home Auditorium 7 Manifestations of independence of children of primary school age in significant activities. Coursework: Pedagogical paths and conditions for the formation of independence in the activities of junior schoolchildren

Manifestations of independence of children of primary school age in significant activities. Coursework: Pedagogical paths and conditions for the formation of independence in the activities of junior schoolchildren

Ministry of Culture of the Russian Federation

Kemerovo State University of Culture and Arts

Institute of Music

Department of Pedagogy and Psychology

Formation of independence and hard work in younger schoolchildren

Course work

Executor:

Sherina Alexandra Valerievna,

student of group FEA-091

Scientific adviser:

Grigorenko N. N.

Head department:

Grigorenko N. N.

Kemerovo

Introduction

1.1 Definition of the concept of “independence”

1.2 Definitions of “hard work”

2.1 Age and individual characteristics of younger schoolchildren

2.2 Development of independence in the learning process

2.3 Labor is an important factor in education

2.4 Assessing the level of independence and hard work in younger schoolchildren

Conclusion

Bibliography

Annex 1

Appendix 2

Appendix 3

Introduction

Hard work and independence are two of the most important human qualities that need to be developed from childhood.

Preparing the younger generation for life, and in particular for work and independence, is one of the urgent tasks in personal development. That is, from an early age you need to start teaching how to work, in fact, instilling respect and love for work and independence.

The cultivation of these qualities in the younger generation is considered as one of the most important factors in the formation of a comprehensively developed personality, since they are a means of developing the physical, spiritual, moral and creative powers of a person.

The goal of instilling industriousness in modern conditions is to prepare students for activity, to form in them an attitude towards work as a need. To achieve this goal you need:

to form in students firm convictions that work is everyone’s responsibility;

to cultivate hard work, discipline, social and labor activity, responsibility, and a creative attitude to work.

An important quality is independence. The ability to clearly set a goal and achieve it without the help of others. You need to take care to form it in childhood, otherwise later it will be too late when the child “sits on your neck.”

In this work, we consider the conditions for the formation of these qualities at primary school age. This age is most deeply and meaningfully represented in the works of V.A. Averin, L.V. Kuznetsov, D.B. Elkonin, L. F. Obukhova, P. I. Pidkasisty, V. V. Davydov, L. V. Zankova and others.

If at this age the qualities in question are not instilled in students, then they will grow up to be “worthless” people, they will not be able to realize themselves in life, and in the future this can lead to isolation and a feeling of uselessness in society. They simply will not be able to do anything for themselves, and they will be generally useless in society.

Various aspects of labor education were studied by Aksenov D.E., Alekseev S.N., Makarenko A.S. The works of Marx K. and Engels F., E.A. Faraponova, A.Ya. Zhurkina, I.I. Zaretskaya, Chernyshevsky N. G., Ushinsky K. D.

Morozov M.F., Shiyanov E.N., Kotov I.B. have many valuable works on independence. and many more etc.

As we can see, the degree of study of the literature on this problem is quite high. This interested scientists before, and it interests them today.

The purpose of this work is to consider the conditions for the formation of independence and hard work at primary school age.

To do this, you must complete the following tasks:

1. Study the content of the concepts - “independence” and “hard work”;

2. Consider the main characteristics of primary school age;

3. Study the literature on this problem;

4. Determine the main conditions for the formation of these qualities at a given age;

The object of the study is the development process of a primary school student. The subject of the study is the development of independence and hard work at this age.

Research methods - analysis of psychological and pedagogical literature, comparison, questioning.

The study took place on the basis of the MBOUDOD “Center for Children and Youth Tourism and Excursions (Young Tourists) named after. Double-core" Kemerovo. Primary school students took part in the study. Students took part in the survey.

The work consists of an introduction, two chapters (2 and 4 paragraphs), a conclusion and a list of references. The first chapter discusses the concepts of “independence” and “hard work”; the second chapter contains characteristics of primary school age, as well as the main conditions for the formation of independence and hard work at this age. A practical part is given with the level of development of these qualities at the age in question. In conclusion, the main conclusions on the studied problem are given, as well as a list of literature used in this work.

The work attempts to analyze and systematize the basic psychological concepts: hard work and independence, readiness to work, needs and motives for work. Personal components of readiness for work and independent work, as well as psychological and pedagogical conditions for their formation, have been identified. All this together constitutes the psychological content of instilling hard work and independence in the younger generation.

Chapter 1. Independence and hard work

§1.1 Definition of the concept of “independence”

In pedagogical literature, student independence has been considered as one of the leading principles of learning since the end of the 18th century. The issue of developing the independence and activity of students is central in the pedagogical system of K.D. Ushinsky, who substantiated the ways and means of organizing independent work of students in the classroom, taking into account the age periods of training. In the 70-80s. Natural methodologists A. N. Beketov and A. Ya. Gerd proposed a system for organizing various practical independent works (experiments, observations, etc.).

The theorists of the labor school (G. Kerschensteiner, A. Ferrier, etc.) solved the problem of increasing the independence of students by stimulating their “mental initiative”, using manual labor as the main educational means.

In the 20s 20th century A comprehensive education system and other forms of individualization of education played a certain role in the development of the theory of student independence.

The emergence of a need for independence indicates that a person has reached a fairly high level of development, which is characterized by the desire to take his own, fairly independent position in the structure of emotional, informational, professional and other connections with other people.

Independence is one of the leading qualities of a person, expressed in the ability to set certain goals for oneself and achieve them on one’s own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.

Independence is independence, freedom from external influences, coercion, and the ability to exist without outside help or support. Independence can be a quality, a property, of both an individual person and a community. The desire to act independently does not exclude the possibility or even the desirability of outside help, since a person depends on many circumstances and other people influencing him. But some people melt these influences in their minds, and in the end they get something of their own, unique and special; others blindly copy other people's experience, imitate everyone and everything, do not have their own face and a specific position.

“When determining the degree of independence of students, teachers, as a rule, take into account whether he is able to rely on his own strengths, whether he has a personal opinion, whether he can act on his own initiative, whether he knows how to correctly evaluate himself.” (Pedagogy P.I. Pidkasisty).

Effective independence includes such additional components as the ability to correctly assess one’s capabilities when setting and accepting a goal, activity and initiative in finding ways to implement it, perseverance in achieving it; a sense of responsibility for the work done and the desire to do it well: self-confidence and in the results achieved, adequate self-esteem, habit and ability to analyze the reasons for success and failure in work.

Fostering independence is impossible without developing motivation for independent activity and consistently increasing its level. According to Z. F. Ponomareva, the formation of independence in socially useful activities is mediated by corresponding motives. Fostering independence should be based on motives associated with the individual’s awareness of the results of his work.

N. A. Lukyanova considers independence as a personality quality that presupposes the desire for independent activity, the need for it and the mastery of such methods of behavior that allow all this to be realized. She comes to the conclusion: when the motives for independent work and the way of doing it in labor lessons become stable, we can assume that independence has acquired the status of a general quality of behavior.

Scientists distinguish levels of formation of independence, based, first of all, on what content can be learned during training without external help. The authors distinguish between independence in reproductive activity (based on a predetermined sample, means, rule, formula, etc.) and creative independence, when changes are made to the implementation of the proposed action (i.e., not in following the knurled rails to obtain a product, but in the very fact of finding some new, somewhat different path). There are several levels of creative independence: from the simplest forms (combining previously known separately means) to the desire to independently pose problems and solve them.

Independence is considered as a personality quality akin to activity and initiative. Personal activity in a developed form is a person’s desire and ability to make socially significant changes in various types of activity. The highest form of activity is initiative, which can be considered as the desire and ability of the subject to rise above the level of the requirements of the situation, to set goals that are redundant from the point of view of the original task.

Thus, independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.

Personal independence is associated with the active work of thought, feelings and will. This connection is two-way: 1) the development of mental and emotional-volitional processes is a necessary prerequisite for independent judgments and actions; 2) judgments and actions that emerge during independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of decisions made despite possible difficulties.

This quality gives the ability to focus on one’s personal positions, make one’s own decisions and implement them, regardless of situational external influences. (Encyclopedia. General and social psychology.)

§1.2 Definitions of the concept of “hard work”

Hard work is an innate need for activity. Already in the first years of a child’s life, his games contain elements of labor, overcoming and self-improvement, which require encouragement and support. Children's play is the beginning of a child's introduction to increasingly complex activities, and then to work. It is important that children in the family have constant and clearly defined responsibilities, the presence of which and periodic verification of their fulfillment instill in the child a sense of his usefulness and skill. Punishment with labor is unacceptable. On the contrary, it is important to create situations where any assignment will be a reward, a special form of trust.

Hard work is a character trait consisting of a positive attitude towards the work process. Manifests itself in activity, initiative, conscientiousness, passion and satisfaction with the work process itself. Psychologically, hard work presupposes an attitude towards work as the main meaning of life, the need and habit of working. (Dictionary of psychologist - practice / compiled by S. Yu. Golovin).

Nikolai Gavrilovich Chernyshevsky, the great Russian revolutionary democrat, scientist, thinker, writer and critic, highly valued work as a means of physical and moral education. “He saw in work the foundations of human coexistence, and considered it necessary to cultivate in the younger generation a love of work and hatred of parasitism, the ability to combine word with deed and the desire to work for the common good.

Konstantin Dmitrievich Ushinsky - the great Russian teacher, the founder of Russian pedagogical science and public school in Russia - highly valued work, pointed out that it is labor that creates values, and castigated idleness and parasitism. He attached great importance to physical labor, considering it useful to combine physical labor with mental labor in human activity.

Speaking about work and its educational significance, he quite correctly pointed out that “teaching is work and should remain work, but work full of thought.” Education, in his opinion, should develop in a person love and the habit of work.

The Russian language dictionary gives the following interpretation of this word: diligence is “love of work, diligence in work.” However, in relation to pedagogical and psychological views, the meaning of the word “hard work” has greatly expanded the boundaries of the explanatory dictionary.

This is also the habit of working; responsible attitude towards one's duties; exactingness towards the method and results of one’s work, self-critical analysis of activities; intolerance to manifestations of laziness and irresponsibility; creativity; combination of diligence and initiative; conviction in the necessity and importance of work both for one’s own existence and development, and for society as a whole.

A.I. Kochetov and V.I. Petrova in their work “Education among Schoolchildren” point to the core quality of hard work, which unites all components of readiness to work. The level of its development is an indicator of the formation of the need for labor and work experience.

The works of many authors say that labor should be free. Unfree labor not only does not elevate a person morally, but reduces him to the level of an animal. Labor can only be free if a person himself undertakes it, recognizing its necessity; forced labor, for the benefit of another, destroys the human personality of the one who works, or, more accurately, works. Labor is not play or fun; he is always serious and heavy; only a full consciousness of the need to achieve one or another goal in life can force a person to take upon himself the burden that constitutes a necessary accessory to any true work.

“Unfortunately, among modern schoolchildren there are still quite often children who do not have diligence, the habit of work, hard work, constant mental and physical stress. Moreover, a considerable part of them do not have even the most basic labor skills.” (Alekseev S. N., Semykin N. P. Wise school of labor.)

Folk wisdom is rich in proverbs and sayings about work: “Work is the head of everything!”, “Work is always useful!”, “Without work you can’t pull a fish out of the pond”, “Hands teach the head”, “Business - time, fun - one hour! etc. They all affirm his omnipotence. Folk traditions, legends, fairy tales are filled with pride in a person who knows how and loves to work: their heroes are dexterous, brave, hardworking, ready to bring happiness to people with their work; hard work and diligence overcome laziness and idleness; ingenuity and resourcefulness, perseverance and determination help the heroes overcome treachery and cruelty, violence and natural disasters.

This is no coincidence. Only labor is capable of giving a person what is not given to him directly by nature. As Karl Marx explained, labor is a process that occurs between man and nature, when man, through his activity, exchanges substances between himself and nature. The result of this interaction is always twofold: on the one hand, a person changes and transforms the surrounding reality, on the other hand, he certainly changes himself, affirms and develops as a person. Moreover, no other form of human activity (game, communication, etc.) has such a serious formative impact on him as work. (Family and children: education of hard work / A. K Beshenkov).

Speaking about work, we can also highlight creative work, which is possible only when a person treats work with love, when he consciously sees joy in it, understands the benefits and necessity of work, when work becomes for him the main form of manifestation of personality and talent.

Such an attitude towards work is possible only when a deep habit of labor effort has been formed, when no work seems unpleasant if there is any meaning in it.

Creative work is completely impossible for those people who approach work with fear, who are afraid of the feeling of effort, who are afraid, so to speak, of the sweat of labor, who at every step do nothing but think about how to quickly get rid of work and start something other. This other thing seems attractive to them until they take it up.

It is necessary to point out one more circumstance, to which, unfortunately, we attach little importance. Labor has not only social and production significance, but is also of great importance in personal life. We know well how much more fun and happier people live who know how to do a lot, who succeed and manage everything, who will not get lost under any circumstances, who know how to own and command things. And vice versa, those people who always cause our pity are those who become stumped before every trifle, who do not know how to take care of themselves, but always need nannies, then friendly service, then help, and if no one helps them, they live in uncomfortable environment, sloppy, dirty, confused.

Drawing a conclusion from this chapter, we can say that trust, sympathy and respect are aroused by the person who willingly takes on any work, does it with excitement and fun, does not whine, does not complain that he does not like this work, that he was tortured by unbearable labor, he is tired, it’s time to rest. Hardworking, diligent, obligatory, one in whom the habit of work has become a character trait, second nature, is always recognized and valued by people as a person who has the most important quality for an independent life. Conversely, a lazy person, unaccustomed to long-term work stress, is perceived as a worthless, unprepared, socially immature person who will not bring happiness to himself or others in life.

