Age features of the cognitive activity of younger students. Development of cognitive activity in primary school children. the essence of the concept of "cognitive activity" molokoyedova E.S.

GBOU Gymnasium 1507 ODSHO 2063

Keywords

cognitive activity, a means of developing, analysis, activity levels

Research Article

Annotation to the article

This article reveals the essence of problem learning and problem situations as a means of developing cognitive activity, examines the possibility of intellectual development in the context of problem learning, its organization and leadership in the learning process.

In addition, the playful Rumtoben influences both passive and active musculoskeletal systems. Too little exercise leads to foot deformity, axial failure knee joint and already pre-arthritic changes in the hip joints. A better known topic is being overweight. Lifestyle factors such as a high-calorie diet and lack of physical exercise... The consequences of this are - cardiovascular diseases and metabolic disorders, high blood pressure and type.

But the consequences are not only physical. Psychosocial limitations are often associated, such as low self-esteem, low school productivity and a deterioration in the quality of life. And please do not forget: the cost of treating a disease is many times higher than the cost of prevention, whether it be a child or an adult.

Scientific article text

Society especially needs people with a high general educational and professional level of training, capable of solving complex social, economic, and political issues. Cognitive activity is a socially significant personality trait and is formed in schoolchildren in learning activities... The problem of the development of cognitive activity junior schoolchildren, as studies show, has been the focus of teachers for a long time. Pedagogical reality daily proves that the learning process is more effective if the student is cognitively active. This phenomenon is recorded in pedagogical theory as the principle of "student activity and independence in learning." The means of implementing the leading pedagogical principle are determined depending on the content of the concept of "cognitive activity". In the content of the concept of "cognitive activity", as the study shows, several directions can be distinguished. A number of scientists consider cognitive activity as a natural tendency of schoolchildren to learn. It is well known that a person is characterized by the desire for knowledge. This desire manifests itself in a child from the first days of his life. Educators of the past viewed student development holistically. D. Locke in his work "Thoughts on education" affirms the idea of \u200b\u200bthe unity of physical and spiritual development with the well-known thesis "A healthy mind in a healthy body." When strong bodythe author believes that it is easy to move forward along the chosen path. Pursuing the idea of \u200b\u200bthe unity of physical and spiritual development, the authors find important pedagogical means of developing cognitive activity. So, for example, to maintain interest in classes, they should be stopped until the moment of complete fatigue, when the child continues to expect from the first lesson. Thus, a pedagogical means is allocated - the regulation of the teaching load and its dosage depending on the fatigue of students. So, the natural drive for knowledge develops in educational process when it is regulated by the teacher and the organization of the student's educational activity so that different aspects of his mental activity are involved in it, like other areas of his life, for example, in conversations, games, family activities or when meeting with friends. Another point of view is quite popular: cognitive activity is understood as a characteristic of the activity of a younger student: its intensity and intensity. Many works of domestic teachers are devoted to the problem of enhancing the educational process. For example, P.N. Gruzdev and Sh. N. Ganelin, R.G. Lamberg, they investigated the problem of activating the thinking of students in the learning process, analyzed the problem of independent activity of students and conclude that independence is the highest level of activity. Here is what TI Shamova writes: “We do not reduce cognitive activity to a simple exertion of the student's intellectual and physical forces, but consider it as a quality of personality activity, which manifests itself in the student's attitude to the content and process of activity, in his desire to effectively master knowledge and methods of activity for the optimal time, in mobilizing moral and volitional efforts to achieve educational and cognitive goals. " Cognitive activity reflects a certain interest of younger students in acquiring new knowledge, skills and abilities, internal purposefulness and a constant need to use different methods of action to fill knowledge, expand knowledge, expand horizons. There is another group of scientists who understands cognitive activity as a quality of a person. For example, G.I. Shchukina defines "cognitive activity" as a personality trait, which includes the personality's desire for knowledge, expresses an intellectual response to the process of cognition. In their opinion, “cognitive activity” becomes a personality quality with a stable manifestation of the desire for knowledge. This is a structure of personal quality, where needs and interests designate a meaningful characteristic, and will represents form. Mostly, the problem of the formation of cognitive activity at the personal level, as evidenced by the analysis of literary sources, is reduced to the consideration of motivation cognitive activities and to the ways of forming cognitive interests. Fundamental research in the field of teaching younger schoolchildren reveals the process of the formation of the cognitive activity of students primary grades and determine changes in the content of education, the formation of generalized methods of educational activities, methods of logical thinking. Research reflected in pedagogical literature, made a huge contribution to the development of the theory of cognitive activity: they contain original ideas, theoretical generalizations, and practical recommendations. Improving the effectiveness of teaching schoolchildren does not remove the problem of such a socially significant quality as cognitive activity. Its formation at primary school age has a positive effect on personality development. Analysis of the literature on the problems of the development of cognitive activity shows that scientists understand this term in different ways. Some equate activity with activity, others consider activity to be the result of activity, and still others argue that activity is a broader concept than activity. The problem of activity is studied in various aspects: biological, psychological, pedagogical, sociological, etc. So, we drew attention to the fact that all studies have in common the presence of several factors in the process of formation of cognitive activity. Among them is an internal factor, that is, a subjective characteristic of a cognitive action. The bearer of cognitive activity is an integral subject of cognition - a person. Some scientists define the process of cognitive activity of younger students as purposeful activityfocused on the formation of subjective characteristics in educational and cognitive work. The concept of "development" is generally recognized in pedagogy and psychology. The basis for the development of cognitive activity is a holistic act of cognitive activity - an educational and cognitive task. In accordance with the theory of D. B. Elkonin, the development of cognitive activity is carried out through the accumulation of positive educational and cognitive experience. Scientists, depending on the nature of the subject's cognitive activity, determine the following levels of activity: Reproductive-imitative activity, with the help of which the experience of activity is accumulated through the experience of another; Search and executive activity; it's over high level, since there is a large degree of independence here. At this level, it is necessary to understand the task and find the means to accomplish it; Creative activity is a high level, since the task itself can be posed by the student, and new, non-standard, original ways of solving it are chosen. The development of cognitive activity is the ideal option when its formation occurs gradually, evenly, in accordance with the logic of cognition of objects of the surrounding world and the logic of self-determination of the individual in the environment. Thus, on the basis of the analysis, we define cognitive activity for ourselves as a changing personality trait, which means a student's deep conviction in the need for cognition, creative assimilation of the system of scientific knowledge, which is manifested in the awareness of the goal of activity, readiness for energetic actions and directly in the most cognitive activity.

