, is measured by the quantity and quality of acquired knowledge, and the effectiveness of development is measured by the level reached by the abilities of students, that is, by how developed the basic forms of their mental activity are in students, allowing them to quickly, deeply and correctly navigate in the phenomena of the environment. reality.

It has long been noted that one can know a lot, but at the same time not show any creative abilities, that is, not be able to independently understand a new phenomenon, even from a relatively well-known field of science.

Progressive teachers of the past, primarily K. D. Ushinsky,

posed and resolved this issue in their own way. K. D. Ushinsky especially advocated that education be developing. Developing a new for his time methodology for teaching primary literacy, he wrote: “I do not prefer the sound method because children learn to read and write faster; but because, while successfully achieving its special goal, this method at the same time gives independent activity to the child, constantly exercises the child’s attention, memory and reason, and when a book is then opened before him, he is already significantly prepared to understand what he is reading, and, most importantly, his interest in learning is not suppressed, but aroused” (1949, vol. 6, p. 272).

At the time of K. D. Ushinsky, the penetration of proper scientific knowledge into elementary school curricula was extremely limited. That is why at that time there was a tendency to develop the child's mind on the basis of mastering not scientific concepts, but special logical exercises, which were introduced into primary education by K. D. Ushinsky. By this, he sought to at least to some extent compensate for the lack of mental development on the basis of existing programs that limited education to purely empirical concepts and practical skills.

To this day, such exercises are used in teaching the language. By themselves, they have no developmental value. Usually logical exercises are reduced to exercises in classification. Since, in this case, household items surrounding the child are subjected to classification, as a rule, it is based on purely external signs. For example, children divide objects into furniture and dishes or into vegetables and fruits. When classifying an object as furniture, it is essential that these are furnishings, and for dishes - they serve for cooking or eating it. The concept of "vegetables" includes both fruits and roots; thus, the essential features of these concepts, based on external properties or methods of use, are removed. Such a classification can have an inhibitory effect on the subsequent transition to strictly scientific concepts, fixing the child's attention on the external signs of objects.

As elementary education programs are saturated with modern scientific knowledge, the value of such formal logic exercises decreases. Although to this day there are still teachers and psychologists who believe that exercises in mental operations are possible on their own, regardless of the content material.

The development of a system of developmental education rests as its foundation on the solution of a more general problem of learning and development. Although the very formulation of the question of developmental education already assumes that education has a developmental significance, however, the specific content of the relationship between education and development requires its disclosure.

At present, there are two main

sense opposite points of view on the relationship between learning and development. According to one of them, presented mainly in the works of J. Piaget, development, mental development does not depend on learning. Education is regarded as an external interference in the development process, which can only influence some of the features of this process, somewhat delaying or accelerating the appearance and time of the course of individual regularly changing stages of intellectual development, but without changing either their sequence or their psychological content. With this point of view, mental development occurs within the system of the child's relationship with the things around him as physical objects.

Even if we assume that there is such a direct collision of the child with things that occurs without any participation of adults, then in this case, too, there is a peculiar process of acquiring individual experience, which has the character of spontaneous, unorganized self-learning. In fact, such an assumption is an abstraction. The fact is that the things surrounding the child do not have their social purpose written on them, and the method of their use cannot be discovered by the child without the participation of adults. The bearers of social ways of using and consuming things are adults, and only they can pass them on to a child.

It is difficult to imagine that a child on his own, without any intervention from adults, has passed the path of all the inventions of mankind for the period that is given to him by childhood. The term, which, compared with the history of mankind, is determined by an instant. There is nothing more false than understanding a child as a little Robinson, left to himself in the uninhabited world of things. The moral of the wonderful novel about Robinson Crusoe lies precisely in the fact that the intellectual power of a person consists of those acquisitions that he brought with him to a desert island and which he received before he fell into an exceptional situation; the pathos of the novel is in demonstrating the social essence of a person even in an atmosphere of almost complete loneliness.

According to the second point of view, mental development occurs within the relationship between the child and society, in the process of assimilation of the generalized experience of mankind, fixed in a variety of forms: in the objects themselves and the ways they are used, in the system of scientific concepts with ways of action fixed in them, in the moral rules of relations between people, etc. Education is a specially organized way of transferring the social experience of mankind to an individual. Being individual in its form, it is always social in content. Only this point of view can serve as a basis for developing a system of developmental education.

Recognition of the leading role of education for mental development in general, for mental development in particular, is not at all a recognition that all education determines development. The very formulation of the question of developmental learning, of the relationship between learning and development suggests that learning can be different. Learning can determine development and can be completely neutral with respect to it.

Thus, learning to type on a typewriter, no matter how modern it is done, does not introduce anything fundamentally new into mental development. Of course, at the same time, a person acquires a number of new skills, he develops the flexibility of his fingers and the speed of orientation in the keyboard, but the acquisition of this skill does not have any effect on mental development.

What side of education is decisive for mental development at primary school age? To answer this question, first of all, it is necessary to find out what is most important in the mental development of the younger schoolchild, that is, which side of his mental development must be improved so that it all rises to a new, higher level.