Chapter 2. Junior school age. Independence and hard work of junior schoolchildren

§2.1 Age and individual characteristics of younger schoolchildren

primary school age independence hard work

“Each age represents a qualitatively special stage of mental development and is characterized by many changes that together constitute the unique structure of the child’s personality at this stage of his development. In the process of historical development, the general social conditions in which the child develops change, the content and methods of teaching change, and all this cannot but affect the change in age stages of development” (A.V. Petrovsky).

Preschool childhood is over. It was during this period that the formation of basic personal formations took place. The fate of any person largely depends on how he spent his preschool childhood. A good preschool teacher can give a forecast for the development of his pupil: what kind of life awaits the child, whether he will be happy or unhappy, whether he will become a winner or will be a loser.

With the entry into school life, a new era opens up for the child. How do these two eras differ for him? L.S. Vygotsky said that parting with preschool age means parting with childish spontaneity. As if developing this idea, another American psychologist, R. Berne, warns that when entering school childhood, a child finds himself in a less lenient, and therefore more demanding and harsh world. The child himself needs to understand his relationships with teachers and peers. He needs to face the demands on himself and on what he does alone. For the first time, a fundamentally new type of activity opens up for him - educational activity.

School education makes new demands not only on the child’s knowledge and skills, but also on the qualities of his personality, which are formed in the process of learning due to the new nature of the child’s relationships with the people around him: having become a schoolchild, he begins to carry out a serious social work. Now his relationships with other people are largely determined by the assessment of his learning and behavior at school.

That is, upon arrival at school, the child finds himself in a new social development situation and is faced with a new activity, which becomes the main one. If until this time, in all previous years, the main subjects of the social development situation were “child - adult”, then with the child’s arrival at school it is differentiated: the “child-teacher” situation permeates the child’s entire life. It becomes a kind of center of the child’s life, determining the child’s relationship with both parents and peers.

Despite the fact that during this period the main activity becomes educational, The game continues to occupy the same important place. Younger schoolchildren still have role-playing games, but they differ from the games of preschoolers both in plots and in specific content. Games based on the plots of important social events, literary works, and films predominate. The content of games is mainly actions and deeds that allow one to identify qualities such as courage, courage, resourcefulness, etc. The main significance of role-playing games of this age is that by demonstrating certain valuable qualities in the game, the child can more easily master them . In addition, taking on a certain play role often helps the child cope with real difficulties.

Primary school age is a very important period in the formation of a child’s personality, his moral qualities, and in mastering norms of behavior. The younger schoolchild gains experience of life in a team (with the members of which he has non-family or playful relationships) and this is of decisive importance for his further moral development. Although, upon entering school, the student immediately becomes part of the school community, the child’s true collective relationships are formed gradually. At first, the child only has a need to communicate with peers. During this period, the child does not yet feel like a member of the team and does not show interest in the successes of his comrades. In the 2nd grade, children begin to consider their behavior not only from the point of view of personal interests, but also from the point of view of members of their team, and become more sensitive to comments made to them in front of their classmates. Certain forms of mutual assistance are emerging. In the 3rd and 4th grades, their place in the school team becomes very important for children; they strive to enjoy the trust and respect of their comrades, so fulfilling the requirements of the team usually becomes not only a necessity for the child, but also a requirement.

During primary school age, the child learns to manage his feelings, their circle expands; feelings become longer, deeper, more stable. There is a significant development of higher feelings (moral, intellectual, aesthetic). At the same time, the formation of moral feelings is ahead of the child’s awareness of moral norms. Often a child cannot explain why he should act this way and not otherwise, but his moral sense tells him what is good and what is bad. Height also places demands on strong-willed qualities. Gradually, the younger student learns to manage his behavior, restrain his feelings, suppress unexpected desires, and becomes less impulsive in his behavior. Gradually, he begins to develop valuable volitional qualities: perseverance, determination, independence, perseverance, endurance, hard work, self-control. (Pedagogical encyclopedia I. A. Kairov).

At this age, the child’s “sense of adulthood” is very pronounced. An indicator of the emergence of a sense of adulthood can be considered: the emergence of desires and demands of an “adult” towards oneself on the part of others, the desire for independence and the desire to protect some areas of one’s life from the interference of adults, the presence of one’s own line of behavior, one’s own views and the desire to defend them. Therefore, it is very important to adequately respond to the child’s manifestations of a sense of adulthood.

At this age, great changes occur in the child’s cognitive sphere. Memory acquires a pronounced cognitive character. Changes in the area of memory are associated with the fact that the child, firstly, begins to realize a special mnemonic task. He separates this task from every other. Secondly, at primary school age there is an intensive formation of memorization techniques. From the most primitive methods of memorization (repetition, careful long-term examination of the material), the child at an older age moves on to grouping and understanding the connections of different parts of the material.

Educational activities contribute to the development of a child's cognitive abilities. At school, in a relatively short period of time, he must master the system of scientific concepts - the basis of the sciences. The system of scientific concepts has been created over thousands of years. What humanity has created over many centuries, a child must learn in a small number of years. This task is very difficult! The process of mastering a system of concepts, a system of sciences cannot be considered as a matter of memory alone. The child is required to develop mental operations (analysis, synthesis, reasoning, comparison, etc.). In the process of schooling, not only individual knowledge and skills are acquired, but also their generalization and, at the same time, the formation of intellectual operations. The words of L.S. are well known. Vygotsky: “Awareness and volitionality enter consciousness through the gates of scientific concepts.” (Obukhova, L.F. Developmental psychology).

So, primary school age is the period of a child’s life from 6-7 to 10-11 years old, when he is studying in the primary grades (grades 1-4) of school. It is typical for this age that educational activities become the leading activity. The student moves from play to learning as a fundamental way of mastering human experience. (Dictionary of psychologist - practice / compiled by S. Yu. Golovin). Moral qualities develop, norms of behavior are realized, and a sense of collectivism and mutual assistance is formed. Such qualities as perseverance, determination, independence, perseverance, endurance, hard work, and self-control develop. That is, this age is suitable for the formation of the qualities we are considering - independence and hard work (it is important not to miss this moment).

§2.2 Development of independence in the learning process

Independence develops as the child grows up and at each age stage has its own characteristics. At each stage, it is necessary to wisely encourage children's independence and develop useful skills and abilities. Limiting a child’s independent activity leads to personality suppression and causes negative reactions.

One of the methods for developing independence at primary school age is independent work. Independent work of students, individual or collective educational activities carried out without the direct guidance of a teacher. From an organizational point of view, independent work can be frontal (class-wide) - students perform the same task, for example, write an essay on a given topic; group - to complete the task, students are divided into small groups (3-6 people each); steam room - for example, when conducting experiments; individual - each student completes a separate task. The most common types of independent work: working with a textbook, reference books or primary sources, solving problems, doing exercises, writing, presenting, observing, constructing, modeling, etc.

The process of fostering independence requires a lot of patience from teachers. It is important to teach students: to accept criticism and respond adequately to it; responsibility (and its prerequisite is the possibility of choice - conscious and voluntary decision-making); internal discipline, which presupposes, in addition to the strict fulfillment of duties, meaningful activity into which creativity and the desire for public benefit are introduced. It is internal discipline, and not diligence “from now to now” that distinguishes an independent person. He controls his actions, not them.

Independent people can only be raised by giving them independence. But not everyone strives for this - it is more convenient to deal with people who are conforming and not independent. As A. S. Pushkin wrote: “A person’s independence is the key to his greatness.” (Pedagogy P.I. Pidkasisty).

Educational activities must be effective. In order to get a result, the child needs to realize it in the form of a corresponding goal. Consequently, the conditions of mental development contribute to the development of the ability to independently formulate the goal of activity. But can a first-grader be considered independent? Very relative. Thus, one of the tasks of a first-grader’s mental development is to develop his independence, including mental independence. Along with effectiveness, educational activities are mandatory and, most importantly, voluntary. The arbitrariness of educational activity suggests that its successful implementation is possible if the child can voluntarily (including volitional regulation) control his emotions, motor activity, cognitive activity, and relationships with other people. All this is possible only in the presence of arbitrariness of all mental processes and therefore it can be considered leading in this triad. It is she who ensures the independent formulation of goals. This is what is needed to develop a plan to achieve your goals. It is she who allows the child to follow the dominant “need” instead of the dominant “want”.

For the development of voluntary behavior, it is important that a child is able not only to be guided by the goals that an adult sets for him, but also the ability to independently set such goals and, in accordance with them, independently organize and control his behavior and mental activity.

In the first and second grades, children are still characterized by a low level of arbitrariness in behavior; they are very impulsive and unrestrained. Children are not yet able to independently overcome even minor difficulties they encounter in learning.

Therefore, at this age, the education of voluntariness consists in systematically teaching children to set goals for their activities and persistently strive to achieve them, i.e. teach them independence.

At the same time, one should remember the powerful motivating value of the goal for overcoming difficulties. The goal then fulfills its constructive function when it is formed before the start of the activity and if it is connected with a not very large amount of upcoming work. Otherwise, the child refuses the activity. (Averin V.A. Psychology of children and adolescents).

Today it is generally accepted that the status and authority of an individual are largely determined by the level of formation of the intellectual sphere, the independence of its thinking, the qualities of the mind, the ability to argue the correctness of not only one’s point of view, but also to understand and accept the point of view of another person, to show resourcefulness, ingenuity, and wit. The level of development of independent thinking is associated with the ability to make thoughtful and informed decisions, the ability to predict the future, formulate a life strategy, build an adequate image of “I,” and navigate situations, people, and problems. That is why the development of independent thinking is one of the main tasks of learning. And properly organized group learning activities, based on students’ awareness of a common goal, on mutual assistance, mutual control and mutual learning, provide each student with maximum activity and independence. (Shiyanov E.N., Kotova I.B. Personal development in education).

“I’m used to having someone do things for me. From the first steps I was looked after by my mother, then by teachers. Almost complete lack of independence... - a young girl from the Kirovograd region, who did not identify herself, writes to the editors of Komsomolskaya Pravda. - They look after us without noticing and not knowing that they are doing something unreasonable. My whole life seemed rosy to me. But every day I began to encounter real life more and more often.” (Alekseev S. N., Semykin N. P. Wise school of labor.)

Using this vivid example, we see that independence is one of the necessary qualities that needs to be nurtured and developed. You cannot “put a child on your neck” - this will not lead to anything good. You'll only make things worse for him. More independence means more self-confidence, more chance to achieve something worthwhile in life.

§2.3 Labor is an important factor in education

We often say the words “hard work”, “hardworking”. But do we always think about what content we put into this concept? At first glance, everything is clear and simple. A hard worker is one who loves work.

Simple, but not really. For example, little Alyosha rushes to bring his mother slippers when she returns from work, and happily sets the table with her, but it’s hard for him to put away his toys, he doesn’t like it. So what is he like, hardworking or lazy? Is it even possible to educate a person so that he treats any work with love? To answer this question, consider the definition of the concept of “hard work.”

In V. Dahl's Explanatory Dictionary, a hardworking person is defined as diligent, hard-working, and intolerant of idleness. The capacious concept of “hard work” contains a deep, ambiguous content: here is the ability, the desire to work, and the ability to feel the joy of work. That is why hard work underlies the perception of labor as the primary need of life: without the ability and desire to work, without the ability to receive satisfaction from one’s work, it is impossible to treat it as a need.

Many parents, who seek to protect their child from work for the time being, think that hard work comes in adulthood, when a person has already chosen his path in life and is engaged in professional work. They reason approximately like this: if he has time to work hard, let him enjoy life for now, and if hard work is formed, life will force him to work. The deepest delusion!

No, if you don’t teach a little person to enjoy work the way he enjoys other aspects of life, work can turn for him into a forced, joyless activity, a burden, an unpleasant necessity. Fulfilling this need, a person will feel unhappy. Do you wish an unhappy fate for your child? Of course not. This means that only one thing remains: to cultivate hard work from an early age, especially since an early age is especially favorable for instilling the habit of work, mastering work techniques, and developing those personality traits and character traits on which a person’s position in work largely depends.

The famous Polish teacher, doctor and writer Janusz Korczak said that a good, valuable beginning is inherent in every child and the most important task of adults is not to destroy what nature has laid down, but to help the best to reveal itself. In his book “When I Become Little Again,” he invites adults to look at themselves through the eyes of children and try to understand them. The book begins with an epigraph - a dialogue between the reader and the author. “Raising children is a very difficult matter,” say adults. “Very difficult,” agrees Korczak. “It’s difficult because you have to stoop to their understanding,” the adults continue. “No, it’s difficult because you have to rise to their purity!” the writer objects.

Everything that has been said fully applies to the education of hard work. No children are lazy by nature; everyone can be raised to be hardworking. What is needed for this? What is hard work? Probably in work that is done with interest. And with interest they usually do work that is not only somehow attractive, but also familiar. If something doesn’t work out, everything, as we say, falls out of hand, and if it works out, then the matter “burns” in the hands of a person.

We already know two conditions: in order to love work, you must be able to work; To work with interest, you need work to be attractive. How to provide them?

Let us first consider the first of the conditions. There may be objections to this: you cannot teach everything in the world. What is it that the child was taught that he will treat with love, but what was not taught? Obviously, it is necessary to teach some general actions that make work easier, make it meaningful and attractive. And, above all, teach how to set a work goal, choose the most rational way to achieve it, and evaluate the results of your activities.