"Physically active children and adolescents remain predominantly active during adulthood." Appropriate primary prevention measures in kindergarten can be easily implemented and embraced by most children. Especially in schools, long-term and national health interventions can be integrated into school life as children spend most of their everyday life at school.

Another important point is that these two institutions also reach the parents, because active parents mostly have active children. The need for action to promote physical activity during childhood in Germany. Rita de Cassia Suart, Maria Younis Ribeiro Marcondes.

State-financed organization social service Khanty - Mansiysk Autonomous Okrug - Yugra "Social rehabilitation center for minors" Zina "

Self-education topic

"Ways to increase cognitive activity in younger children

school age»

Daycare teacher

branches: Naumova I.N.

Exploratory experiments are one of the strategies proposed for more active student participation in the learning process. Thus, if students are involved in steps such as: data collection, analysis and discussion; can formulate hypotheses and propose solutions to a proposed problem, developing their logical reasoning and important cognitive abilities for building chemical knowledge and teaching their citizens.

This paper investigated the cognitive abilities exhibited by first-grade chemistry students in the upper class in experimental research activities. Students should research what factors can influence the boiling point of a material. Classes were recorded in audio and video, and student reports and speeches were analyzed qualitatively using categories of analysis based on identified cognitive abilities.

uray city 2010

Chapter 1. Theoretical foundations for the development of cognitive activity in primary school children. 3

Psychological and pedagogical foundations cognitive development children

primary school age. 3

students. 7

Features of the organization of cognitive activity

junior schoolchildren. ten

During the analysis, it is difficult for students to understand the relationship between time and temperature. Some groups, when proposing their procedures, define time as an object of study. The results also show significant student participation and higher-order cognitive ability as hypothesis development; however, most of the responses were classified as low-order cognitive abilities, possibly because it is an activity little known to students and requiring a lot of cognitive effort at some stages.

The value of games in increasing cognitive activity. 12

Chapter 2. Some aspects of the practical activities of the day care teacher of the "Social and rehabilitation center for minors" Zina "

Practical activities of a daycare teacher

branches. 14

The analysis is the result of the teacher's practical work. 16

Conclusion. 17

Investigative experimentation is one strategy for getting more involved in the learning process. So, if students participate in the steps: data collection, analysis and discussion, they will be able to formulate a hypothesis and propose solutions to a problem, developing logical reasoning and cognitive skills important for building chemical knowledge and citizenship.

This work examined the cognitive skills expressed by high school students in an experimental study of chemistry. Students should research the factors that will influence the boiling point of the material. Classes were recorded on audio and video tape, and students' reports and discourse were analyzed qualitatively using categories of analysis based on cognitive skills.

Literature. 18

Introduction

The problem of cognitive development is one of the central problems of pedagogy, therefore the solution to the problem of cognitive development of children is relevant. The desire to know the world around is inherent in the child by nature itself. To develop this desire, to consolidate it, to give it the opportunity to grow into a habit, and then into a need - this is the goal of education. Adults often do not support the child's desire to learn new things. The ability to form cognitive motivation is extinguished in the bud. The main thing is overlooked: cognitive motivation is a prerequisite for successful learning. It must be worked out in advance, before the child enters school. These mistakes of adults lead to the extinction of the natural desire of children to learn. The need arises to get an idea of \u200b\u200bwhat needs to be done to maintain it.