Mental development includes a number of mental processes. This is the development of observation and perception, memory, thinking and, finally, imagination. As follows from special psychological studies, each of these processes is connected with the others. However, the connection is not unchanged throughout childhood: in each period, any one of the processes has a leading role in the development of the others. So, in early childhood, the development of perception acquires the main importance, in preschool age - memory. It is well known how easily preschoolers memorize various poems and fairy tales.

By the beginning of primary school age, both perception and memory had already passed a rather long way of development. Now, for their further improvement, it is necessary that thinking rise to a new, higher level. By this time, thinking had already passed the path from practically effective, in which the solution of a problem is possible only in a situation of direct actions with objects, to visual-figurative, when the task requires not real action with objects, but tracing a possible solution path in a directly given visual field or in terms of visual representations preserved in memory.

The further development of thinking consists in the transition from visual-figurative to verbal-logical reasoning thinking. The next step in the development of thinking, which occurs already in adolescence and consists in the emergence of hypothetical-reasoning thinking (i.e., thinking that is built on the basis of hypothetical assumptions and circumstances), may

occur only on the basis of a relatively developed verbal-logical thinking.

The transition to verbal-logical thinking is impossible without a radical change in the content of thinking. Instead of specific ideas that have a visual basis, concepts should be formed, the content of which is no longer the external, concrete, visual signs of objects and their relationships, but the internal, most essential properties of objects and phenomena and the relationships between them. It must be borne in mind that the forms of thinking are always in organic connection with the content.

Numerous experimental studies show that along with the formation of new, higher forms of thinking, significant shifts occur in the development of all other mental processes, especially in perception and memory. New forms of thinking become the means of carrying out these processes, and the rearmament of memory and perception raises their productivity to a greater height.

So, memory, based in preschool age on emotional empathy with the hero of a fairy tale or on visual images that cause a “positive attitude, turns into semantic memory, which is based on the establishment of connections within the memorized material, semantic, logical connections. Perception from the analyzing, based on obvious signs , turns into establishing connections, synthesizing. The main thing that happens to the mental processes of memory and perception is their arming with new means and methods, which are formed primarily within the tasks solved by verbal-logical thinking. This leads to the fact that both memory and perceptions become much more manageable, for the first time it becomes possible to choose means for solving specific problems of memory and thinking.Means can now be chosen depending on the specific content of the tasks.

To memorize poems, it is essential to comprehend each word used by the poet, and to memorize the multiplication table, it is essential to establish functional relationships between the product and factors when one of them is increased by one.

Thanks to the transition of thinking to a new, higher level, a restructuring of all other mental processes takes place, memory becomes thinking, and perception becomes thinking. The transition of thinking processes to a new stage and the restructuring of all other processes associated with this constitute the main content of mental development in primary school age.

We can now return to the question of why learning might not be developmental. This can happen when it is focused on the already developed forms of the child's mental activity - perception, memory and visual forms.

figurative thinking, characteristic of the previous period of development. Education constructed in this way reinforces the already passed stages of mental development. It lags behind development and therefore does not move it forward.

An analysis of the content of the programs of our elementary school shows that they have not completely eliminated the attitudes towards the assimilation by children of empirical concepts and elementary knowledge about the environment, practical skills in reading, counting and writing, which were characteristic of elementary school when it was a relatively closed cycle, and was not the initial link in the system of general complete secondary education.

Let us return to the question, which side of education is decisive for mental development in primary school age. Where is the key, using which you can significantly enhance the developmental function of learning, solve the problem of the correct relationship between learning and development in the lower grades of the school?

Assimilation of the system of scientific concepts already at primary school age becomes such a key. The development of abstract verbal-logical thinking is impossible without a radical change in the content that thought operates on. The content in which new forms of thought are necessarily present and which necessarily requires them are scientific concepts and their system.

From the totality of social experience accumulated by mankind, school education should convey to children not just empirical knowledge about the properties and methods of action with objects, but generalized in science and fixed in the system of scientific concepts, the experience of cognition by mankind of the phenomena of reality: nature, society, thinking.

It is necessary to emphasize that the generalized experience of cognition includes not only ready-made concepts and their system, the way they are logically ordered, but - and this is especially important - the methods of action behind each concept, through which this concept can be formed. In a certain way, didactically processed generalized methods of analyzing reality inherent in modern science, leading to the formation of concepts, should be included in the content of education, constituting its core.

Under the content of education, one should see the system of concepts to be assimilated about a given area of ​​reality, together with the methods of action by which the concepts and their system are formed in students. Concept - knowledge of the essential relationships between the individual aspects of an object or phenomenon. Consequently, in order to form a concept, it is necessary first of all to single out these aspects, and since they are not given in direct perception, it is necessary to carry out completely definite, unambiguous, concrete actions with objects in order to

properties appear. Only by highlighting the properties, you can determine in what relationship they are, but for this they must be put in different relationships, that is, be able to change relationships. Thus, the process of forming concepts is inseparable from the formation of actions with objects that reveal their essential properties.

We emphasize once again: the most important feature of the assimilation of concepts is that they cannot be memorized, one cannot simply attach knowledge to the subject. The concept must be formed, and the student must form it under the guidance of the teacher.