Some might say that this can hardly be taught to young children. However, he is wrong. The child begins to act purposefully in infancy. So they put him on his stomach, and he is trying to crawl because he wants to get a toy. If there is no goal in front of him, the baby will not move. And we deliberately place the brightest objects in front to achieve this goal.

The child grows up, goes to school, and begins to master academic work. And during this period, it is important not just to demand the completion of a task, but to help him master those methods of rational activity, thanks to which he will be able to complete it: teach him to plan homework, choose the sequence of work, ask himself the once favorite questions “what?” “how?”, “why?”, to be sure that the task was completed correctly, that the educational material was remembered.

Well, how to fulfill the second condition - to make work attractive? And is it possible for every type of work to be like this? Perhaps, if you consider that one or another type of activity may be attracted for various reasons.

One of them is the content and method of execution. Some like to sew, others like to work in the garden, others like to take care of pets, and others like to sculpt, draw, and carve.

The attractiveness of work can also be determined by its purpose. For example, cleaning the apartment and putting things in order in your corner is not that interesting. But the aesthetic pleasure of the established order, cleanliness, suddenly opened up space, and self-created comfort can evoke a positive attitude towards everyday uninteresting work at home.

It can also be attractive to know that through your work you are helping others, that you are caring for your loved ones and comrades. Such a moral experience of the sense of necessity of one’s work for others serves as a prerequisite for realizing the social, social significance of work in adulthood, when a hardworking person gets used to equally conscientiously performing any work needed by society, regardless of whether he likes it or not. The awareness of its necessity, the usefulness of one’s work for the common cause, becomes in this case an incentive to work.

Finally, the attractiveness of work can be determined by the way it is organized. This is of particular importance for instilling hard work at a young age. The favorite way to organize any activity in primary school is a game. Psychologists talk about play as the leading activity during this period of a person’s life. In play, a child learns about the world and masters the laws of human communication. And if, when organizing your work activity, you take this feature into account, you can achieve amazing success.

The playful form of work, joint activities with adults, make even those types of activities that previously seemed boring to the child interesting.

The child is drawn to communicate with elders, he strives to imitate them. After all, children most often play like adults, copying what they observe in the family, in the yard, with neighbors, at school, in the clinic, that is, in the social environment around them. And if adults invite children to play together, it inspires trust.

For example, you want to form in your child the habit of finishing the job he has started, constantly fulfilling his duties, but the child cannot get used to putting toys back in their place - they do not like this, from their point of view, a useless task. What if the work of putting things in order was turned into a game?

A game? Yes! But it is precisely this that forms the habit of finding each thing its place. And this is an interested attitude towards self-service, putting things in order, this is also a way to cultivate neatness, composure, and patience.

Also, in developing hard work in a primary school student, one must remember those personality qualities, moral and volitional characteristics that contribute to the development of hard work. And not only remember, but also pay attention to their development. What moral and volitional qualities are necessary for a person to grow up hardworking?

Observation, because children learn a lot about work actions and examples by observing the activities of adults and peers. The more attentive and observant children are, the more successfully their life experience, including work experience, is formed.

Persistence, because work is overcoming, overcoming the unknown, overcoming material, overcoming oneself.

Perseverance, because an indispensable sign of hard work is the ability and desire to complete the work started.

Curiosity, because without the desire to know skills will not be acquired, and without skills positive work experience will not be formed.

Demanding on oneself, because otherwise it is impossible to achieve conscientiousness and responsibility in completing tasks, to develop self-control skills, and attention to the quality of the results of one’s work.

Interest and ability to be creative, because it is creative search, non-standard solutions to assigned tasks, the desire to find rational methods for their implementation, to introduce novelty, that give rise to an interested attitude to work and bring satisfaction.

The desire to show care for others, because showing care for loved ones, comrades, one’s team as a result of work or the goal of work also contributes to a feeling of satisfaction, aesthetic pleasure in work. However, the motives for which the child tries are important: does he really feel satisfaction from being useful with his work, or does he do the work in anticipation of praise and reward? In the first case, he develops valuable moral qualities associated with the desire for mutual assistance, care, collectivism, in the second - selfish inclinations, which not only contradict the morality of our society, but also adversely affect the psychological climate of the family: the selfishness of children brings unhappiness, first of all , their closest people.

This means that raising a hardworking person is also a social task, in which work is a means of self-affirmation and self-development of a person. At the same time, this is a moral task, on the solution of which both the well-being of a growing person and the well-being of the family that raised him depend. Solving this problem must begin from early childhood. If already at this age the components of hard work are not laid down: curiosity and observation, concentration and patience, self-criticism and a caring attitude towards others, the ability to comprehend, plan and evaluate the results of work, in the future it is much more difficult for the educator to form in the child an attitude towards work as a need.

“The purpose of labor education and training at school should be to instill a love of work and respect for working people, to develop in them labor skills and abilities in the process of study and socially useful work.” (Psychological foundations of labor education for schoolchildren by E. A. Faraponova).

What is needed to develop a child’s need for work? First of all, the organization of work activity, because any personality quality develops and is formed in the type of activity that requires this quality. In other words, it is simply impossible to cultivate the need for work without inclusion in work itself.

Let's see how we fulfill this requirement, don't we sometimes become the unwitting culprits of the fact that in children the need not only does not develop, but even fades away? Of course, we are unwitting culprits, because we do it unconsciously, simply without thinking about the consequences of our actions, without taking into account the impact that some fairly common life situations can have on a child’s development.

Often, parents of schoolchildren often have the best, as it seems to them, motives instead of hard work and the need for active work They instill in their children a reluctance to work and raise consumers.

Here is a fairly typical example. A schoolchild is preparing his homework, and his mother sees what unsightly, skewed circles, squares, and triangles he produces. Is it possible to come to terms with the fact that tomorrow in class your son will look worse than others? But instead of patiently explaining to the child how best to do it, the mother chooses the easiest path for her - she does his work for her son. The son cries bitterly, tries to protest, he still wants to do it on his own. However, having received an “A” for his mother’s work and hearing praise addressed to him, he decides: everything turned out very well. This happens more than once. And from class to class the boy not only no longer protests, but also gets offended if his mother has no time and he himself has to “suffer.” This is how, instead of hard work, passivity is brought up, the inability to overcome difficulties in school, in work, in everyday life. At the same time, such children are especially demanding of their loved ones, because from childhood they are accustomed to the fact that everyone is obliged to take care of them and serve them.

Of course, you can do all your homework yourself faster and better, especially since preparing homework really takes children quite a lot of time these days. But think about the life experience they gain in this case! And this habit, in the end, becomes a character trait, a personality position, and the now mature daughter disdainfully refuses, for example, to help her mother. Then we begin to wonder: where does the callousness come from, where does the laziness come from, because, it seems, she doesn’t see a bad example in the family?

By the way, most often assurances that children are not overloaded with household chores are heard when you have to talk with parents about the poor performance of their son or daughter. Is there a pattern here? Is it not because a child’s education is difficult because the habit of work, hard, systematic work has not been developed since childhood?

Sometimes you can hear such characteristics from parents: “My son is obedient, whatever I ask, he will do everything,” “My mother will not contradict me in anything, whatever is assigned, he will do everything.” Of course, this is good, but it is not enough to cultivate the habit of work, to develop the need for work. One-time assignments can probably achieve obedience and simple diligence, but initiative in performing work tasks, the desire to be useful of one’s own free will, to do something for loved ones, or to do something for loved ones, can hardly be generated.

So, the main condition for cultivating a conscious need for work is the inclusion of children from a very early age in labor activity, the formation of basic labor skills and experience of the child. Knowledge, abilities, practical skills are the necessary subject basis for treating work as a need. The more perfect the skills, the higher the mastery, the freer a person feels in a mastered type of activity, the more satisfaction the work gives him.

However, this is not enough. An emotionally positive attitude towards work is no less important. The ability to experience joy from successfully completed work, the ability to see creativity in work, to enjoy the process of work itself - all these are manifestations of an aesthetic attitude towards work. Without such an attitude, instilling the need for work is unthinkable. How to call him?

We have already said that not only the content of work can be attractive, but also the form of its organization, the nature of the relationships in work. “The main method of humanistic education,” writes the famous Soviet teacher Sh. A. Amonashvili in his book “Hello, Children!”, “is to give the child the joy of communicating with you: the joy of joint learning, joint work, play, and relaxation.” However, true cooperation is impossible without respect for the child’s personality and without trust on the part of adults. Don’t skimp on words or an encouraging smile to let your baby feel how precious what is made with his own hands is! Don't dismiss it, take the time to admire his work.

For March 8th, your son has prepared a gift for you. Perhaps it did not delight you: the thing seemed completely unnecessary, some kind of simple frame that does not harmonize with the modern, sophisticated environment. But be lenient and appreciate your son’s desire to bring joy. It will be painful and insulting for him to see the object of his labor carelessly abandoned, and a crack will appear in your relationship.

It is also very important that from the first years of a child’s life he accumulates experience in collective work, satisfies the need for communication with adults and peers, develops the need to work for others: first for his loved ones, then for a group of peers and, finally ,--for society.

Moreover, an unwanted, burdensome duty, but as an important and interesting matter, as your duty to others and an opportunity to show your individuality. This is where the perception of labor as the primary need of life begins.

Let's summarize some results. The role of labor in the moral improvement of the individual, as we have already said, is very great. It is through work that a person masters the culture of communication. In joint work, a collectivist is formed, ready to help, respecting the goals and results of the team’s work. Morally valuable personality traits are also formed in work: kindness and responsiveness, respect for working people and their work, careful attitude towards public property and intolerance towards carelessness and mismanagement, a caring attitude towards others and a critical attitude towards oneself. In other words, in the process of labor activity, a system of human relations develops towards work, the team, loved ones, society, and oneself as a participant in the labor process and the communication process. In work, the volitional qualities of the individual are formed and developed: the ability to work hard, the ability and desire to complete the work started, patience and concentration, determination and the ability to manage one’s time. (Family and children: education of hard work by A. K Beshenkov).

Similar documents

Features of the formation of independence among younger schoolchildren in the process of labor training. Identification of the level of development of independence in young children in the control and experimental groups and comparison of the results with each other.

thesis, added 02/18/2011

Reader independence, its structure, main stages of formation and laws of development. Age characteristics and methods of developing reading independence in younger schoolchildren. Fragments of lessons on developing reading independence.

course work, added 11/24/2014

The concept of modernization of Russian education. The concept of evaluative independence of junior schoolchildren. Methodological aspects of the development of evaluative independence. Analysis of modern research on the development of evaluative independence in schoolchildren.

course work, added 08/16/2010

Social and psychological characteristics of primary school age. Contradictions that arise when a child enters school. Independence as an integrative personality property. Pedagogical conditions for stimulating child independence.

course work, added 01/06/2011

The essence of independence as an integrative quality of personality. Identification of the level of manifestation of independence among students in the experimental class. Testing the methodology for developing independence as the leading personality trait of junior schoolchildren.

thesis, added 01/23/2014

Formation of independence of younger schoolchildren using the experience of M. Montessori in a regular school. Contents of experimental work, diagnosis of students' characters. Development of a curriculum, preparation of a specially equipped classroom for children.

course work, added 01/14/2015

Independent work of children of primary school age, its characteristics and organization. Manifestations of child independence in educational, play and work activities. Pedagogical conditions for its stimulation. Organization of control and assessment of schoolchildren.

course work, added 02/04/2015

Labor education as a pedagogical problem. Studying psychological and pedagogical literature on the research problem. Formation of work skills among junior schoolchildren. Ways to develop hard work skills in the family. Educational potential of the family.

course work, added 06/07/2010

The essence of the concept of "independence". The influence of mental processes on the development of student independence. Optimizing schoolchildren's independence. Levels of development of cognitive activity. The main ways to develop independence in children.

thesis, added 02/03/2011

The concept of cognitive independence of a primary school student. Educational process in primary school. Creating correct, positive motivation for the student. Implementation of learning principles. Tasks and productivity of cooperation between family and school.

The purpose of the parent meeting is to develop in parents the need to foster child independence.

Show the role of the father in raising children.
Give recommendations for developing independence skills.
Conduct training for fathers.

During the classes

I. Introduction.

Good evening! How pleasant and unusual it is to see you, dear dads, at our parent meeting. Thank you for taking the time to come to the parent meeting.

It is no coincidence that I invited you today, and not our mothers. I think it will not be a revelation for you to say that the role of the father in the family is large and serious. It is the father who is responsible for ensuring that his son grows up to be a courageous, skillful, hardworking person, a patriot of his Motherland.

And in raising daughters this role is no less. Who, if not the father, will set an example of the relationship between a man and a woman? And when children see the respect with which their father treats their mother, they become more sensitive and attentive to their parents.

But if previously the unconditional power of the father as the head of the family also determined his responsibility for the children, now it is worrying that many fathers have lost their former sole power and personal responsibility for the family and raising children, entrusting everything to mothers.

Your main goal was to provide material support for your family, so that it was well-fed, shod, and clothed. And there is no time left for raising children. These are mainly done by mothers.

Then, when the children get older, we begin to wonder why my child is not accustomed to anything, does not know how to do anything, has grown up to be some kind of “sissy,” and we begin to blame my wife for this, but not ourselves.

Before it’s too late, my dears, reconsider your role in the family, and together with your mothers, start raising your child so that he grows up to be a worthy person, a real son or daughter.