The analysis shows students' difficulty in understanding the relationship between time and temperature. Some groups have suggested time as an object of study instead of temperature. In addition, the results show a strong student participation in the activity, and their responses show higher-order cognitive skills such as hypothesis development; however, they also provide answers that have been classified as cognitive skills of a lower order, perhaps because the activity was unknown to the students and some steps require a stronger cognitive effort.

According to the data of pedagogical observations, about 45% of children who are unsure of their abilities enter the day care groups of the "Social and Rehabilitation Center for Minors". More than 70% of the applicants have never attended children's associations of the city and schools. Most of the children had low self-esteem, and 30% of the children did not have effective communication skills - they were tense, distrustful of adults, refusing to participate in the proposed activity. According to psychologists, the majority of children have not formed school motivation, which means that minors have reduced cognitive activity.

Experimentation; investigative activity; cognitive abilities. Institute of Biophysics Carlos Chagas Filho. Abbreviation: Many teaching methods imply that conceptual knowledge can be isolated from the situations in which it is learned and used, and this article shows that this hypothesis inevitably limits the effectiveness of such practice. Drawing on recent cognitive research that manifests itself in everyday activities, the authors argue that cognition is contextualized, in part created by activity, context and culture. in which it is developed and used as an alternative to conventional practice, they offer cognitive communication that takes into account the contextualized nature of knowledge and analyzes two examples of teaching mathematics that highlight some of the main aspects of mathematics. this approach to learning.

This determined the choice of the research topic: "Ways to increase cognitive activity in primary school children." Working with children, I noticed that many have insufficiently expressed cognitive interests. This is due to impaired attention, memory, lack of perception, slow thinking. And it is not surprising, because children come to the center from dysfunctional families and families at risk, where there are no conditions for the development and upbringing of children.

Many didactic methods involve a separation between knowledge and performance, considering knowledge to be an integrated and autonomous object, theoretically independent of the situations in which it is studied and used. The main problem of the school is often to ensure the transmission of this object, consisting of formal concepts abstract and uncontextualized. Therefore, the activities and context of learning are viewed as subordinate to learning - pedagogically useful, of course, but fundamentally separate and even neutral in relation to what they have learned.

The decrease in cognitive activity is manifested in the limited stock of knowledge about the world around, the lack of formation of practical skills.

For the successful education and upbringing of children, it is necessary to awaken their interest in educational activities, to captivate, mobilize their attention, and to intensify their activities.

Goal: consider the forms and methods of work, prompting various degrees of increasing cognitive activity in children of primary school age.

And it's not neutral. On the contrary, it is an integral part of what is learned. Situations must jointly produce knowledge through activity. Learning and cognition, one might say, are fundamentally contextualized. We assume that by ignoring the contextualized nature of cognition, the school fails to provide useful, lasting knowledge.

Knowledge and contextual learning. We usually study words in the context of normal communication. This process is unusually fast and successful, but, on the contrary, learning words from abstract definitions and phrases that go out of their usual context - the children's vocabulary taught them often taught in school - is slow and generally unsuccessful. There is little school time to learn more than 100-200 words per year, and much of what is taught usually turns out to be unusable in practice, citing the following examples of vocabulary obtained from students in this way.

An object: cognitive activity of children of primary school age.

Thing research: identifying regular connections between pedagogical activity and the level of cognitive development of children of primary school age.

In accordance with the topic, purpose and subject of the research, the following tasks:

I and my parents are in correlation, because without them I would not be here. "I was pleased with my fall from the cliff." Given the method used, such errors seem inevitable. Learning from vocabularies assumes that sentence definitions and patterns are independent "chunks" of knowledge. But words and sentences are not islands, entirely in and of themselves. The use of language would lead to an incessant confrontation with ambiguity, polysemy, nuance, metaphor, etc. If they were only solved by extralinguistic help provided by the context of the statement.

Study and generalize theoretical material on the cognitive development of primary school children.
Draw up a long-term plan of measures to increase the cognitive activity of children and implement it in a daytime stay in a social rehabilitation center.
Consider the dynamics of the cognitive development of primary school children.

The following methods were used in the work:

Even if it is surprising, we can consider that at the end all the words are at least partially decisive. Experienced readers understand implicitly that words are contextualized. This is why they wait for the rest of the sentence, or understand the context, before proceeding to interpret the term. Only then do they refer to dictionaries, with contextualized examples of using the term in context, and the context, like a dictionary, allows for interpretation. But the students who produced the above sentences lacked the support of the normal communication context.

the study of psychological - pedagogical literature;
examination of children's knowledge;
observation of children in everyday life;
conversations with children;
educational games and exercises.

The structure of the work consists of an introduction, two chapters (theoretical and practical), conclusions and applications.