When we gave the child the word "triangle" and told him that this is a figure consisting of three sides, we told him only the word for naming the object and its most general features. The formation of the concept of a “triangle” begins only when the child learns to relate its individual properties - its sides and angles (when the student establishes that in this figure the sum of two sides is always greater than the third, that the sum of the angles in it is always equal to two straight lines, which there is always a larger angle opposite the larger side, etc.). A concept is a set of definitions, a set of many essential relations in an object. But none of these ratios is given in direct observation, each of them must be discovered, and it can be discovered only through actions with the object.

Actions with objects, by means of which their essential properties are revealed and essential relations between them are established, are the ways in which our thinking works. Already in elementary education, it is especially important to establish the relationships between the individual aspects of objects or phenomena of reality. There are an infinite number of possibilities for this - both in teaching mathematics and in teaching a language.

If we teach children a number series, then it is necessary to achieve an understanding and establish relationships between the numbers included in it, and perhaps also derive a general formula for its construction. If we introduce a child to the decimal number system, then it is necessary to identify the essential relationship on the basis of which it is built, and show that it is not the only possible one. When we introduce children to arithmetic operations, it is especially important to establish significant relationships between the elements that make up their structure. If we teach a child to read and write, then the most important thing is to establish relationships between the phonemic structure of the language and its graphic designations. When we introduce children to the morphological structure of a word, we need to find out the system of relations between the main and additional meanings in the word. The number of such examples could be multiplied ad infinitum.

Essentially, however, it is not just the formation of individual concepts, but the creation of their system. True, science itself helps in this, which is necessarily a system of concepts, where each concept is connected with others. Logical reasoning, on the one hand

on the other hand, reasoning about the relationship of individual aspects in the subject, and on the other hand, reasoning about the connections between concepts. Movement in the logic of these connections is the logic of thinking. Thus, we have found the key to the problem of developmental education in primary school age. This key is the content of the training. If we want education in the elementary grades to become developing, then we must take care, first of all, of the scientific nature of the content, that is, that children learn the system of scientific concepts and methods for obtaining them. The development of children's thinking during this period is the key to their mental development in general.

TOGLYATTI STATE UNIVERSITY

HUMANITARIAN-PEDAGOGICAL INSTITUTE

Department of Pedagogy and Teaching Methods

Test

discipline: "Creative development of junior schoolchildren"

Topic: "Developing education as a source of development of creativity of younger students"

Performed:

5th year student

Groups PPOBz-1231

E.S. Khokhlova

Scientific adviser:

PhD, Associate Professor

I.V. Gruzdov

Tolyatti

2017

Content

5

1.2.

Creative tasks in elementary school……………………………

7

1.3.

The role of developmental education for the development of the creative personality of a primary school student ……………………………………………….

18

Conclusion………………………………………………………….

23

List of used literature……………………………

26

Introduction

For many years, the problem of developing the creative abilities of students has attracted close attention from representatives of various fields of scientific knowledge - philosophy, pedagogy, psychology, linguistics, and others. This is due to the ever-increasing needs of modern society in active individuals who are able to pose new problems, find high-quality solutions in conditions of uncertainty, multiple choice, and constant improvement of the knowledge accumulated by society. At present, the development of students' creative talent is one of the main demands that life makes on education. Changes in all areas of life occur at an unprecedented rate. The volume of information doubles every two years. Knowledge becomes obsolete faster than a person has time to use it. In order to successfully live and act in the modern world, you must be constantly ready for change, while maintaining your originality.

By the time the child enters school, he becomes the subject of various activities, he develops a need to expand the sphere of self-realization as a subject. However, he does not have the need and ability to self-change. Both can arise, take shape and develop in the process of schooling. AND I. Lerner singled out two components of the content of education: the basic one, which includes a system of knowledge and skills, and the advanced one, which contains the experience of creative activity (the transfer of knowledge, skills and abilities to a new situation). J. Dewey's nature-oriented personality-oriented didactics highlights the activity of the student, the development of his natural essence and the development of methods of activity in the studied areas.

In modern psychological and pedagogical literature (V.I. Andreev, G.S. Altshuller, M.I. Makhmutov, T.V. Kudryavtsev, A.M. Matyushkin, E.I. Mashbits, A.I. Uman, A. .V. Khutorskoy and others) focuses on determining the means of increasing the productivity of students' cognitive activity, organizing their joint creative activity, discusses the organization of students' creative activity by creating problem situations, developing the methodological culture of schoolchildren in the process of performing creative tasks.

Thus, the development of creative talent is becoming one of the main tasks of modern education. This requires a special educational technology that would allow developing the unique creative potential of each student, while maintaining mass education. This technology is provided by an approach related to the development of students' creative talent.

Based on the existing positive experience, it should be noted the objective need of education to determine the means of organizing the process of developing the creative abilities of younger students, contributing to the development of available types of creative activity, ensuring the accumulation of subjective creative experience, as a basis, without which self-realization of the individual at the subsequent stages of lifelong education becomes ineffective. Today, one of the fundamental principles of updating the content of education is becoming a personal orientation, which involves the development of the creative abilities of students, the individualization of their education, taking into account the interests and inclinations for creative activity. The strategy of modern education is to enable all students, without exception, to show their talents and all their creative potential, which implies the possibility of realizing their personal plans. These positions correspond to the humanistic trends in the development of the national school, which is characterized by the orientation of teachers to the personal capabilities of students. At the same time, the goals of personal development are brought to the fore, and subject knowledge and skills are considered as a means of achieving them.