At our parent-teacher conferences you will receive the necessary advice on raising your children, so always have a notepad and pen with you.

II. Nurturing independence.

Today we will talk to you about a very valuable quality that a person needs in life. What do you think this quality is? (Independence).

In an effort to do everything for a child, adults cause him great harm, deprive him of independence, undermine his faith in his own strength, and teach him to rely on others. Independence is not born on its own; it is nurtured and developed.

Stages of development of independence.

Children act according to the model of adults, copying their actions (Imitation stage).
Perform parts of the work independently (Partial independence stage).
Perform certain work independently in repetitive situations, the most significant types of activity (Stage of more complete independence)

– How many of you can say that your child is more or less independent? How is this expressed? Who is it hard to tell?

I'll try to help you with this.

You have sheets on your desks with a list of the most common problems. Mark those that have occurred in your family. Check the box.

– The child does homework only under the supervision of his parents.

– When he does homework on his own, it can last for hours.

– Doesn’t want to do anything around the house. Makes a mess and refuses to clean up after himself.

– After school he doesn’t go home straight away, but wanders around in an unknown place.

– Doesn’t take care of his things, throws them anywhere.

Perhaps you could add other problems that arise in your family to this list.

Now let's find out what measures you took to correct the situation. In the second column on the sheet, list your actions and put one of the three signs next to each of them - + ? You will put a “minus” if the actions you took did not help at all or only helped for a short period of time. “Plus” if the situation has improved after your influence. And finally, you pose a “question” if it is not yet clear to you how your actions affected the situation

Are there anyone who has at least one problem solved? (Experience exchange).

Often parents themselves refuse to educate their child to be independent, since it is easier and more convenient for them. There is no need to worry that your son or daughter will do something without the knowledge of their parents and perhaps do something stupid. Mom and dad will be sure that the children will definitely ask their permission, leave the solution to the problem until the parents arrive, will not show initiative in buying groceries, preparing lunch, etc. The child will follow the parents’ instructions, and they will not have to look for new ways and forms of interaction with him. But without doing this, without expanding the child’s powers, it will be impossible to change his way of thinking. Despite all the efforts and punishment, he will continue to rely on your care.

Changes need to start with yourself, you need to try to change your behavior towards the child. First of all, look at the child with your own eyes (forget what neighbors, teachers, etc. say about him). You know him better. What character traits do you like in him, what do you not like, what would you like to change in him?

For example, you know about your child that he really values family relationships and your attitude towards him. Build your comments based on this quality of the child. Don’t threaten him: “Try not to be on time today!”, but share your feelings: “I would be so glad if you came early today. We would sit over tea and discuss problems.”

Or “I’m very upset that you didn’t have time to do your homework before I arrived.”

Try not to use the word “you” in your phrases (“You always leave dirt in the room,” “Have you not done your homework again?”). The child feels that he is bad and is offended.

And use the word “I”. “I thought you and I agreed that the room should be cleaned daily.”

III. Training for parents.

Write down 3 examples of your “I” statements that you could use to address your child right now. (Record and read aloud optional).

The degree of independence of children at primary school age also depends on personal qualities.

You cannot compare your child’s abilities with the achievements of other children. For some, it is enough for adults to monitor the results of their activities, while others need control throughout the entire process. For some, one reminder is enough, while others require the constant attention of an adult. If, after all, the child is accustomed to constant control from his relatives, if his every step is preceded by a reminder, shouting, prodding, then it is useless to expect that everything will change in a week or month. We need to be patient. Developing independence should be gradual.

The guide given to you will help you start with the process of independence.

REMINDER FOR PARENTS
(education of independence)

IV. Summing up the meeting.

In conclusion, I want to say that in every family the situation is different. You can follow some recommendations, you can choose your own methods for solving problems. It is important that, along with the requirements for the child, you do not forget about his right to his own view of things, the right to make his own decisions and be responsible for it.

V. Reflection.

I think today's meeting was very valuable and educational for you. Love your children, devote more time to them, and then the people around you will definitely say: “What a wonderful child you have!”

Finish the sentence: “After today’s meeting, I...”.

Pedagogical Sciences Original Article UDC 378.147 UDC 378.147

Pedagogical conditions for the formation of independence in children of primary school age

Dagestan State Pedagogical University, Makhachkala, Russia; e-mail: nabievna60mail.ru,

SUMMARY. Target. Determination of pedagogical conditions for the formation of independence in children. Methods. Literature analysis, questioning, observation, timing, game method. Results. To organize independent activity, pedagogical conditions are necessary: preparation for independent activity, organization of a subject-spatial environment, formation of the ability to organize role-playing games, didactic games, etc. Conclusions. It has been proven that the effectiveness of the formation and development of independent activity largely depends on pedagogical leadership.

Key words: independence, pedagogical conditions, creativity, motives, interests.

Citation format: Demirova L. I., Magomedova P. N., Alibutaeva B. A. Pedagogical conditions for the formation of independence in children of primary school age // News of the Dagestan State Pedagogical University. Psychological and pedagogical sciences. 2016. T. 10. No. 3. P. 33-38.

Pedagogical Conditions of Independence Formation

among Primary Schoolchildren

Dagestan State Pedagogical University, Makhachkala, Russia; e-mail: nabievna60mail.ru

ABSTRACT. Aim. Definition of pedagogical conditions of formation of independence among children. Methods. Analysis of literature, questionnaire survey, observation, time-keeping, the playing method. Results. The important pedagogical conditions for independent activity: training for independent activity, organization of objective-spatial environment, formation of skills to make role-play games, didactic games, etc. Conclusions. The effectiveness of formation and development of independent activity largely depends on the pedagogical guide.

Key words: independence, pedagogical conditions, creativity, motivations, interests

For citation: Demirova L. I., Magomedova P. N., Alibutaeva B. A. Pedagogical Conditions of Independence Formation among Primary Schoolchildren. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2016. Vol. 10.No. 3.Pp. 33-38. (In English)

Currently, society places high demands on educational institutions. The tasks of creating conditions for the development of an independent, creatively active, inquisitive, purposeful personality are brought to the fore, that is, to create a holistic system for the development and education of younger schoolchildren.

As numerous studies indicate, it is the primary school age that is sensitive for a child’s assimilation of social norms and rules of behavior. At this age, children most easily learn things that will require significant effort in the future. At this stage of age, initiative, friendly relationships,

humane feelings, independence.

The age from 7 to 8 years is an important, sensitive period for the manifestation of independence. However, as practice and analysis of literature sources show, this problem is not always taken into account in the activities of teachers. In their work, teachers give preference to the formation of specific, ready-made knowledge in children; they themselves set the goal of the activity, choose the means and ways to achieve it. This often leads to children’s inability to independently set goals, plan activities, and manage their behavior.

The teacher needs to create conditions that will contribute to the formation in children of the desire to overcome difficulties without giving up the intended goal. Thanks to the development of independence, the child exhibits such qualities as initiative, determination, and curiosity, which allows him to manage his emotions and regulate his behavior.

Thus, the purpose of our article is to substantiate the pedagogical conditions for preparing children for independent activity.

The problem of developing independence in children is widely considered in modern pedagogical works. A lot of research has been devoted to it, it is studied in a variety of aspects.

In our study, we will focus on preparing primary schoolchildren for independent activities. We touch upon independence as a quality of a child’s personality only indirectly, since we are looking for methods of guiding children’s independent actions.

The theory of pedagogy notes that activity can be considered independent when an individual is able to perform new, increasingly complex tasks or act in unfamiliar situations, navigating them without outside help. According to M. A. Danilov, independent activity in a schoolchild arises if he feels the need to act on his own initiative, think independently, put forward new tasks, find ways to solve them, and discovers the ability to transfer acquired knowledge and skills to new conditions.

M. A. Danilov places independent activity in direct dependence on

such leadership that encourages children to act first according to instructions and with the help of an adult, and then limit themselves to their own strengths. Thus, the dialectical unity of the known and the unknown, familiar and unfamiliar actions is emphasized.

Other teachers also reveal the characteristics of the concept. B.P. Esipov believes that schoolchildren perform independent work without a teacher: “... students consciously strive to achieve the goal set in the task, using their efforts and expressing in one form or another the result of mental or physical actions.” P.I. Pidkasisty proposes to consider it as “... a means of organizing and performing certain activities by students in accordance with the set goal.”

The author bases the classification of the types of this activity on the principle of unity and organic combination of reproductive and creative activity, which are in dialectical connections. We observe the prerequisites for independent activity in children even in preschool childhood.

The works of A.P. Usova are of particular importance in the study of the theory of activity of a preschool child. It characterizes types of activity - play, work, study. When considering play activities, she relies on the statement of K. D. Ushinsky, who evaluates play as an activity in which the child acts completely independently, while in everyday life he is not able to do this. Free activity has a significant impact on the development of the child’s abilities, his inclinations, and, consequently, on his entire emerging appearance. A.P. Usova, commenting on the provisions of K.D. Ushinsky, raises the question of the extent to which play can be considered as a free activity, independent of external conditions and resulting only from unknown internal causes.

In modern conditions in preschool pedagogy, the use of methods of independent activity is becoming widespread.

In our opinion, it is necessary to provide for the correct ratio of methods of independent action and methods of assimilation according to instructions, demonstration by the teacher, and during the initial familiarization with the material, and in the process of mastering it, and, of course, when consolidating it.

The theory of pedagogy presents numerous studies of independence as a personality trait that is formed in various types of activities. . Its importance is emphasized as the result of a complex of elements associated with the direction and selectivity of its actions, with the quality of the existing experience of knowledge, skills, and strong-willed aspiration.

So, in the psychological and pedagogical literature, the characteristics of activity in general and those actions that can be designated as independent are quite widely presented. In school pedagogy, the main attention is paid to educational activities and the independent work of students performed in its process; its essence, structure, types, as well as the relationship between creative and reproductive actions in it are characterized. Preschool pedagogy emphasizes an educational approach; children's independent actions are considered in a variety of activities, and a genetic approach to it is also outlined.

Independent activity arises in accordance with the individual interests of children, is carried out according to their independent plan, it reflects the children’s existing impressions, their attitude to the process of activity.

The genesis and essence of independent activity in our study is considered as follows. The source of its occurrence is in the life surrounding the child. Motives and interests are determined by the experience that the child has accumulated during the learning process, participating in games, entertainment, and holidays. The richer the child’s thesaurus, the richer his independent practice. The term "thesaurus" is used in information theory; in this case, it is understood as a stock of past impressions, experiences that are again reproduced in the child’s memory during his new communication with art and other types of activities.

When raising the question of the advisability of using pedagogical conditions that influence independent activity, it is important not so much to emphasize intuition in the actions of children, but to take care of the baggage thanks to which they can act resourcefully, creatively, and quickly.

Recognizing that independent activity begins on the initiative of children and mostly takes place without the direct help of an adult, we consider this

the process is not spontaneous, but pedagogically determined.

Purpose and methods of research

In accordance with the main hypothesis about the pedagogical conditionality of the development of this phenomenon, we assumed that one of the most significant reasons motivating children to independent activity is learning. For the purpose of further research, we developed questionnaire questions for children and teachers.

After the analysis, we found out that of all respondents (96 children aged 7 to 8 years), 60.8% of children do not know what to do; 26% of children are going to play computer games (out of all respondents), 13% want to study with teachers, the rest of the children did not answer anything.

This suggests that most children do not have the initiative to independently organize any activities (play, art, work, etc.)

Then, in the extended day group, we conducted a timekeeping exercise, which allowed us to measure and isolate independent activity from all routine moments.

Timing showed that retelling a fairy tale takes 2-3 minutes, reading poetry - 1-2 minutes, creative storytelling - 5-7 minutes, singing - 1-2 minutes, rhythmic movement - 1-1.5 minutes. The negative thing was that children choose sedentary activities for independent activities and they take a short time.

The independent activity of children of this age group outside of class was manifested mainly in looking at illustrations in books that were in the book corner and telling familiar fairy tales from pictures. Children studied in small groups - 2-3 children.

The timing of their actions showed a lack of stability of interests.

Periodization of material

We explain the low level of independent artistic and speech activity of younger schoolchildren by the following reasons:

1) children did not know how to act independently, they lacked knowledge and skills;

2) the developing subject-spatial environment is insufficiently equipped; books in the book corner are placed haphazardly; but not all of them are known to children to such an extent as to serve as an incentive for storytelling,

News of the DSPU. T. 10. No. 3. 2016

YERiYiYYYAi Uo!. 10. N0. 3. 2016

reading. There are no works by Dagestan writers;

3) the teacher did not direct independent artistic and speech activities.

Analyzing the observation records, we came to the conclusion that it is necessary to change the conditions and organization of children’s independent activities outside of lessons.

Thus, the ascertaining experiment showed that to organize independent activity, pedagogical conditions are necessary: preparation for independent activity, organization of a subject-spatial environment, formation of the ability to organize role-playing games, didactic games, etc.

The formative stage of our research included special classes to prepare for independent activity. For an after-school group, organizing children’s independent activities for many years has been relevant.

It is advisable to carry out work on preparing children for self-organization of various types of activities in classes as their integral part, aimed at developing the desire and ability to independently carry out tasks, sculpt, draw, design, to activate artistic speech, motor, musical activities, the ability to independently organize various games. These classes are carried out at least once a quarter, and the content of the skills developed in the process of their implementation corresponded to the program requirements.

In our free time from classes, we focused the children’s attention on the need for a certain sequence of organizational actions.