For such tasks, vocabulary definitions must be independent. Extra-linguistic means that could structure, frame, and finally, allow you to ignore interpretation in a normal communication situation. Learning with dictionaries, like any method that attempts to teach abstract concepts regardless of the actual situation, neglects how understanding manifests itself through sustainable and contextual use that includes social negotiation. complex, does not crystallize in categorical definition.

Since it depends on situations and negotiations, the meaning of a word cannot, in principle, be understood with a definition, even if it is supported by some of the model's sentences. All knowledge, we think, works like a language. All of its constituents are indicators of the world and, therefore, are inextricably the product of the activities and contexts in which they are produced. The concept, for example, will evolve according to each new use case, as contexts, negotiations and activities transform it into something new, denser.

Chapter 1. Theoretical foundations of the development of cognitive activity in children of primary school age

Psychological and pedagogical foundations of the cognitive development of primary school children

All spheres of human life carry a cognitive component. Any direction in the development of a child implies the transmission of certain ideas, the obligatory participation of cognitive processes, an emotional response to events, actions, objects, and so on. Representations, processes, emotions are components of the cognitive sphere, which is considered as a complex formation that provides a person with a normal and full (intellectual and emotional) existence in our world.

Thus, the concept, just like the meaning of the word, is still in the making, which can also be related to abstract technical concepts that seem to be clearly defined, although they are not fully defined and defy any categorizing description. ; some of their meaning always comes from the context of use.

To explore the hypothesis that concepts are both contextualized and progressively created through activity, we must abandon any idea that they are independent abstract entities. Instead, it would be more useful to consider conceptual knowledge, in a sense, as a set of tools, tools that have some meaningful characteristics with knowledge and can only be understood through use. and their use leads both to a change in the worldview on the part of the user and to the introduction of a belief system in the culture in which they are used.

The goal of cognitive development - development of cognitive interests, needs and abilities of children, their independent search activity based on enriched consciousness and formed emotional and sensory experience.

To achieve the set goals the following tasks :

a) expand the horizons of the child;

b) create conditions for the development of cognitive processes and mental operations. Use the capabilities of children to develop their cognitive abilities and independent search activity. (Observations, experimentation, solving problem situations);

c) form a positive (optimistic) attitude towards the world;

d) show an example of a careful attitude towards nature, other people;

e) to encourage the child's positive interest in the world around him.

Cognitive development is carried out under the influence

people around, and first of all, parents. The final result depends on their attentive attitude to the cognitive development of the child.

First of all, it is necessary to create an appropriate environment in the family in which the craving for knowledge is supported by adults. Further, communication with adults plays a role. It is necessary that it be complete both in terms of quantity, when the child is given enough time, and in terms of its emotional and intellectual content. The range of interests that the family lives by is also of great importance. A very good result in terms of the development of cognitive need is given by efforts aimed at awakening curiosity, arousing a feeling of surprise, especially in front of some familiar phenomenon, to show an unknown side in it. All of the above constitutes the necessary background for successful development cognitive needs.

The function of motivating learning activity is that it stimulates behavior, gives it personal meaning and significance. In studies led by JI. I. Bozovic found that children 6-7 years old have a craving for school, a desire to learn. At the same time, the desire to learn is the main motive, and admission to school acts as a condition for its implementation. First graders have:

first place - broad social motives;

the second is narrow-minded;

the third - educational and cognitive.

Towards the middle and some towards the end primary education at school, educational and cognitive begin to take the leading place for the majority of students.

The quality of the acquired knowledge depends on the level of development of cognitive processes. The systematic assimilation of knowledge by children in the classroom at school is the basis for mastering the skills of educational activities. It is important to note that preparation for these shifts occurs mainly within the types of activity, in the system of the relationships between the primary school student and adults at this age and the corresponding forms of education and training.

Interest in the school and educational content of classes is the most important, central, but not the only indicator of the student's internal position. Studies show that among first-graders there are children who have a large stock of knowledge and skills, and a relatively high level of development of thinking, nevertheless, they study poorly. Where lessons are of direct interest to these children, they quickly learn educational material, solve educational problems relatively easily, show creative initiative.

By the time he enters school, the child's knowledge has already been streamlined and systematized to a certain extent. He acquires a number of mental, cognitive skills, has the ability to purposefully carry out intellectual and practical activities.

A great place in the formation of motivational readiness for schooling paid to the development of cognitive needs. The formation of curiosity, cognitive activity is directly related to the performance of tasks that initially do not appear as independent for the child.

Interests are an important emotional manifestation of a child's cognitive needs. Satisfying them helps to fill knowledge gaps. The role of interests in the processes of activity is exceptionally great, since they outstrip the incentive force of significant objects of activity that meets the cognitive need, and thus forces the person to actively seek ways and means of satisfying the thirst for knowledge and understanding that has arisen in him.