1. Characteristics of the creative abilities of younger students

Understudents' creativity understand the complex capabilities of the student in performing activities and actions aimed at creating new educational products for him. Adhering to the position of scientists who define creativity as an independent factor, the development of which is the result ofteaching creative activity of schoolchildren, we single out the components of the creative abilities of younger students:

- creative thinking,

- creative imagination

- application of methods of organization of creative activity.

To develop creative thinking and creative imagination of students, it is necessary to develop the following skills:

Classify objects, situations, phenomena on various grounds;

Establish causal relationships;

See the relationships and identify new connections between systems;

Consider the system in development;

Make forward-looking assumptions;

Highlight the opposite features of the object;

Identify and formulate contradictions;

Separate conflicting properties of objects in space and time;

Represent spatial objects;

Use different systems of orientation in an imaginary space;

Represent an object based on the selected features, which implies:

Overcoming the psychological inertia of thinking;

Evaluation of the originality of the solution;

Narrowing the field of search for a solution;

Fantastic transformation of objects, situations, phenomena;

Mental transformation of objects in accordance with a given topic.

These skills form the basis of the ability of systemic dialectical thinking, productive arbitrary spatial imagination. Domestic psychologists and teachers (L.I. Aidarova, L.S. Vygotsky, L.V. Zankov, V.V. Davydov, Z.I. Kalmykova, V.A. Krutetsky, D.B. Elkonin, etc.) emphasize the importancelearning activitiesfor the formation of creative thinking, cognitive activity, the accumulation of subjective experience of the creative search activity of students.

The experience of creative activity, according to researchers V.V. Davydov, L.V. Zankov, V.V. Kraevsky, I.Ya. Lerner, M.N. He suggests:

Transfer of previously acquired knowledge to a new situation,

Independent vision of the problem, alternatives for its solution,

A combination of previously learned methods.

Analysis of the main psychological neoplasms and the nature of the leading activity of the age period of younger students, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age on the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the processknowledgebut also in activities such ascreationandtransformationspecific objects, situations, phenomena,creative application knowledge gained in the process of learning.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition - the educational activity of the student, understood as a process of creative activity that forms their knowledge.

transformation - creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.

Creation - creative activity, involving the design of educational products by students in the areas studied.

Creative application of knowledge - the activity of students, which involves the introduction of the student's own thoughts in the application of knowledge in practice.

All this allows us to define the concept of "creative activity of younger students" asa productive form of activity of elementary school students aimed at mastering the creative experience of cognition, creation, transformation, use of objects of material and spiritual culture in a new capacity in the process of educational activities organized in cooperation with the teacher.

1. Creative tasks in elementary school

Any activity, including creative, can be represented as the performance of certain tasks. I.E. Unt, defines creative tasks as "... tasks requiring creative activity from students, in which the student himself must find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new." The effectiveness of the development of creative abilities largely depends on the material on the basis of which the task is compiled. For the effective development of the creative abilities of schoolchildrenthe use of heuristic methods should be combined with the use of algorithmic methods of creativity.

Based on the analysis of the literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.), the following requirements for creative tasks can be distinguished:

openness (content of a problem situation or contradiction);

compliance of the conditions with the chosen methods of creativity;

the possibility of different solutions;

taking into account the current level of development;

taking into account the age characteristics of students.

Given these requirements, G.V. Terekhovoffers a program that buildssystem of creative tasks , which is understood as an ordered set of interrelated creative tasks, constructed on the basis of hierarchically built methods of creativity, focused onknowledge, creation, transformation andobjects, situations, phenomena and aimed at developing the creative abilities of younger students in the educational process.

When selecting content for the system of creative tasks G.V. Terekhova took into account two factors:

the creative activity of younger schoolchildren is carried out mainly on the problems already solved by society,

creative possibilities of the content of primary school subjects.

The content is presented by thematic groups of tasks aimed at cognition, creation, transformation, use of objects, situations, phenomena in a new quality. Each of the selected groups is one of the components of the creative activity of students, has its ownpurpose, content, involves the use of certainmethods, performs certainfunctions. Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.

Table 1.1. – “Thematic series of groups of creative tasks”

Creation
transformation
Use in a new capacity

Literacy education
Artistic labor
The world

“Country of unfinished business”

Consideration of problems identified by students from various fields of knowledge

transformation
Use in a new capacity

The world
life safety fundamentals

“Natureless technical world”

Studying the problems associated with the replacement of natural materials with artificial ones

transformation
Use in a new capacity

Artistic labor

“Yes-Netki”

Study and explanation of phenomena, situations; studying the features of objects through asking questions

Cognition

Maths
The world
Literacy education
Literary reading
Russian language
Artistic labor

“Safety"

Consideration of human safety issues in various areas of life, human behavior in extreme conditions (safe training of athletes, protection of a person in an accident; protection from poisoning, preservation of vision)

Creation
transformation
Use in a new capacity

The world
life safety fundamentals
Artistic labor

“Decent answer”

Analysis of people's behavior in violation of the norms and rules of communication

Cognition
Use in a new capacity

Literacy education
Literary reading
The world

“What is good?"