We used a series of pictures that recorded the main (key) organizational actions carried out in a certain order.

At the same stage of the study, we changed the developmental subject-spatial environment, determined an area for artistic and speech activity, and introduced into the classroom aids that were accessible for independent actions by children of primary school age: familiar books with bright illustrations by Yu. Vasnetsov, V. Konashevich, V. Lebedev, a book of fairy tales by the Dagestan writer M. Yusupov, toy books, fairy tale cubes, board games.

All games corresponded to the plots of works already known to children or

studied according to the program. It was assumed that by filling out a lotto card or making a picture from cubes, the child would begin to tell the other participants a fairy tale. An element of competition was introduced into the game to see who could put together a picture for a fairy tale faster, who would tell the story better, more emotionally, and more interestingly. Our goal was to observe children's reactions to changes in the environment and then analyze the observations.

The new manuals aroused great interest among schoolchildren. They enjoyed playing interactive games, lotto, looking at books, and moving figures of fairy-tale characters.

Observation showed that the objective material environment significantly influences the development of independent activity, but does not determine it.

The weak development of independence and artistic and speech actions made it necessary to include in the experimental work tasks that would enhance children’s learning in the classroom the necessary skills of independence, creativity, and retelling.

As a result, the program material was correlated with the solution of the assigned tasks; We have developed a methodology that ensures children’s emotional perception of works of art, helping to identify and develop ways of independent action in the classroom. The methodology was developed in accordance with each type of activity and specific artistic material. It was taken into account that independence, manifested in different types of activities, has its own specifics. We selected the necessary material for classes: books, paintings, portraits of writers, fragments of cartoon films, educational programs.

At the next stage, we formed ways of mastering the visual and expressive means necessary to realize an independent creative concept.

For this purpose, special tasks were given:

1. Come up with words so that they sound the same as the given words, but have different meanings.

2. Come up with words so that they mean the same thing that the given word means, but sound differently.

3. Talk about the toy without repeating each other. Compare it with any toy.

With similar tasks, we developed children’s speech, formed skills and abilities to figuratively express their thoughts, and tell stories creatively. Children began to actively participate in composing a story or fairy tale started by teachers, develop the plot, introduce new characters into the story, and come up with their own conclusion to the topic.

At the third stage, we led the child to more complex types of creative manifestations: to be able to come up with a theme, choose a genre, correlate the verbal design of his story with the theme, that is, use repetitions, traditional folk epithets, comparisons in a fairy tale, use realistic vocabulary in a story.

We used creative tasks: come up with a fairy tale, compose a story. Completing the task required the children to have their own ideas and the ability to independently find ways of artistic and speech actions. The child himself had to decide what he would tell - a fairy tale or a story, what he would use - a flannelgraph or a tabletop theater, he himself had to select the pictures and characters he needed.

In the course of the study, the necessary conditions for the development of independent artistic and speech activity were established: the targeted use of literary texts, enriching children with knowledge, activating their initiative, creative manifestations, developing independent action skills - the ability to navigate a familiar text, use it when telling stories,

1. Gasanova D.I. Reflexive technologies for the formation of cognitive activity at different age stages // Siberian Pedagogical Journal. 2014. No. 5. P. 146-148.

2. Danilov M. A., Esipov B. P. Didactics. M.: Education, 1957. 234 p.

3. Games, learning, training, leisure / Ed. V. V. Petrusinsky. Comp. E. G. Rozanova. M.: New School, 2010. 368 p.

4. Pedagogy / Ed. P.I. Pidkasisty. M.: Education, 2006. 231 p.

5. Psychology and pedagogy, games of preschoolers / Ed. A.V. Zaporozhets and A.P. Usova.

1. Gasanova D. I. Reflexive technologies of cognitive activit"s formation at different age stages. Sibirskiy pedagogicheskiy zhurnal. 2014. No. 5. P. 146-148. (In Russian)

composing your own story compositions.

Observations have shown that children transfer the text of a work well-learned in classes into independent activities.

For example, the Dagestan fairy tale “The Proud Ram” was given several classes. First, the experimenter read a fairy tale, conducted a conversation, at the next lesson the children retold the fairy tale using illustrations, then dramatized it using masks, costumes, and showed dramatization in the younger group. In addition, they came up with riddles, performed creative exercises to come up with epithets for fairy tale characters, to master the skills of intonation expressiveness, and practiced a variety of intonations, conveying the direct speech of a ram and a wolf during retelling. The children consolidated what they learned in the classroom and applied it independently in new conditions.

Conclusion

In the process of experimental work, we became convinced that the effectiveness of the formation and development of independent artistic and speech activity largely depends on pedagogical guidance, which takes on a special character in children’s free time. The teacher creates situations that promote the development of independent activity of younger schoolchildren; he encourages some, restrains others, and monitors the emotional atmosphere necessary to maintain independent activity.

M.: Education, 1987. 186 p.

6. Guide for a practical psychologist / Ed. I. V. Dubrovina. M.: Academy, 1995. 128 p.

7. Independent artistic activity of preschool children / Ed. N. A. Vetlu-gina. M.: Pedagogika, 1980. 280 p.

8. Success. Approximate general educational program for preschool education / (N. O. Berezina, I. A. Burlakova, E. N. Gerasimova; scientific editor A. G. Asmolov; head of the writing team N. V. Fedina). M.: Education, 2011. 148 p.

2. Danilov M. A., Esipov B. P. Didaktika. Moscow, Education Publ., 1957. 234 p. (In English)

3. Play, learn, train, do leisure. Edited by V. V. Pe-

Literature

News of the DSPU. T. 10. No. 3. 2016

DSPU JOURNAL. Vol. 10.No. 3. 2016

trovsky. Comp. E. G. Rozanova. Moscow, New School Publ., 2010. 368 p. (In English)

4. Pedagogika. Edited by Pidkasisty. Moscow, Education Publ., 2006. 231 p. (In English)

5. Psikhologiya i pedagogika igry doshkol "nika. Edited by A. V. Zaporozhets, A. P. Usova. Moscow, Education Publ., 1987. 186 p. (In Russian)

6. Rukovodstvo prakticheskogo psikhologa. Edited by I. V. Dubrovina. Moscow, Academy Publ.,

Demirova Leila Imiralievna, senior lecturer of the Department of English, Faculty of Foreign Languages, DSPU, Makhachkala, Russia; e-mail: nabievna60 mail.ru

Patimat Nabievna Magomedova, Candidate of Pedagogical Sciences, Associate Professor of the Department of Methods of Teaching Fine and Decorative Arts, Faculty of Art and Graphics. DSPU, Makhachkala, Russia; e-mail: nabievna60 @mail.ru

Alibutaeva Bagzhat Abakarovna, 1st year graduate student of the Department of General and Theoretical Pedagogy, DSPU, Makhachkala, Russia; e-mail: [email protected]

Accepted for publication on July 15, 2016.

1995. 128 p. (In English)

7. Samostoyatel "naya khudozhestvennaya deyatel"nost" doshkol"nikov. Edited by N. A. Vetlugina. Moscow, Pedagogics Publ., 1980. 280 p. (In English)

8. Uspekh. Primernaya obshcheobrazovatel"na-ya programma doshkol"nogo obrazovaniya. N. O. Berezina, I. A. Burlakova, E. N. Gerasimova. Science editor A. G. Asmolov. Moscow, Education Publ., 2011. 148 p. (In English)

INFORMATION ABOUT AUTHOR Affiliations

Leyla I. Demirova, senior lecturer, the chair of English language, faculty of foreign languages (FFL), DSPU, Makhachkala, Russia; e-mail: nabievna60mail.ru

Patimat N. Magomedova, Ph. D. (Pedagogy), assistant professor, the chair of Methods of Decorative and Applied Art's Teaching (MDAAT), DSPU, Makhachkala, Russia; email: [email protected]

Bagzhat A. Alibutaeva, 1st year postgraduate student, the chair of the General and Theoretical Pedagogy (GTP), DSPU, Makhachkala, Russia; e-mail: [email protected]

Received 07/15/2016.

Pedagogical Sciences / Pedagogical Sciences Original Article / UDC 002:372.8 / UDC 002:372.8

Features of the use of the information and communication environment in the formation of research activities of future masters

Dagestan State Pedagogical University Makhachkala, Russia; e-mail: [email protected]

SUMMARY. The purpose of this study was to determine the features of the use of the information and communication environment in the formation of research activities of future masters. Methods. Analysis of psychological and pedagogical literature, testing of the developed educational and methodological resource. Results. The process of creating an educational website “Masters of the Faculty of Mathematics, Physics and Computer Science” and its structure are described. Conclusions. An educational website has been created that allows you to post original electronic educational materials.

Keywords. Information and communication environment, research activities, website, electronic educational and methodological resources.

Forming independence in younger schoolchildren is an urgent task for primary schools. The article discusses the concept of independence and ways of developing independence through the organization of educational, gaming and work activities.

Download:

Preview:

FORMATION OF INDEPENDENCE

IN CHILDREN OF PRIMARY SCHOOL AGE

One of the leading goals of work at school is to create conditions for the formation of independence of younger schoolchildren through the organization of educational, play and work activities. In modern conditions, the issues of educating the younger generation and developing in children the personal qualities necessary for successful socialization are becoming especially important. The development of independence is influenced by family, school, and society. However, the leading role “remains with the child himself, i.e. education remains successful only when it turns into a program of self-education.” One of the most important qualities that must be formed and developed from childhood is independence. Many children have not developed independence. It is not surprising that as children get older, parents begin to wonder why their child is not accustomed to anything and cannot do anything, and sometimes they begin to blame others for this. But, first of all, everything starts in the family. Often parents themselves refuse to educate their child to be independent, since it is easier and more convenient for them. For example, when a child does homework under the full control of his parents and refuses to do it if adults are not at home. Or children are taught that nothing can be done without the knowledge of their parents and therefore they will not do anything around the house without special instructions. Or a child wants to do something on his own, but adults, due to excessive guardianship and fear for him, do not allow him to do anything on his own. Thus, addressing the problem of developing independence in younger schoolchildren is relevant.

The concept of independence is interpreted differently in different sources. Thus, in the Psychological Encyclopedia, independence is interpreted as “a volitional quality of a person, which consists in the ability to set goals on one’s own initiative, find ways to achieve them without outside help and carry out decisions made.” In the dictionary of social pedagogy, independence is defined as “a generalized quality of personality, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.” The explanatory dictionary of the Russian language by S.I. Ozhegov and N.Yu. Shvedova gives the following definitions of the word “independent”: 1) Existing separately from others, independent. 2) Decisive, having his own initiative. 3) Performed on one’s own, without outside influences, without the help of others. .

Consequently, independence is a volitional quality of a person, which is characterized by an proactive, critical, responsible attitude towards one’s own activities, the ability to plan these activities, set tasks for oneself and look for ways to solve them without outside help, relying on the knowledge and skills available in one’s own experience and skills.

Independence develops as the child grows up and at each age stage has its own characteristics. At the same time, at any age, it is important to wisely encourage children’s independence and develop the necessary skills and abilities. Limiting a child’s independent activity leads to personality suppression and causes negative reactions. Primary school age, according to psychologists and teachers, is key for the development in children of various qualities with the help of which they can realize themselves in life.

Let us consider where and how the independence of younger schoolchildren can most fully manifest and develop.

The leading type of activity of a junior schoolchild, according to domestic psychologists (D.B. Elkonin, V.V. Davydov, G.A. Tsukerman, etc.), is educational activity. Independence in educational activities is expressed, first of all, in the need and ability to think independently, in the ability to navigate a new situation, to see a question or task for oneself and to find an approach to solving them. In order to promote the development of independence in educational activities, psychologists recommend giving the child the opportunity to express his own point of view on a particular issue and strive to ensure that he completes educational tasks without outside help. Assignments for independent work in school lessons play a significant role. The degree of assistance may depend on the progress of the individual child. For example, one child needs the text of the problem to solve a compound problem, another also needs a brief recording of the problem, and a third, in addition to the above, needs a sequence (plan) for solving the problem. The development of independence of schoolchildren is facilitated by the organization of extracurricular reading, in which children independently become acquainted with the work, and in lessons or in extracurricular activities during quizzes, solving crossword puzzles, they have the opportunity to demonstrate their reading skills.

Play activities occupy a large place in the lives of younger schoolchildren. In the process of role-playing games, children can master those personality qualities that attract them in real life. For example, a schoolchild who is a poor student takes on the role of an excellent student and tries, by following all the game rules, to fully correspond to the role. This situation will contribute to the younger student’s understanding of the requirements that must be met in order to become a successful student. Independence is manifested and developed in the choice and development of plots of role-playing games, in the ability to make decisions in various situations, as well as control one’s actions and actions. The development of independence of younger schoolchildren is also influenced by their inclusion in play activities when implementing projects. To do this, the teacher compiles search game tasks based on wall newspapers and collections compiled during the project activities.

At primary school age, the development of independence is influenced, in addition to educational and play activities, by work activities. The peculiarity of this age period is that the child shows interest to a greater extent not in the result, but in the labor process. Due to the fact that all mental processes at this age are characterized by involuntariness, the younger schoolchild does not always act according to the model, he is often distracted, he comes up with some random details, and he begins to come up with something of his own. If a junior schoolchild takes part in collective work activities, he develops not only independence, but also responsibility for carrying out the work assigned to the group. The increased independence of children affects their ability to evaluate the work and behavior of other people. The feelings associated with successfully completed work are of great importance. The child experiences joy, satisfaction from the fact that he is doing something with his own hands, that he is good at this or that thing, that he is helping adults. All this encourages him to be active in work.