Satisfaction of interest, which has a stable significance, as a rule, does not lead to extinction of interest, on the contrary, by internally tuning up, enriching and deepening it, it causes the emergence of new interests that correspond to a higher level of cognitive activity. Thus, interests act as a constant stimulating mechanism of cognition.

Cognitive interest appears to us as the most important education of the individual, is formed in the social conditions of his existence and is not immanently inherent in a person from birth. Interest acts as a stimulator of activity, real, objective, educational, creative, creative actions of life in general.

Interest acts as the most valuable motive of educational activity. It becomes a stable formation of the personality itself, a powerful motivating force for its activities and individual actions. Unlike vague and unconscious drives, desires, cognitive interest always has its own subject, it expresses focus on a specific subject area. As a motive for learning, cognitive interest has a number of advantages over other motives that can exist together and along with it (the motive of self-affirmation, the desire to be in a team, etc.).

There are two kinds of cognitive interest.

Situational interest, prompted by amusement, which is very susceptible to the external situation, changeable, unstable.

Sustained cognitive interest is largely due to intrinsic motivation and does not depend on reinforcement at all.

Learning activity under the influence of cognitive interest can cause the deepest satisfaction in the student. Being a strong motive for learning, cognitive interest, creating an "internal environment" for development, significantly changes the activity itself, affects its nature, course and results.

Interest as an important stimulus for successful learning is a powerful means of stimulating children's activity, developing the child's thinking and creative powers. Interest is aroused by the active work of thought, associated with the solution of complex problems. Satisfaction with learning activity serves as a stimulus for further cognitive movement. In training it is necessary

combine interest and effort. Forming the ability to volitional effort, interest arouses the child's moral strength, thus, it is not only a means of successful learning, but also an important stimulus for the moral growth of a person.

The development of cognitive interests is influenced by the age aspect, since the acquired knowledge contributes to the transfer of interest to a higher level. It should be especially emphasized that the individual originality of the cognitive interest is extremely great.

A wide range of psychological studies of cognitive motives led to the conclusion that the most important personal education in school years can serve as a dictator overall development children. There are many reasons for this:

cognitive interest is associated with the basis of fundamental activity - learning, cognitive activity, the impact of which on human development is very difficult to overestimate;

cognitive interest interacts with such personal qualities of a person as activity, independence, under the influence of which he himself develops and contributes to the development of these qualities;
cognitive interest expresses quite clearly the child's attitude to the content of the chosen subject area of \u200b\u200bactivity related to its study.

These manifestations can be used to judge not only the level of actual development of the child's personality, but also his prospects, the zone of proximal development, which reveals itself in the preferred subject area of \u200b\u200bknowledge especially clearly.

Development prospects allow the child to purposefully use his free time, his leisure time and various activities to satisfy his interests. The active nature of educational activity and free activity in the chosen area (enthusiasm for completing the task, the desire for a deeper study of the subject, the desire to pass on your knowledge to friends, use them in the frontal work of a teacher with children) allows you to establish the level of cognitive capabilities and their connection with the development of interest.

Cognitive interest and its formation is an indicator of the general development of the child.

The study of theoretical material on the problem allowed us to identify three lines of possible subsequent work with children.

The first is to support the child's desire to ask questions. Support by the fact that the child always meets a favorable attitude towards him and the willingness of the elders to clarify what the child is asking about.

The second line is to stimulate the expression of cognitive interest. This is partly achieved:

a benevolent attitude towards his questions;

* partly disclosure of new things in everyday things;

no small place belongs to the stories of adults.

At the same time, it is very important to understand which topic may interest the child and which one may not. This can be understood by the questions that arise in the child.

The third line of maintaining a child's cognitive need is to use play for this.

Forms and methods of developing cognitive activity

Training and education are inseparable from each other. In the teaching and upbringing of an intellectually developed child, cognitive activity is of great importance, teaching the child the ability to isolate, understand and solve mental problems.

The conclusions of psychological research give grounds for teachers to widely use the solution of mental problems in order to awaken children's interest in learning, the formation of a conscious motive for learning, both in educational and extracurricular activities.

Teaching children the ability to learn has two fundamentally important aspects: first, the ability to learn is necessary in terms of preparing a child for school (learning at school requires children to learn to learn in order to acquire a certain amount of systematized knowledge and skills provided by the school curriculum); secondly, the ability to learn significantly increases interest in learning.

The desire to learn how to solve mental problems is a stimulus for cognitive activity. In order to use a mental task as a means of forming cognitive activity and a motive for educational activity, an adult must clearly define the knowledge that he will transfer to children in each lesson. He must teach children to see and understand the mental task themselves, otherwise they will not understand many of the teacher's requirements, and they will inevitably fall into the number of intellectually passive children.

Teaching children the ability to see and understand a mental task, the use of various methods that encourage creative implementation of it, the allocation of the subject of cognition - all this contributes to an increase in the child's cognitive activity and acts as a strong incentive for educational activity.