Analysis of the norms of moral behavior (responsibility for one's actions, kindness, justice, honesty, diligence, conscientiousness, empathy)

Cognition

Maths
The world
Literacy education
Literary reading
Russian language
Artistic labor

Creative tasks are differentiated according to such parameters as:

the complexity of the problem situations contained in them,

the complexity of the mental operations necessary to solve them;

forms of representation of contradictions (explicit, hidden).

In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.

Tasks III (initial) level of complexity given to first and second grade students. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed to develop creative intuition and spatial productive imagination.

Tasks of II level of complexity are one step lower and are aimed at developing the foundations of systemic thinking, productive imagination, predominantly algorithmic methods of creativity. Under the object in the tasks of this level is the concept of "system", as well as the resources of systems. They are presented in the form of a vague problem situation or contain contradictions in an explicit form. The purpose of tasks of this type is to develop the foundations of students' systemic thinking.

Tasks I (highest, high, advanced) level of complexity . These are open tasks from various fields of knowledge containing hidden contradictions. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.

Task examples:

Lesson "IT'S ME"

Target : Each student creates a self-portrait.

Material : Large sheets of paper, about the size of a child (you can use the back of the wallpaper, old newspapers, but you will have to draw on them with bright felt-tip pens), pencils, paints, felt-tip pens, color pictures from old magazines and books, colored pieces of paper, glue.

Lesson progress

Teacher: Today we will draw full-length self-portraits. Who knows what a self-portrait is?

Children's answers: this is when not someone draws you, but when you draw yourself.

Teacher: Yes, when a person draws himself(Adoption).

Student: this is when you yourself are the author of your portrait.

Teacher: Yes, when a person himself is the author of his portrait(Adoption).
Children may not know the meaning of the word "self-portrait". Therefore, the teacher can receive, for example, the following answer: "This is when the portrait is in the car."
In accordance with the general principles of conducting classes, such an answer is also accepted and supported by the teacher:“Yes, the portrait can be in the car, and against the background of the car, and on the couch - anywhere (Adoption). Portrait - this is an image of a person; self-portrait means that a person is the author of his own portrait, he paints himself” (explanation).
It may also be that the facilitator does not receive any answers to his question. In this case, he himself reveals the meaning of the word "self-portrait".
Teacher: Maybe someone knows a way how to quickly draw a full length portrait?

Children's answers: become a real artist, call an artist, call a drawing teacher.

Teacher: Yes, they could draw very good portraits (acceptance). But it would be a self-portrait or just a portrait

Children's answers: it would just be a portrait.

Teacher: And we will draw a self-portrait. But we are not artists. How could we try to draw a self-portrait?

First way : a sheet of paper is attached to the wall, a person leans against it, and someone traces its outline with a pencil or felt-tip pen.
Second way : a person lies down on a sheet of paper, and someone traces his outline.Third way: illuminate a person and circle his shadow on paper.
If children do not name such methods, they should be offered them. They choose the way they like best. Children can invent other ways.

While drawing the contours, the children work in groups of four (two hold the sheet against the wall, one leans, one traces); two (one lies, the other circles) or three (one lies, two circles).

After the outline of each child is drawn, it is proposed to color it in the way the students want. Everyone can draw their own clothes - the most beautiful, the most fashionable, perhaps the oldest.
This is one of the central points of the lesson. The child gets the opportunity to immerse himself in himself, to be alone with himself, to make his own choice. He can draw himself either seriously or playfully. He can draw clothes that he has never had in his life, or that he would like to wear, but he is not allowed.

If a child does not like something in a self-portrait, he can explain this by the convention of the lesson.(“We are not artists.”) The important thing is that the child is trying to do what he wants, and he is the only expert of his creation. The teacher should be interested in what the children are doing, show surprise and admiration:

- You seem to love jeans!

- Oh, the sweaters suit you!

- What a lovely princess costume!

Then the children are invited to look in the mirror and draw their face - the way they would like to see it. (Or you can first draw your face, and then look in the mirror.) At the same time, the leader necessarily reminds the children: “Of course, we are not artists, and the face may turn out to be different. It doesn't matter. Maybe the color of the eyes will be similar, or eyelashes, or a smile, or, conversely, there will be no smile. It doesn't matter. Draw the way you want."
After the portraits are created, they are attached to the wall in the classroom and each of the children is invited to tell about himself: what is his name, who are his parents, where does he live, what kind of house does he have, what does he like. As the story progresses, the facilitator provides unconditional support and acceptance.
Sometimes the child refuses to talk about his family, to talk about his home.

This reaction of the child is also accepted by the teacher: “Yes, sometimes you don’t want to tell anything. We'll just see what kind of portrait you get."
At the same time, it is necessary to note what turned out well: a good color or a well-defined mood.

Mastering the Dichotomy Method in the Yes-No Game

Dichotomy - a method of dividing in half, used for the collective fulfillment of creative tasks that require search work, is represented in pedagogical activity by various types of the Yes - No game. As part of the additional curriculum, the following Yes-Nos can be used.Recognize the object by description.

1. The attributes of the object are listed (topic "Object and its features"):
made of sand, similar to the expanse of water, can be of any color.