The development of independence in younger schoolchildren is facilitated by the creation of a situation of choice. As noted by S.Yu. Shalov, “the situation of choice presupposes a certain degree of freedom, i.e. the ability of a person to determine the most appropriate behavior in a given situation or method of solving a problem, etc., and at the same time bear responsibility for his choice, and therefore for the results of his activities. In the pedagogical process, it is important that this is “positive” freedom - freedom ... for the manifestation of socially and personally significant qualities, for the realization of the abilities that make up the individual potential of each student.”

Since the activities of a primary school student are organized and directed by adults, their task is to achieve maximum independence and activity.

List of used literature

Kazakova E.I. Developmental potential of the school: experiments in nonlinear design // New in psychological and pedagogical research. – 2013. – No. 2. – P. 37-50
Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. – M., 2003
Psychological Encyclopedia / Ed. R. Corsini, A. Auerbach - St. Petersburg, 2006.
Mardakhaev L.V. Dictionary of social pedagogy. – M., 2002.
Tsukerman G.A. Joint learning activities as the basis for developing the ability to learn. – M., 1992.
Shamova T.I. Activation of schoolchildren's learning. – M., 1982.
Shalova S.Yu. Creating a situation of choice for students as a condition for individualizing the educational process at a university // Innovations in education. – 2013. – No. 5. – p. 97 – 107

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Course work

on the topic: " Development of independence in children of primary school age when organizing play activities in the educational process "

Completed by: 4th year student

Beketova Olga Alexandrovna

Scientific supervisor: KPN

Associate Professor of the Department of Pedagogy

Bryzzheva N.V.

Content
Introduction
1. Independent work as the highest type of educational activity

1.1 Student’s independent activity in learning: analysis of various approaches. Structure of independent activity
1.2 The concept of “independent” work and its functions

2. Theoretical foundations of games as a means of education

2.1 Game as a learning tool
2.3 Characteristics of the main types of games and their classification

3. Analysis and carrying out experimental work on the research problem

3.1 Preparation and conduct of a pedagogical experiment
3.2 Analysis of research results

Conclusion
List of references and sources
Applications

Introduction

Organizing and managing independent work is the responsible and difficult work of every teacher. Fostering activity and independence must be considered as an integral part of the education of students. This task is among the tasks of paramount importance for every teacher.

The purpose of this course work is to study the organization of independent work of schoolchildren in the process of game activities of students and the conditions for their successful implementation. To consider this goal, we resorted to analyzing various directions in the study of the nature of students’ independence in learning, familiarized themselves with many definitions and found out what functions students’ independent cognitive activity performs and why it is so necessary for the formation of a mature personality.

When talking about developing independence in schoolchildren, it is necessary to keep in mind three closely related tasks. The first of them is to develop students’ independence in cognitive activity, teach them to independently acquire knowledge, and form their own worldview; the second is to teach them to independently apply existing knowledge in learning and practical activities; the third is to identify different types of games in the development of independence in children of primary school age.

Independent work is not an end in itself. It is a means of fighting for deep and lasting knowledge of students, a means of developing their activity and independence as personality traits, and developing their mental abilities. A child who crosses the threshold of school for the first time cannot yet independently set the goal of his activity, is not yet able to plan his actions, adjust their implementation, or correlate the result obtained with the goal.

In the process of learning, he must achieve a certain fairly high level of independence, which opens up the opportunity to cope with various tasks and acquire new things in the process of solving educational problems.

The object of study is the student’s independent activity, and the subject is the conditions for its implementation, i.e. game as a means of developing students' independence.

The relevance of this problem is undeniable, because knowledge, skills, beliefs, spirituality cannot be transferred from teacher to student, resorting only to words. This process includes familiarization, perception, independent processing, awareness and acceptance of these skills and concepts. And, perhaps, the main function of independent work is the formation of a highly cultural personality, because Only through independent intellectual and spiritual activity does a person develop.

The theoretical and practical significance of the study lies in the fact that the importance of games as the basis for the development of independence of children of primary school age has been studied, a variable form of using games in lessons in elementary school has been developed, which has been tested and confirmed by the results of experimental work.

Research base: students of grade 4 "B" of municipal educational institution "Gymnasium No. 13" in Novomoskovsk (13 girls, 10 boys).

1. Independent work as the highest type of educational activity

1.1 Student’s independent activity in learning: analysis of various approaches. Structure of independent activity

Any science sets as its task not only to describe and explain this or that range of phenomena or objects, but also in the interests of man to manage these phenomena and objects, and, if necessary, transform them. It is possible to control and, even more so, transform phenomena only when they are sufficiently described and explained. In science, the functions of control and transformation carry out instructions, which include the principles and rules for the transformation of phenomena. Thus, when cognizing an object or phenomenon, we must first of all become familiar with it, consider it as a whole. Identify the functional relationship of its parts, and only then describe it. Having described an object or phenomenon, we must explain them (the functional relationship of their parts and the structure as a whole), formulate the law of their existence, and then prescribe how to control them, how to transform these objects and phenomena using certain operations.

Independent work is not a form of organizing training sessions and not a teaching method. It is right to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

The fundamental requirement of society for a modern school is the formation of an individual who would be able to independently creatively solve scientific, industrial, social problems, think critically, develop and defend their point of view, their beliefs, systematically and continuously replenish and update their knowledge through self-education, improve skills, creatively apply them in reality.

Experts in this field emphasized that it is important to give students a method, a guiding thread for organizing the acquisition of knowledge, and this means equipping them with the skills and abilities of the scientific organization of mental work, i.e. the ability to set a goal, choose the means to achieve it, and plan work over time. To form a holistic and harmonious personality, it is necessary to systematically include it in independent activity, which in the process of a special type of educational tasks - independent work - acquires the character of problem-search activity.

There are many different directions in the study of the nature of activity and independence of students in learning. The first direction dates back to ancient times. Its representatives can be considered the ancient Greek scientists (Aristosenes, Socrates, Plato, Aristotle), who deeply and comprehensively substantiated the importance of a child’s voluntary, active and independent acquisition of knowledge. In their judgments, they proceeded from the fact that the development of human thinking can only proceed successfully in the process of independent activity, and the improvement of personality and the development of its abilities - through self-knowledge (Socrates). Such activities bring joy and satisfaction to the child and thereby eliminate passivity on his part in acquiring new knowledge. They receive their further development in the statements of Francois Rabelais, Michel Montaigne, Thomas More, which in the era of the dark Middle Ages, at the height of the prosperity in the practice of the school of scholasticism, dogmatism and rote learning, demanded that the child be taught independence, and be raised as a thoughtful, critically thinking person. The same thoughts are developed on the pages of the pedagogical works of Ya.A. Kamensky, Zh.Zh. Russo, I.G. Pestalozzi, K.D. Ushinsky and others.

In pedagogical work, scientific theorists, in unity with philosophers, psychologists, sociologists and physiologists, explore and theoretically substantiate this aspect of the problem in the light of the basic personality traits of a representative of the modern era - initiative, independence, creative activity - as the main indicators of the comprehensive development of a person of our days.

Studying the essence of independent work in theoretical terms, 3 areas of activity are identified in which independent learning can develop - cognitive, practical and organizational-technical. B.P. Esipov (60s) substantiated the role, place, and tasks of independent work in the educational process. When developing the knowledge and skills of students, the stereotypical, mainly verbal method of teaching becomes ineffective. The role of independent work of schoolchildren is also increasing in connection with a change in the purpose of education, its focus on the formation of skills, creative activity, as well as in connection with the computerization of education.

The second direction originates in the works of Ya.A. Comenius. Its content is the development of organizational and practical issues of involving schoolchildren in independent activities. At the same time, the subject of theoretical substantiation of the main provisions of the problem here is teaching, the activity of the teacher, without a sufficiently in-depth study and analysis of the nature of the activity of the student himself. Within the framework of the didactic direction, the areas of application of independent work are analyzed, their types are studied, and the methodology for their use in various parts of the educational process is steadily improved. The problem of the relationship between pedagogical guidance and student independence in educational knowledge arises and is largely solved in the methodological aspect. Teaching practice has also been largely enriched with content materials for organizing independent work of schoolchildren in the classroom and at home.

The third direction is characterized by the fact that independent activity is chosen as the subject of research. This direction originates mainly in the works of K.D. Ushinsky. Research that developed in line with the psychological and pedagogical direction was aimed at identifying the essence of independent activity as a didactic category, its elements - the subject and purpose of the activity. However, with all the achievements in the study of this area of independent activity of the student, its process and structure have not yet been fully disclosed.

However, there are some structural principles for analyzing the meaning, place and function of independent activity. There are 2 options, similar in essence, but having their own content and specificity: they determine (subject to their unity) the essence of the independent coloring of activity.

First group:

- content component: knowledge expressed in concepts, images, perceptions and ideas;

- operational component: various actions, using skills and techniques, both externally and internally;

- effective component: new knowledge, methods, social experience, ideas, abilities, qualities.

Second group:

- content component: highlighting the cognitive task, the purpose of the educational activity;

- procedural component: selection, definition, application of adequate methods of action leading to achieving results;

- motivational component: the need for new knowledge that performs the functions of word formation and awareness of activity.

The actual process of independent activity is presented in the form of a triad: motive - plan (action) - result.

So, in social terms, independent activity can be considered in a very wide spectrum. In any relationship of the individual to the surrounding world, in any type of specific interaction with the environment.

The problem of independent work has always attracted the attention of our scientists and practicing teachers. And this is natural: one of the conditions for the effectiveness of teaching is to instill in students the skills of independent work on educational material, which is explained by the goals and objectives that our school currently faces: to prepare the younger generation for life, for active participation in work.

They need these skills during their education and after leaving school. Consequently, the problem of activating students' independence in the process of educational work is one of the pressing problems of both pedagogical science and practice.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support and assistance. Independence - the ability to act independently, make judgments, have initiative, and determination. Such definitions are given to us by the Explanatory Dictionary of the Russian Language. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

N.G. assigned an important role to independent work. Chernyshevsky, N.A. Dobrolyubov. “If our children,” wrote N.G. Chernyshevsky, “want to be truly educated people, they must acquire education through independent studies.”

K.D. attached great importance to independent work. Ushinsky. He believed that a teacher should not only give students knowledge, but also guide their mental activity. Students should “work independently whenever possible, and the teacher should guide this independent work and provide material for it.”

The need for independent work at school was also defended by N.K. Krupskaya. didactics self-learning game

Some issues of independent work are reflected in modern research and didactic manuals.

Didactic issues of independent work of schoolchildren are reflected in the book of the famous Soviet teacher B.P. Esipov "Independent work of students in the classroom."

The book covers questions about the importance of independent work, about the forms and types of independent work when explaining educational material, about independent work in order to develop skills and abilities, about independent work in the process of repetition and generalization of knowledge, the question of organizing independent work and its guidance by a teacher.

The author emphasizes that active independent work of students is necessary at all stages of education, and its effectiveness is due to the active mental activity of students.

Issues of independent work are discussed in the article by I.T. Ogorodnikov "Didactic foundations for increasing the independence and activity of students in the experience of schools in Tatarstan." The author points out the importance of coordinating the teacher’s presentation of the material and the students’ independent work. The combination between these elements of learning is achieved by gradually increasing the degree of difficulty in students’ independent work. The author recommends the following system for this work:

1) first, students present the material they have already studied;

2) then students are asked to answer questions;

3) after this, students learn to generalize what they have learned.

The problem of activating students’ mental activity in the process of students’ independent work is highlighted in the article by M.A. Danilova "Nurturing schoolchildren's independence and creative activity in the learning process."

The author emphasizes that the goal of independent work is to develop students' thinking abilities. Teaching students the skills to do this type of work plays an important role in this.

Issues of independent study work are discussed in the article by T.S. Panfilova "Independent work of students in the process of acquiring knowledge." The author emphasizes that independent work is necessary at all stages of training. Teaching children to learn, acquire knowledge, and formulate the necessary conclusions is the main task of independent work at school.

The article provides examples of tasks for independent work with a textbook, such as reading a textbook (paragraph), answering questions, drawing up an outline for a paragraph, formulating a conclusion from a paragraph, etc.

These are the considerations of the authors of these works on didactic issues of independent work. These considerations are the pedagogical basis on which one should rely when resolving issues of independent work in specific academic subjects.

1.2 The concept of “independent” work and its functions

Analysis of monographic works devoted to the problem of organizing independent work of schoolchildren, P.I. Pidkasisty, I.A. Zimnyaya, showed that the concept of independent work is interpreted ambiguously:

Independent work is work that is performed without the direct participation of the teacher, but according to his instructions, at a time specially provided for this, while students consciously strive to achieve their goal, using their efforts and expressing in one form or another the result of mental or physical (or both) actions. Independent work, in our opinion, is most fully defined by A.I. Winter. By its definition, independent work is presented as purposeful, internally motivated, structured by the object itself in the totality of the actions performed and corrected by it according to the process and result of the activity. Its implementation requires a fairly high level of self-awareness, reflectivity, self-discipline, personal responsibility, and gives the student satisfaction as a process of self-improvement and self-knowledge.

Firstly, this definition takes into account the psychological determinants of independent work: self-regulation, self-activation, self-organization, self-control, etc.

Let's try to more accurately define what essentially is included in the concept of “independent activity”.