The fundamental principle of the work of any teacher or educator should be the "theory of action", according to which only the child's activity can become the starting point for his all-round development. Whether the child is in the classroom or in an everyday household situation, he always performs certain actions aimed at achieving short-term or long-term goals. These actions should be not only logical, but also purposeful.

A modern lesson, an occupation should become a small theater, where an adult acts as a director and an actor at the same time, and children act as actors, for whom the “situation of success” is sometimes the most important. Teacher on modern lesson or the lesson should be the organizer rather than the protagonist. The task of an adult is not only to teach children their subject, but also to form social competencies that allow children to painlessly enter adulthood. Very often in pedagogy, the question of socio-game methods of teaching and upbringing is raised.

All activities of the teacher are based on the same algorithm: aesthetics - ethics - technology. These three elements of theatrical art are most applicable in teaching practice. An equivalent of the aesthetics of theatrical art can be considered a general didactic understanding of the course educational process; the equivalent of acting ethics is the moral and ethical principles of the teacher; equivalent of technology acting - subject methodology. Mastering the elements of theatrical skills and applying them in everyday practice will allow increasing the motivation of learning through the system of pedagogical influences. Through the influence on actions, the teacher forms an active life position in the student or pupil, which is one of the goals of modern education and upbringing.

Accounting individual characteristics baby

In order to increase motivation, the teacher must create a situation in which the child will develop a sense of the success of the activity. The slogan of this work is "From each according to his strength, to universal literacy and the disclosure of individual characteristics." The humanity of the relationship must be put forward in the first place. Each child is individual in its own way, and it is important not to make an artificial selection of children, but to control and adjust the course of the educational process and psychological development of the personality in order to form and accept universal human values \u200b\u200bby the child, and form his social competence.

You cannot compare the child with anyone (only with yourself regarding vulgar successes and failures). Any achievement of the child must be celebrated and encouraged, thereby developing sustainable motivation and self-confidence in children. The teacher is especially concerned about children who are passive, undisciplined, lagging behind in mastering skills and assimilating knowledge. They are the ones who need an individual approach, a deep study of the reasons that caused the lag in knowledge, skills, passivity or indiscipline. Most often, there are two interrelated reasons:

poorly developed cognitive interests that prevent the desire to practice;
the child's inability to join the general work due to the fact that the educational task exceeds his capabilities.

In order to occupy themselves with something, children begin to be distracted, violate discipline. The teacher's comments lead only to the fact that the child calms down outwardly, but does not take part in the work of the group, and his knowledge and skills remain at the same level. Moreover, from class to class, a child may develop self-doubt, a negative attitude towards learning; and peers begin to look at him as an inept. The task of the teacher is to educate such children, first of all, confidence in their abilities, as well as increasing their authority in the eyes of their peers. Constant attention to timid, shy children in lessons or classes, and in everyday life, influences the development of sociability and courage. The formation of motivation is not laying ready-made motives and goals in the head of students, but placing it in such conditions and situations of the deployment of activity, where motivation and goals would be formed and developed taking into account and in the context of the child's past experience.

Methods of socio-game pedagogy allow, while maintaining the proper level of training, to increase the child's interest in the final result. Differentiation and flexibility of approach to the learning process, student-centered learning, game techniques will lead to an increase in interest and the quality of learning.

Student work in groups

The child's activities in the classroom are surrounded by peers. “This creates opportunities,” pointed out to AP U owl, “for the active influence of children on each other, and if these opportunities are used correctly, then the adult teaching children gains serious support for his efforts; the effect is much greater than when an adult works with one child. But this can only be on the condition that tasks are set before the children's collective that unite the forces of children, cause common experiences and thereby encourage children to be active. "

In collective forms of work in a lesson or lesson, children independently distribute responsibilities in accordance with the level of educational awareness, the priority of activities and the degree of development of communication skills. The role of the teacher in this case is reduced to the coordination of activities between the working groups, and also, in part, to the correction of the result of the activity (with the activation of students, it is sometimes impossible to predict, since the knowledge base increases with a wide choice of means of solving the problem). Motivation during such a lesson increases due to the lack of pressure from the teacher, as well as due to orientation in communication on an equal footing.

Group work also builds a strong ability to cope with learning difficulties and fosters activity and curiosity. With this form of work, children socially adapt to their future adult life, learn to work in a work collective, that is, an occupation or lesson becomes important not only in detail, but also socially. Group lessons teach sociability, respect for the interlocutor, the ability to listen and hear.

The forms of cognitive activity are diverse.

To be attractive and interesting for children of this age, they must meet the following requirements.

First, the forms of cognitive activity should be sufficiently diverse to constantly arouse the interest of children. To do this, you can keep a card index different forms educational activities, including educational games, events, collective creative deeds. The card file helps not to repeat itself, it stimulates the search, development, accumulation of new non-standard forms of educational work with children.