2. The differences between the sense organs of the hidden animal, which is among the row presented on the sheet, are listed (theme "Sense Organs"):

5 eyes, and all on hand (starfish);

An animal whose olfactory organ is located on the tongue (snake);

An animal that "sees" with its nose (dolphin);

An animal that does not have eyes, legs, ears, but they can "see" with their skin (earthworms);

An animal that has organs of touch and smell on the antennae (butterfly);

An animal that does not distinguish colors, in which the organ of touch is located on the mustache (cat);

An animal to which the nose can replace the eyes (dog);

For this animal, vision is replaced by hearing and vocal organs (bat);

Animals that hear with their whole body and can find their way by smell (fish);

An animal in which the organs of smell and touch are on the hand (elephant);

These animals have amazing vision - a very wide angle of view, allowing you to see everything around (birds);

The eyes of this animal see better at night than during the day, sensitive ears hear prey from a long distance (owl);

An animal whose sense organs are very similar to those of humans (monkey).

3. Find the hidden object.

A number of geometric figures are offered, among which students find a hidden figure (the topic "Material");

A number of objects depicted in an implicit form are offered: a telephone, a book, a cat, a star, a sound, a bouquet, a gift, a wind (the theme is “Thinking”);

A number of objects are offered, located in the table. It is required to guess the object using the sign of location (the topic "Attention").

4. Determine the age of a person: a description of the actions of people characterizing their age is given (the topic “Sign”, “Time”).

One day, on the threshold of a modest sophomore's abode, a stately gray-bearded old man, Professor Ulm James, appeared. He stopped by to congratulate the young author on a successful article in the student magazine, and this unexpected visit set off daily conversations at James's house, over a cup of tea. How old was the young author?

The French doctor Alain Bombard, by his own example, proved that you can live quite a long time, fight the sea element and defeat it, left without water and food. Alain crossed the Atlantic Ocean in a rubber boat for 65 days without touching food and water. At what age did Alain accomplish his feat?

Masha was taken to the zoo. Here is the wolf. Masha immediately recognized him:
Why did you eat three pigs?
The wolf is silent.
Why did you hurt the three pigs?
The wolf tucked his tail.
Now sit in a cage, you bad gray wolf!
The wolf turned away. So he is ashamed. So he won't be anymore. How old is Masha?

One Christmas, his father gave Heinrich a book by Georg Ludwig Erer "A World History for Children", in which the boy saw a drawing for the myth of Troy. The boy joyfully exclaimed: "Father, you are mistaken, Erer saw Troy, otherwise he could not draw it!" "Son," he replied, "it's just an imaginary picture." But when asked by his son whether ancient Troy really had such walls, he answered in the affirmative. "Father," said Heinrich, "if there were such walls, they could not be destroyed." The father objected to the boy, but Henry stood his ground, and, finally, they decided that Henry would someday discover Troy. How old was the boy?

The older one was a smart boy. He studied well, read a lot and was able to speak convincingly. And so he began to convince his father that he would not offend the Younger and that everything would be in perfect order at home until his parents returned from the city.

Are you giving me your word? asked the father.

I give my word of honor, - answered the Elder.

Okay, my father said. We won't be home for three days. We'll be back on the thirty-first in the evening, at eight o'clock. Until then, you will be the master here. You are responsible for the house, and most importantly - for your brother. You will be his father instead. Look!

Exactly at midnight, little Hercules woke up. He lay in the dark, sucking his fist and listening with all his ears, because he was smart beyond his age. Suddenly he heard a fuss and rustling on the threshold, then a low whistle and hiss on the floor. The curious boy raised his head and peered over the edge of the cradle. At that very moment, he saw a large snake head next to his head. Hercules was a little scared and leaned back.

5. Solving problems for attention (topic "Attention").

In the suburbs of Paris - a cafe on the street. There sits a young man. The owner immediately calls the police: "I have a saboteur in my cafe." How did he know?

The man got caught in the rain. He had neither a hat nor an umbrella. When he got home, there was not a single dry thread on him, but not a single hair on his head was wet. How could this happen?

One driver did not have a driver's license with him. He entered the pedestrian part of the road and moved along it, pressing close to the shop windows. Ignoring the prohibition sign, he passed the intersection and stopped in front of a policeman. Seeing all this, the traffic controller did not stop the driver and did not fine him. Why?

A passer-by addresses a bitterly crying child:
- Be a good boy and don't cry.
"I can't be a good boy," was the answer, and it was the truth.

Interview with twins: "Are you brothers? - Yes! - Born on the same day? - Yes! - Are you twins? - No!" Why?(topic "Creative thinking").

The result of the repeated inclusion of the tasks "Guess the object", "Guess the phenomenon" should be a map -classification of real world objects , allowing the shortest way, purposefully narrowing the search field, to find a hidden object, a phenomenon, compiled by students under the guidance of a teacher.

The methods of creativity chosen by the teacher when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination.

Thus, the transition to a new level of development of creative abilities of younger students takes place in the process of accumulation by each student of the experience of creative activity.