“Independence” is a very multifaceted and psychologically complex phenomenon; it is rather a meaning-forming, qualitative characteristic of any sphere of activity and personality, which has its own specific criteria. Independence - as a characteristic of a student’s activity in a specific learning situation, is a constantly demonstrated ability to achieve the goal of the activity without outside help.

“Amateur activity” is a subjective, strictly individual self-governed activity, with personally determined components: goal, leading need, motivation and methods of implementation.

“Self-activation” is a subjectively correlated internal motivation for activity.

“Self-organization” is the ability of an individual to mobilize himself, purposefully, actively use all his capabilities to achieve intermediate and final goals, rationally using time, energy, and means.

“Self-regulation” is initially a psychological support for activity, which in subsequent development acquires a personal meaning, i.e. actual mental content.

“Self-control” is a necessary component of the activity itself, which carries out its implementation at the personal level.

Secondly, attention is focused on the fact that independent work is connected with the student’s work in the classroom and is a consequence of the correct organization of educational and cognitive activities in the lesson.

A.I. Zimnyaya emphasizes that the student’s independent work is a consequence of his correctly organized educational activity in the classroom, which motivates its independent expansion, deepening and continuation in his free time. For a teacher, this means a clear awareness of not only his plan of educational actions, but also its conscious formation among schoolchildren as a certain scheme for mastering an academic subject in the course of solving new educational problems. But in general, this is the student’s parallel existing employment according to a program he has chosen from ready-made programs or a program he himself has developed for mastering any material.

Thirdly, independent work is considered as the highest type of educational activity, requiring from the student a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving the student satisfaction as a process of self-improvement and self-awareness.

The effectiveness of the educational process of cognition is determined by the quality of teaching and the independent cognitive activity of students. These two concepts are very closely related, but independent work should be highlighted as a leading and activating form of learning due to a number of circumstances.

Firstly, knowledge, skills, abilities, habits, beliefs, spirituality cannot be transferred from teacher to student in the same way as material objects are transferred. Each student masters them through independent cognitive work: listening, understanding oral information, reading, analyzing and comprehending texts, and critical analysis.

Secondly, the process of cognition aimed at identifying the essence and content of what is being studied is subject to strict laws that determine the sequence of cognition: acquaintance, perception, processing, awareness, acceptance. Violation of the sequence leads to superficial, inaccurate, shallow, fragile knowledge, which practically cannot be realized.

Thirdly, if a person lives in a state of highest intellectual tension, then he certainly changes and is formed as a person of high culture. It is independent work that develops a high culture of mental work, which involves not only the technique of reading, studying a book, taking notes, but above all the mind, the need for independent activity, the desire to delve into the essence of the issue, to go deeper into problems that have not yet been solved. In the process of such work, the individual abilities of schoolchildren, their inclinations and interests are most fully revealed, which contribute to the development of the ability to analyze facts and phenomena, teach independent thinking, which leads to creative development and the creation of their own opinions, their views, ideas, their position.

From everything that has been said previously, it is clear that independent work is the highest work of a student’s educational activity and is a component of an integral pedagogical process, therefore it has such functions as educational, educational, and developmental.

2. Theoretical foundations of games as a means of education

2.1 Game as a learning tool

Primary school age is the most important stage of school childhood. The high sensitivity of this age period determines the great potential for the child’s diversified development...

Play in the forms in which it existed in preschool childhood begins to lose its developmental significance at primary school age and is gradually replaced by learning and work activity, the essence of which is that these types of activities, unlike games that simply provide pleasure, have a specific goal. The games themselves become new. Games during the learning process are of great interest to younger schoolchildren. These are games that make you think, provide an opportunity for the student to test and develop his abilities, and involve him in competition with other students.

The participation of younger schoolchildren in such games contributes to their self-affirmation, develops perseverance, desire for success and various motivational qualities. In such games, thinking is improved, including actions of planning, forecasting, weighing the chances of success, and choosing alternatives.

The question of the nature and essence of the game worried and still continues to attract the attention of many researchers, such as: Galperin P.Ya., V.L. Danilova, Zaporozhets A.V., Elkonin D.B.

Different approaches to children's play are reflected in many works. Among these approaches, one can highlight the explanation of the nature of the essence of children's play, as a form of communication (M. I. Lisina), or as a form of activity, including the assimilation of adult activities (D. B. Elkonin), or as a manifestation and condition of mental development (Piaget AND.).

Each of these approaches, while highlighting some aspect of the game, ultimately turns out to be insufficient to explain the essence and specifics of children's play as a whole.

Despite the fact that gaming activity is leading in preschool age, its importance does not decrease in children of primary school age. L.S. Vygotsky noted that at school age, play and activities, play and work, form two main channels along which schoolchildren’s activities flow. Vygotsky L.S. saw in play an inexhaustible source of personal development, a sphere defining the “zone of proximal development.”

Hence, the essence of the problem lies in the influence of the game on the development of children’s independence, creative abilities, and personal qualities. The game creates a positive emotional background against which all mental processes occur most actively. The use of gaming techniques and methods, their sequence and interrelation will help in solving this problem.

The relevance of the problem raised is caused by the need of psychologists, teachers, and parents for improved methods of psychological and pedagogical influence on the developing personality of the child in order to develop children's independence, intellectual, communicative and creative abilities.

Play does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of a child, it itself is formed under the influence of adults. In the process of a child’s interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, truly human children’s play arises.

The game in any historical era attracted the attention of teachers. It contains a real opportunity to raise and educate a child in joy Zh.Zh. Russo, I.G. Pestalozzi tried to develop the abilities of children in accordance with the laws of nature and on the basis of activities, the desire for which is inherent in all children. The center of F. Froebel's pedagogical system is game theory.

According to Frebel, children's play is a “mirror of life” and “a free manifestation of the inner world. Game is a bridge from the inner world to nature.” Nature was imagined by Froebel as a single and diverse sphere.

D. Ushinsky was inclined to understand the immense creative possibilities of man. He separated learning from play and considered it an indispensable duty of a schoolchild. “Teaching based only on interest does not allow the student’s self-control and will to strengthen, since not everything in learning is interesting and a lot will come that will need to be taken by willpower.” However, while agreeing with the need for volitional efforts during learning, we will not reduce the importance of play and interest.

The significance of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to express and develop his personality. There is reason to talk about the influence of the game on the life self-determination of schoolchildren, on the formation of the communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

The game always appears as if in two time dimensions: in the present and the future. On the one hand, it provides the individual with momentary joy and serves to satisfy current needs. On the other hand, the game is aimed at the future, since it either predicts or simulates life situations, or reinforces the properties, qualities, skills, and abilities necessary for an individual to perform social, professional, and creative functions. V.L. Sukhomlinsky wrote: “Let us take a closer look at what place play occupies in a child’s life... For him, play is the most serious matter. In play, the world is revealed to children, the creative abilities of the individual are revealed. Without them, there is and cannot be full-fledged mental development. Game is "This is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child's spiritual world. Play is a spark that ignites the flame of inquisitiveness and curiosity." V.L. Sukhomlinsky also noted that “...the spiritual life of a child is complete only when he lives in the world of play, fairy tales, music, fantasy, and creativity.”

Meanwhile, over the years, play has occupied an increasingly less significant place in the lives of groups where school-age children predominate. One of the reasons for this is insufficient attention to the development of game theory for schoolchildren. The brightest example of a teacher’s playful position is represented by the activities of A.M. Makarenko. He wrote: “I consider play to be one of the most important ways of education. In the life of a children’s group, serious, responsible and business-like play should occupy a large place. And you, teachers, must be able to play.”

We can say that a game is a method of understanding reality. It is guided by internal forces and allows the child to quickly master the initial, but very extensive foundations of human culture. Perhaps the game seduces the child with its incomprehensible variety of situations that require him to actively demonstrate individuality, intelligence, resourcefulness, creativity, and independence. Soviet writer Vasily Belov in his book Lad expressed the idea: “Every child wants to play, that is, to live creatively.”

When studying the development of children, it is clear that all mental processes develop more effectively in play than in other types of activities. The changes in the child’s psyche caused by play are so significant that in psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Zaporozhets, etc.) the view of play as a leading activity in the preschool period, as well as a non-disappearing one, has been established. activities during the primary school period.

A.N. Leontyev noted that new, progressive formations develop in the game and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.

L.S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but on the contrary, it permeates all the student’s activities. “At school age,” he noted, “the game does not die, but penetrates into reality. It has its internal continuation in school learning and work...”

2.2 General characteristics of a junior schoolchild, his educational and gaming activities

Each period of a child’s life and development is characterized by a certain leading type of activity. In domestic psychology, leading activity is understood as one during which qualitative changes occur in the psyche of children, the formation of basic mental processes and personality traits occurs, and mental new formations appear that are characteristic of this particular age.

Thus, during infancy (up to 1 year), the leading type of activity is direct emotional communication. In early childhood (from 1 year to 3 years) - subject activity, in preschool - play, in primary school age - study, in adolescence - communication with peers.

The essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality.

The psychological properties that appear in a child in the last years of preschool childhood, before entering school, are developed and consolidated during the first four years of schooling, and by the beginning of adolescence, many important personality traits have already been formed. The child’s individuality at this age also manifests itself in cognitive processes. There is a significant expansion and deepening of knowledge, the child’s skills and abilities are improved. This process progresses and by grades III-IV leads to the fact that most children exhibit both general and special abilities for various types of activities. General abilities are manifested in the speed at which a child acquires new knowledge, skills and abilities, and special abilities are manifested in the depth of study of individual school subjects, in special types of work activity and in communication.

Further development of abilities by the end of primary school age gives rise to a significant increase in individual differences between children, which affects their academic success and is one of the grounds for making psychologically and pedagogically sound decisions regarding the differentiated education of children with different abilities. When working with children who have demonstrated the most developed abilities, starting from this age, teaching methods characteristic of adults can be used, since the cognitive processes of gifted children, their perception, attention, thinking, memory and speech are fully formed by the 3rd - 4th grades of school .

Of particular importance for development at this age is the stimulation and maximum use of motivation to achieve success in children’s educational, work, and play activities. Strengthening such motivation, for the further development of which the primary school age is a particularly favorable time of life, brings two benefits: firstly, a vitally useful and fairly stable personal trait is consolidated in the child - the motive for achieving success, which dominates the motive for avoiding failure: secondly , this leads to the accelerated development of a variety of other abilities of the child.

At primary school age, new opportunities open up for stimulating the child’s mental development through the regulation of his relationships with people around him, especially with teachers and parents, to whose influences at this age the child is still quite open. This allows adults to develop and use the child’s social motives in their upbringing to have a positive impact on him. We are talking about such motives as recognition, approval from significant adults, the desire to receive high praise, and a number of others.

By the end of primary school age, III-IV grades of school, relationships with peers acquire increased importance for children. Here additional opportunities open up for the active use of these relationships for educational purposes, in particular for stimulating the child’s mental development through public approval in the presence of friends of his actions and achievements, through competition with peers, through many other actions and situations affecting the child’s social prestige.

Hard work and independence, a developed ability for self-regulation create favorable opportunities for the development of children of primary school age and outside of direct communication with adults or peers. We are talking, in particular, about the ability of children of this age to spend hours alone doing what they love. At this age, it is important to provide the child with various didactic educational games.

Play and study are two different activities; there are qualitative differences between them. It was rightly noted by N.K. Krupskaya that “the school devotes too little space to play, immediately imposing on the child an approach to any activity using the methods of an adult. It underestimates the organizational role of play. The transition from play to serious studies is too abrupt; there is an empty gap between free play and regulated school activities. We need transitional forms here." Didactic games act as such. "The game should be organized in such a way that it anticipates the future lesson."

The teacher’s task is to make a smooth, adequate transition for children from play activities to learning activities. Didactic games play a decisive role in this.

2.3 Characteristics of the main types of games and their classification

Play, a specific children's activity, is heterogeneous. Each type of game performs its own function in the development of a child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. In preschool and primary school age, there are three classes of games:

- games that arise on the child’s initiative - amateur games;

- games that arise on the initiative of an adult who introduces them for educational and educational purposes;

- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. Thus, the first class includes: game - experimentation and plot-based amateur games - plot-educational, plot-role-playing, director's and theatrical. This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection based on knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience. It is amateur play that is the leading activity in preschool childhood. The content of amateur games is “nourished” by the experience of other types of child activity and meaningful communication with adults.

The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can be independent, but they are never amateur, since independence in them is based on learning the rules, and not on the child’s original initiative in setting up the game problem.

The educational and developmental significance of such games is enormous. They shape the culture of the game; promote the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Didactic games are a type of games with rules, specially created by a pedagogical school for the purpose of teaching and raising children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities appears in them. The use of didactic games as a means of teaching primary schoolchildren is determined by a number of reasons:

- play activity, as a leading activity in preschool childhood, has not yet lost its importance at primary school age (L.S. Vygotsky), therefore, reliance on play activity, play forms and techniques is the most adequate way to include children in educational work;

- mastering educational activities and including children in them is slow;

- there are age-related characteristics of children associated with insufficient stability and voluntary attention, predominantly voluntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games contribute to the development of mental processes in children;

- cognitive motivation is not sufficiently formed. The motive and content of educational activities do not correspond to each other. There are significant adaptation difficulties when entering school. The didactic game greatly helps to overcome these difficulties.

A didactic game has a certain structure that characterizes the game as a form of learning and gaming activity. The following structural components of the didactic game are distinguished:

1) didactic task;

2) game actions;

3) rules of the game;

4) result.

The didactic task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activities. For example, in a number of didactic games, in accordance with the program objectives of the relevant educational subjects, the ability to compose words from letters is reinforced, and counting skills are practiced.