Secondly, the forms of upbringing activities should take into account the desire of children to measure their strength, therefore, elements of competition can be included in any games and activities, especially such as reviews of knowledge, competitions of erudites, experts, knowledge auctions, quizzes and others.

Third, clarity, brightness, and colorful design of all forms of cognitive activity are needed. You can use both fairy-tale characters who come to children and unusual elements: special hats with tassels, a gong, things visually designed for "selling" things at the knowledge auction; Moidodyr with his assistants - Soap, Brush, Toothpaste (each in the appropriate suit) at the "Visiting Moidodyr" holiday, fairy-tale drawings, appropriate music, mysterious signs, things belonging to the heroes of different fairy tales in the "Fairy Tale Box", etc. ...

Using non-standard working methods

A simple example. Thirty - forty minutes of intellectual work is a short period of time. But children are different in tone, and some of them find it difficult to sit out this time. You can prevent tensions that arise by allowing children to move freely around the room during a lesson or activity, but with traditional teaching or lesson methods, movement will only interfere. This means that the event must be organized in such a way as to combine movement with the learning process: to formulate and offer children such tasks that would involve movement.

You can not limit the cognitive activity of the child. If a textbook is not enough for someone to solve an educational problem, then it is necessary to offer him additional sources of information. Even the offer to take a book off the shelf can be used to increase physical activity.

A few steps will release static stress from your child and create a relaxed learning environment, which will increase overall motivation.

The child cannot be limited in the choice of ways and means of solving the educational problem. The independence of a student at school or a pupil in the center, emancipation, lack of fear for a mistake, acceptance by an adult of the opinion of a pupil or pupil open the way for the child to communicate and increase interest in learning.

Emotional fullness of the event J1.C. Vygotsky noted: “Through others we become ourselves. Personality becomes for itself what it is in itself, through what it represents for others. ”Simply put, a person becomes for himself what he is for others. This phenomenon is presented as a suggestion formula. To make a person the way you want to see him, you need to communicate with him, as if he was already like that. Man to man is a teacher. If a person is aware of the mental mechanisms of his behavior, then he is able to disobey them, therefore, there is free will (conscious activity). An example is controlling emotions to prevent conflict.

Work in small groups allows the teacher to control the relationship between children, increases the level of community of their interests and ideas. In daily work, we must not forget that the removal from

emotional sphere of the child can lead to a decline in business and motivational activity. Therefore, the initiative and openness of communication on the part of an adult should become a manifestation of the friendliness of others in general. In communicating with a child, it is easier for a teacher to submit to the desire to defend his position in an authoritarian manner than to adhere to a business approach. Imagine a situation where a student's response goes beyond the standard, habitual, and this happens all the time if the work is in groups. In such situations, the teacher should:

move away from stereotypes of thinking, listen to the evidence base when answering;

* understand the logic of the child's thinking and, with their opinion or assessment, encourage children for further creative activity, thereby

stimulate the motivation to acquire new knowledge.

In the learning process, it is sometimes more important to educate than to teach. A temporary change in landmarks will only lead to a positive result. To maintain a friendly attitude when communicating in a lesson or lesson, a teacher who owns the initiative, in order to achieve their goals without positioning themselves as the main character, needs patience, endurance, as well as an idea of \u200b\u200bthe community of interests of their own and pupils.

Children of primary school age are emotional, dynamic, sensitive, and colorful elements of cognitive affairs will attract them more at first than the content itself, but gradually a taste for cognition, for the search for cognitive material, will appear.

By involving children in vigorous activity, an adult can achieve high results in acquiring new knowledge.

Features of the organization of cognitive activity of younger students

Cognitive activity is one of the types of educational activity.

Its goal is to form an attitude towards knowledge, science, books, teaching. It can be said without exaggeration that cognitive activity opens a window for a child to the world of knowledge, the world of books, the world of amazing discoveries.

Cognitive activity requires intellectual effort, analysis and reflection. The mental abilities of children develop in it, the circle of knowledge expands. Therefore, the task of the teacher is to captivate all children with cognitive activity, filling it with interesting content. In the process of solving this problem, the teacher uses a variety of methods and techniques: explanation, demonstration, questions, assessment, and more.

If the teacher, when explaining, does not rely on the knowledge of children, does not involve them personal experience, does not organize observation, then it does not evoke in children a persistent desire to independently search for an answer, and the assimilation of a new one occurs mechanically, formally.

Fostering activity in a child largely depends on how interested he is in the content of the proposed tasks and activities, and the methods used involve him in the process of activity. In turn, active participation in the educational process leads to the development of moral and volitional qualities: perseverance, diligence, commitment.

Cognitive activity plays an important role in education. It promotes the development of the need for the book as a source of knowledge and interesting information. For this it is necessary: \u200b\u200bto have in the classroom books with cognitive content. It is desirable that these books be colorful, with bright illustrations, and the information in them was conveyed in small volumes.