1. The role of developmental education for the development of the creative personality of a younger student

In the modern school, a developing approach to organizing the education of younger students is gaining more and more popularity. The problem of developing a child's cognitive interest is solved by means of entertainment in learning - this is the emergence of necessary, non-standard situations with concepts already familiar to children, the emergence of new "whys", where, it would seem, everything is clear and understandable. Thinking, explaining the results, comparing, guessing, checking, observing, generalizing and drawing conclusions - this is the main thing that a child needs to be taught. The implementation of the goal is carried out with the help of exercises aimed at developing attention, observation, memory. Considering the stages of a child's thinking, one can outline the main line of his development - from practical thinking, constrained by a specific situation, to abstract abstract-theoretical thinking, infinitely expanding the scope of knowledge, allowing you to go far beyond the limits of direct sensory experience. Abstract, abstract-theoretical thinking, going far beyond the limits of sensory experience, only then has effective power, allows it to penetrate into the essence of cognizable reality, when it is inextricably linked with visual-sensory data. The forced development of abstract thinking, without sufficient concretization of the material to be assimilated, without connection with visual-practical and visual-figurative thinking, can lead to the formal assimilation of knowledge, to the formation of empty abstractions, cut off from living reality. The harmonious development of the personality involves the activation of all types of thinking, their improvement. The need to develop various types of mental activity stems from the specifics of productive, creative thinking. The process of discovering new knowledge does not occur in the form of strict logical reasoning, directly based on familiar patterns, either in a child who first learns the truths long discovered by mankind, or in a scientist who for the first time penetrates beyond the known. Summarizing the above, we note that one of the most important principles for the development of creative thinking is the optimal (corresponding to the goals of learning and the mental characteristics of the individual) development of different types of mental activity: abstract-theoretical, and visual-figurative, and visual-effective, practical thinking. systematically use tasks that contribute to the purposeful development of students' creative thinking, their mathematical development, the formation of their cognitive interest and independence. Such tasks require students to be observant, creative and original.

The goal of upbringing and education in modern society is a comprehensively developed personality. In this regard, pedagogical science and practice set the task: to theoretically substantiate and practically implement such training that would ensure the formation of a personality with high spiritual needs and developed cognitive abilities. This, in turn, dictates the need to build cognitive activity in the classroom in such a way as to ensure the development of students' creative activity.

The creative activity of a schoolchild differs from the creative activity of an adult in that the results of his activity are often not new in the universal human sense, but in the process of creating a new result for himself, the student models and forms in himself the skills and abilities of the creator necessary in future independent labor activity. Thus, the activity for the development of the creative activity of students in the classroom is a system of pedagogical influences of the teacher, aimed at developing in all students the ability to assimilate new knowledge, new ways of working with the help of acquired knowledge, skills.The study of psychological and pedagogical literature shows that developmental education meets the tasks of developing the creative activity of students. In developing education, the following task is set: not only to ensure that the child masters the scientific knowledge required by society, but also to ensure that at each lesson the student masters, and then, with an increasing degree of independence, uses the very methods of obtaining knowledge. Signs of such training are its intensity and the presence of a conscious developmental goal.

So, developmental education is such education, in which the forms, methods, techniques, means of teaching are aimed not only at mastering knowledge, skills, but also at the intensive comprehensive development of the student's personality; mastering by him the methods of obtaining knowledge, the development of his creative activity.

Developing education opens the way to success in pedagogical creativity for those who love their work and are interested in obtaining positive results. Many factors depend on its successful implementation: on the administration, on teachers, on the level of creativity that exists in the team, on the right atmosphere. Such training provides a full-fledged cognitive activity, and it, this activity, requires a high professional level from the teacher.

Developmental learning is focused on ensuring that children learn creatively, actively seek knowledge, acquire the ability to listen and hear, think meaningfully about their work and actively use the knowledge gained. Such training qualitatively changes the attitude of the teacher to the child, raising him to a higher level of cooperative relations. In addition, it contains not scattered recommendations, but a comprehensive solution to all school problems. The textbooks, built on the principles of developmental education, contain new content of education, new methods and forms of work, which are really aimed at revealing the individual inclinations and abilities of younger students. Developing education also attracts with its approach to understanding the importance of learning and development of each student. The richness of the content of education, the variety of methods of work of the teacher, based on special didactic principles and typical methodological properties of developmental education, make it possible to provide a variety of activities for students, allow the teacher to observe each child in terms of the success of his education and development. Good, trusting relationships between the teacher and students, saturated with positive emotions, the atmosphere of children's enthusiasm for learning - all this allows each student to realize himself in educational activities.

The core of developmental education is to achieve the maximum result in the overall development of schoolchildren. Therefore, the main path is aimed at the formation of knowledge, skills and abilities not by a large number of exercises or tasks, but by independent acquisition of new knowledge by the whole class. The engine of the process of cognition is the desire to learn something new, unknown. Children already at the very beginning of learning experience satisfaction from directed mental activity, the joy of completing a complex task.Teaching methods, built on the basis of the relevant didactic principles of developmental education, appeal not only to the intellect, but also to feelings - the "gates of virtue" of children when they discuss a new, difficult issue for them, freely express their judgments and opinions.Of exceptional importance for the child is the opportunity to share his personal observations in the classroom. At the same time, the teacher does not lose his leading, organizing role, but at the same time becomes a participant in the collective process of cognition. In his work, the notes of "command" that usually sound strongly in elementary school disappear.