The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself.

Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

In different games, game actions differ in their focus and in relation to the players. These are, for example, role-playing activities, solving riddles, spatial transformations, etc. They are related to the game concept and come from it. Game actions are means of realizing the game plan, but also include actions aimed at fulfilling the didactic task.

Rules of the game. Their content and focus are determined by the general tasks of forming the child’s personality, cognitive content, game tasks and game actions.

In a didactic game, the rules are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, direct their attention to the implementation of a specific task of the academic subject.

Summing up - the result is summed up immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child and emphasize the successes of lagging children.

When holding games, it is necessary to preserve all structural elements. Since it is with their help that didactic tasks are solved.

The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child, but for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to educational tasks and make it gradual. From the above, we can formulate the main functions of didactic games:

- the function of forming a sustainable interest in learning and relieving tension associated with the process of adaptation of the child to the school regime;

- function of the formation of mental neoplasms;

- the function of forming the actual educational activity;

- function of forming general educational skills, skills of independent study work;

- function of developing self-control and self-esteem skills;

- the function of forming adequate relationships and mastering social roles.

Thus, the didactic game is a complex, multifaceted phenomenon. To organize and conduct a didactic game, the following conditions are required:

- the teacher has certain knowledge and skills regarding didactic games;

- expressiveness of the game;

- the need to include the teacher in the game;

- optimal combination of entertainment and learning;

- means and methods that increase children’s emotional attitude to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;

- the visualization used in the didactic game should be simple, accessible and succinct.

All didactic games can be divided into three main types:

1 - games with objects (toys, natural materials);

2 - desktop printed;

3 - word games.

Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects.

The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, the tasks in games become more complicated: younger schoolchildren practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose...), which is very important for the development of abstract, logical thinking.

The game also uses items in which the difference between them is less noticeable. In games with objects, primary schoolchildren perform tasks that require conscious memorization of the number and location of objects, and finding a missing object. While playing, they acquire the ability to put parts together into a whole and lay out patterns from various shapes.

A variety of toys are widely used in educational games. They clearly express color, shape, size, and the material from which they are made. This helps the teacher to train younger students in solving certain didactic problems.

The teacher uses games with natural materials when conducting such didactic games as “Whose footprints?”, “Which tree is the leaf from?”, “Arrange the leaves in descending order,” etc. In such games, knowledge about the natural environment is consolidated and mental processes are formed (analysis, synthesis, classification).

Printed board games are varied in type: paired pictures, various types of lotto, dominoes. When using them, various developmental tasks are solved. For example, a game based on matching pictures in pairs. Students combine pictures not only by external features, but also by meaning.

Selection of pictures based on a common feature - classification. Here, students are required to generalize and establish connections between subjects. For example, in the game “What Grows in the Forest?”, compiling cut-out pictures is aimed at developing children’s ability, from individual parts, to form a whole object, and logical thinking.

The description, story based on the picture, showing actions and movements is aimed at developing speech, imagination, and creativity in primary schoolchildren. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.)

In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental problems: describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.

With the help of verbal games, children develop a desire to engage in mental work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups. The first group includes games with the help of which they develop the ability to identify essential features of objects and phenomena: “Guess it,” “Shop,” etc.

The second group consists of games used to develop the ability to compare, juxtapose, and give correct conclusions: “Similar - not similar,” “Who will notice the most fables,” and others.

Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?” “Name three objects”, “Name in one word”. A special fourth group includes games for the development of attention, quick wits, and quick thinking: “Colors,” “Flies, Doesn’t Fly,” and others.

The third class of games is traditional or folk. Historically, they form the basis of many educational and leisure games. The subject matter of folk games is also traditional, they themselves, and are more often presented in museums rather than in children's groups. Research conducted in recent years has shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc.), as well as the most important features of the psychology of the ethnic group that created the game.

To ensure the developmental potential of games, we need not only a variety of toys, a special creative aura created by adults who are passionate about working with children, but also an appropriate subject-spatial environment.

It is important for teachers to think through the phased distribution of games, including didactic ones, in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children and stimulate their activity. In the middle of the lesson, a didactic game should solve the problem of mastering the topic. At the end of the lesson, the game can be of a search nature. At any stage of the lesson, the game must meet the following requirements: be interesting, accessible, exciting, and involve children in different types of activities. Consequently, the game can be played at any stage of the lesson, as well as in lessons of different types. The didactic game is part of a holistic pedagogical process, combined and interconnected with other forms of teaching and upbringing of younger schoolchildren.

3. Analysis and carrying out experimental work on the research problem

3.1 Preparation and conduct of a pedagogical experiment

To study independence during play at primary school age, we conducted a study that was carried out in three stages. At the first stage of the ascertaining experiment, we selected methods and conducted a diagnostic examination aimed at identifying independent activity in primary schoolchildren.

In the process of studying specialized literature, we came to the conclusion that independence is often considered as the most meaningful form of mental activity, as a universal ability that ensures the successful implementation of a wide variety of activities.

The mental basis of independent activity is imagination, which arises already in the preschool period. This is the most important new formation of preschool childhood; the emergence of personality is associated with it (L.S. Vygotsky and V.V. Davydov).

Important indicators in the development of the functions of independence are reliance on visibility, the use of past experience, the presence of a special internal position that allows one not to adapt to the situation, to subjugate it to oneself, and to master its substantive features.

The development of independence is largely determined by the level of children's imagination. Therefore, we have selected methods aimed at studying the imagination and development of children’s creativity.

Many researchers (L.S. Vygotsky, O.N. Dyachenko, N.A. Vetlugina) pointed out the need to create a subject environment that would serve as a trigger for the important role of specific subjects in the development of independence in children.

At the second stage of the formative experiment, we created the necessary conditions for equipping the developmental environment for junior schoolchildren in the educational process.

The third stage - control - was aimed at determining the effectiveness of using games and game techniques as a means of developing the independence of younger schoolchildren.

The study involved students of grade 4 "B" of the municipal educational institution "Gymnasium No. 13" in Novomoskovsk.

During the study, subjects were offered various didactic games during Russian language and mathematics lessons. As the study showed, these lessons became the most interesting for children; they increased the productivity of completing tasks.

Manifestations of independence of children of primary school age in significant activities. Coursework: Pedagogical paths and conditions for the formation of independence in the activities of junior schoolchildren

Similar documents

During the classes

I. Introduction.

II. Nurturing independence.

III. Training for parents.

REMINDER FOR PARENTS (education of independence)

IV. Summing up the meeting.

V. Reflection.

Download:

Preview:

Send your good work in the knowledge base is simple. Use the form below

Introduction

Organizing and managing independent work is the responsible and difficult work of every teacher. Fostering activity and independence must be considered as an integral part of the education of students. This task is among the tasks of paramount importance for every teacher.

In the process of learning, he must achieve a certain fairly high level of independence, which opens up the opportunity to cope with various tasks and acquire new things in the process of solving educational problems.

The object of study is the student’s independent activity, and the subject is the conditions for its implementation, i.e. game as a means of developing students' independence.

Research base: students of grade 4 "B" of municipal educational institution "Gymnasium No. 13" in Novomoskovsk (13 girls, 10 boys).

1. Independent work as the highest type of educational activity

1.1 Student’s independent activity in learning: analysis of various approaches. Structure of independent activity

Independent work is not a form of organizing training sessions and not a teaching method. It is right to consider it rather as a means of involving students in independent cognitive activity, a means of its logical and psychological organization.

However, there are some structural principles for analyzing the meaning, place and function of independent activity. There are 2 options, similar in essence, but having their own content and specificity: they determine (subject to their unity) the essence of the independent coloring of activity.

First group:

- content component: knowledge expressed in concepts, images, perceptions and ideas;

- operational component: various actions, using skills and techniques, both externally and internally;

- effective component: new knowledge, methods, social experience, ideas, abilities, qualities.

Second group:

- content component: highlighting the cognitive task, the purpose of the educational activity;

- procedural component: selection, definition, application of adequate methods of action leading to achieving results;

- motivational component: the need for new knowledge that performs the functions of word formation and awareness of activity.

The actual process of independent activity is presented in the form of a triad: motive - plan (action) - result.

So, in social terms, independent activity can be considered in a very wide spectrum. In any relationship of the individual to the surrounding world, in any type of specific interaction with the environment.

They need these skills during their education and after leaving school. Consequently, the problem of activating students' independence in the process of educational work is one of the pressing problems of both pedagogical science and practice.

N.G. assigned an important role to independent work. Chernyshevsky, N.A. Dobrolyubov. “If our children,” wrote N.G. Chernyshevsky, “want to be truly educated people, they must acquire education through independent studies.”

The need for independent work at school was also defended by N.K. Krupskaya. didactics self-learning game

Some issues of independent work are reflected in modern research and didactic manuals.

Didactic issues of independent work of schoolchildren are reflected in the book of the famous Soviet teacher B.P. Esipov "Independent work of students in the classroom."

The author emphasizes that active independent work of students is necessary at all stages of education, and its effectiveness is due to the active mental activity of students.

1) first, students present the material they have already studied;

2) then students are asked to answer questions;

3) after this, students learn to generalize what they have learned.

The problem of activating students’ mental activity in the process of students’ independent work is highlighted in the article by M.A. Danilova "Nurturing schoolchildren's independence and creative activity in the learning process."

The author emphasizes that the goal of independent work is to develop students' thinking abilities. Teaching students the skills to do this type of work plays an important role in this.

Similar provisions are contained in the article by A.F. Solovyova "Independent work of students with a textbook in the classroom."

The article provides examples of tasks for independent work with a textbook, such as reading a textbook (paragraph), answering questions, drawing up an outline for a paragraph, formulating a conclusion from a paragraph, etc.

These are the considerations of the authors of these works on didactic issues of independent work. These considerations are the pedagogical basis on which one should rely when resolving issues of independent work in specific academic subjects.

1.2 The concept of “independent” work and its functions

Analysis of monographic works devoted to the problem of organizing independent work of schoolchildren, P.I. Pidkasisty, I.A. Zimnyaya, showed that the concept of independent work is interpreted ambiguously:

Firstly, this definition takes into account the psychological determinants of independent work: self-regulation, self-activation, self-organization, self-control, etc.

Let's try to more accurately define what essentially is included in the concept of “independent activity”.

“Amateur activity” is a subjective, strictly individual self-governed activity, with personally determined components: goal, leading need, motivation and methods of implementation.

“Self-activation” is a subjectively correlated internal motivation for activity.

“Self-organization” is the ability of an individual to mobilize himself, purposefully, actively use all his capabilities to achieve intermediate and final goals, rationally using time, energy, and means.

“Self-regulation” is initially a psychological support for activity, which in subsequent development acquires a personal meaning, i.e. actual mental content.

“Self-control” is a necessary component of the activity itself, which carries out its implementation at the personal level.

Secondly, attention is focused on the fact that independent work is connected with the student’s work in the classroom and is a consequence of the correct organization of educational and cognitive activities in the lesson.

Thirdly, independent work is considered as the highest type of educational activity, requiring from the student a sufficiently high level of self-awareness, reflexivity, self-discipline, responsibility, and giving the student satisfaction as a process of self-improvement and self-awareness.

From everything that has been said previously, it is clear that independent work is the highest work of a student’s educational activity and is a component of an integral pedagogical process, therefore it has such functions as educational, educational, and developmental.

2. Theoretical foundations of games as a means of education

2.1 Game as a learning tool

Primary school age is the most important stage of school childhood. The high sensitivity of this age period determines the great potential for the child’s diversified development...

The question of the nature and essence of the game worried and still continues to attract the attention of many researchers, such as: Galperin P.Ya., V.L. Danilova, Zaporozhets A.V., Elkonin D.B.

Each of these approaches, while highlighting some aspect of the game, ultimately turns out to be insufficient to explain the essence and specifics of children's play as a whole.

According to Frebel, children's play is a “mirror of life” and “a free manifestation of the inner world. Game is a bridge from the inner world to nature.” Nature was imagined by Froebel as a single and diverse sphere.

A.N. Leontyev noted that new, progressive formations develop in the game and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.

2.2 General characteristics of a junior schoolchild, his educational and gaming activities

Thus, during infancy (up to 1 year), the leading type of activity is direct emotional communication. In early childhood (from 1 year to 3 years) - subject activity, in preschool - play, in primary school age - study, in adolescence - communication with peers.

The essence of play as a leading type of activity is that children reflect in it various aspects of life, the characteristics of relationships between adults, and clarify their knowledge about the surrounding reality.

The teacher’s task is to make a smooth, adequate transition for children from play activities to learning activities. Didactic games play a decisive role in this.

2.3 Characteristics of the main types of games and their classification

- games that arise on the child’s initiative - amateur games;

- games that arise on the initiative of an adult who introduces them for educational and educational purposes;

- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

- play activity, as a leading activity in preschool childhood, has not yet lost its importance at primary school age (L.S. Vygotsky), therefore, reliance on play activity, play forms and techniques is the most adequate way to include children in educational work;

- mastering educational activities and including children in them is slow;

- cognitive motivation is not sufficiently formed. The motive and content of educational activities do not correspond to each other. There are significant adaptation difficulties when entering school. The didactic game greatly helps to overcome these difficulties.

A didactic game has a certain structure that characterizes the game as a form of learning and gaming activity. The following structural components of the didactic game are distinguished:

1) didactic task;

2) game actions;

3) rules of the game;

4) result.

REMINDER FOR PARENTS
(education of independence)