Thus, developmental education is increasingly being asserted as a key psychological and pedagogical principle of organizing the educational process, on which the effectiveness of the reorientation of the education system towards the development of a creative personality largely depends.

The ultimate goal of developmental learning is to have a need for self-change and be able to satisfy it through learning, i.e. want, love and be able to learn.For the first time, a child declares himself as a subject at preschool age (I myself!). But preschoolers have neither the need for self-change, nor the ability for it. Both that and another can develop only at school age. But whether this opportunity will be realized depends on a number of conditions that develop in the learning process.Crossing the threshold of the school, the child immediately falls into submission to the requirements and norms, which are rigidly determined by the program, textbooks, teacher. There is no room left for the child to realize himself as a subject. But one should not look for an explanation of this fact in the underestimation of the laws of development, in the evil will of the teacher, in the undemocratic nature of the school education system. The conflict situation is generated by the very content of schooling, which is based on methods for solving typical problems.

Conclusion

At present, due to the humanization and humanitarization of education, teachers have received great opportunities for the implementation of creative ideas. Particular attention is paid to creating conditions for the development of creativity in the activities of the child, the formation of positive motivation for educational work.

In Russian education, the principle of variability has been proclaimed today, which makes it possible to develop and test author's programs and pedagogical technologies. The main criterion for evaluating pedagogical technology is its efficiency and effectiveness, the creation of conditions for the development of students' creative abilities. It is in creativity that there is a source of self-realization and self-development of a person who is able to analyze emerging problems, establish systemic connections, identify contradictions, find their optimal solution, and predict the possible consequences of the implementation of such decisions.

Purposeful, intensive development becomes one of the central tasks of education, the most important problem of its theory and practice. Developmental learning is learning in which students not only memorize facts, learn rules and definitions, but also learn rational methods of applying knowledge in practice, transferring their skills and knowledge both to similar and changed conditions.

The optimal condition for the intensive development of the creative abilities of schoolchildren is their systematic, purposeful presentation in a system that meets the following requirements:

cognitive tasks should be built on an interdisciplinary, integrative basis, contribute to the development of the mental properties of the individual - memory, attention, thinking, imagination;

tasks should be selected taking into account the rational sequence of their presentation: from reproductive, aimed at updating existing knowledge, to partially exploratory, focused on mastering generalized methods of cognitive activity, then to actually creative, allowing to consider the studied phenomena from different angles;

the system of cognitive tasks should lead to the formation of fluency of thinking, flexibility of the mind, curiosity, the ability to put forward and develop hypotheses.

It is generally accepted that creativity manifests itself in the creation of some product (material or mental - for example, solving a problem), if this product is new, original, that is, creative. There are technologies based on a new approach to understanding creativity. Creativity is a person's realization of his own individuality; it does not necessarily create a product.
The very concept of "individuality" has several meanings.
First, individuality indicates the fact of the existence of an individual; individuality is some kind of living integrity. This is how it is understood in the biological sciences. Secondly, the concept of individuality indicates that one individual is not like another; these differences between individuals are studied in psychology as individual. Thirdly, the concept of individuality indicates that each person is unique and unrepeatable.

Thus, individuality is unique and inimitable, its awareness by a person and presentation to other people is already a creative act. In this case, a systematic appeal to the emotional sphere is the main condition for the development of the creative talent of schoolchildren. In order to contribute to the realization of the child's creative potential and the development of his giftedness, an adult must contribute to his emotional self-expression. To do this, it is necessary to create such conditions in which the child lives, realizes and expresses various emotional states. Emotions should not be analyzed, but lived by the students. The choice of this or that technology, tasks remains with the teacher, who composes the tasks depending on the age of the children and their level of preparation. It is important to bear in mind that when completing assignments, only the desire to work is evaluated, assignments are not evaluative, but developmental in nature.

List of used literature

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Andreev V.I. Pedagogy: Proc. course for creative self-development. / V. I. Andreev/ / - 2nd ed. - Kazan: Center for Innovative Technologies, - 2014, - P. 123.

Vinokurova N.K. The best tests for the development of creative abilities./ N.K. Vinokurova //- M.: Ast-Press, 2014 - S. 54 - 60.

Gin A.A. Methods of pedagogical technique. Freedom of choice. Openness. Activity. Feedback. Ideality: A guide for the teacher./ A.A. Gin// - M.: Vita-Press, 2015 - S. 92 - 97.

Konstantinova L.B. Development of creative abilities of younger students. / L.B. Konstantinov// Primary School. - 2013, No. 7, pp. 66-71.

Luk A.N. Psychology of creativity./ A.N. Onion// - M.: Nauka, 2014 - S. 121.

Manina O.V. Logic lessons as a means of developing the intellectual and creative abilities of younger students. / O.V. Manina// Primary School. – 2014, No. 4, p. 63-65.

Nikitina A.V. Development of creative abilities of students. / A.V. Nikitin// Primary School. – 2001, No. 10 p. 34-37.

Ushachev V.P. Teaching the basics of creative activity: Proc. allowance. / V.P. Ushachev// - Magnitogorsk, 2013. - S. 104 - 106.

Shamova T.I., Davydenko T.M. Management of the educational process in an adaptive school. / T.I. Shamova, T.M. Davydenko/ / - M.: Center "Pedagogical Search", 2014. - S. 50 - 55.