Since the subject (content) of cognitive activity is scientific knowledge, it lays the foundations of the child's worldview, his relationship to the real world. And, finally, in the process of cognitive activity, the formation of spiritual culture takes place, since the experience of mankind is concentrated in knowledge about the world, which becomes the object of development for the child.

We must not forget that in cognitive activity, not only content is important, but also the methods of implementation, thanks to which children are introduced to the culture of mental work. By participating in cognitive activities, children learn to work with dictionaries, reference books, encyclopedias, they develop active reading skills, thanks to which they learn to discover and acquire knowledge, and not just assimilate it in a finished form.

* information about events in the world: political, social, sports, cultural and many others;

organization of reading books, magazines, newspapers and their discussion,
study of natural objects and phenomena,

* introduces the life and work of wonderful people.

When choosing one or another content of cognitive activity, it is necessary to remember the psychological characteristics of younger students. Therefore, it should be emotionally colored, accessible in presentation, colorfully designed, with elements of entertainment, containing information and facts that go beyond the curriculum.

The effectiveness of cognitive activity depends on the observance of a number of methodological conditions. As mentioned above, the content of cognitive activity is information about events, facts, phenomena, people, etc. To ensure the constant interest of children in the learning process, it is necessary to gradually increase the amount of information that children receive. At first, this is only information about some facts, phenomena, events that children hear from a teacher or other adults. But with the accumulation of experience of cognitive activity, as well as practical skills (the ability to work with a book, come up with questions and look for answers to them, select the necessary information, and most importantly - participationchildren in obtaining it) their independence and activity grows, enthusiasm for the very process of cognition appears.

Therefore, an important condition for the success of cognitive activity can be called the inclusion of each child in its implementation, with a variety of his roles in this work. The child should feel his involvement in cognitive affairs. And if at first he often acts as a listener, spectator, performer, then as he uses various forms and activating communard methods, the child tries himself in various roles: a participant in planning, discussion; the organizer of any stage of a common cause, a game; case council member, jury; birthday boy, strict judge. That is, we are talking not only about an increase in the amount of information, but also about an increase in the degree of children's participation in cognitive activity: from passive to active, from less independent to more independent, from performing to organizational, from reproductive to creative.

Thus , a very important condition is the appeal to entertaining forms of cognitive activity.

At this age, play along with learning takes an important place in the development of the child. Therefore, in order to captivate children, to get a taste for complex intellectual activity, it is necessary to start with playful, entertaining forms.

The value of games in increasing cognitive activity

An important place in increasing cognitive activity and cognitive interest is played by the play method. The creation of play situations allows you to attract the involuntary attention of children. In conditions

playing games, it is easier for a teacher to activate the attention of children, to keep it on the proposed content, to form interest in classes, in work in a collective environment. When interest is formed, and the process of cognition itself delivers pleasure, you can move on to more serious forms.

The use of entertaining forms creates a joyful psychological mood that contributes to the emergence of a desire to engage in free cognitive activity outside the classroom, school, center. At primary school age, play activity does not lose its role, the content and direction of play change.

At this time, games with rules and didactic ones are of great importance. In them, the child learns to subordinate his behavior to the rules, his movements, attention, ability to concentrate are formed, that is, the abilities that are especially important for successful schooling are developed.

While playing, younger students tend to take on roles that attract them in real life: as a rule, associated with the manifestation of courage, courage, etc. The older the children, the more competition takes place in the game. It develops in children the ability to act in a team. In early school age, there is also a transition from games of external actions to games in terms of imagination.

A.I.Sorokina distinguishes the following types of didactic games: travel games, assignment games, puzzle games, conversation games, etc. Let us briefly characterize each species.

* Games-contests.

The value of these games lies in the fact that younger children together, as part of teams, learn to think, discuss a question, prepare an answer. Competitive games are based on competition, competition in the field of knowledge. They require ingenuity, intellectual knowledge that goes beyond the school curriculum. They have winners and losers. In any case, winning or losing the game stimulates the child's cognitive activity.

Travel games.

They are distinguished by an interesting plot: this is a study of an object, phenomenon, area of \u200b\u200bknowledge, built on the "movement" of children in time and space. Such play activities require the independence and activity of children.

Preparing for them, children work more with a book, scientific and informative literature, looking for required material, formulate questions.

The main thing in the game of travel is knowledge, not competition.

Guessing games.

The children are given a task and a situation is created that requires an understanding of the subsequent action. At the same time, the mental activity of children is activated. They learn to listen to each other.

Puzzle games.

They are based on testing knowledge and resourcefulness. Solving riddles develops the ability to analyze, generalize, form the ability to reason, draw conclusions.

By means of riddles, they form a love for folk art, the native language, a living, accurate and figurative word. A special place is occupied by the riddle of the development of children's thinking.

To guess the riddle, you need to carefully observe life, recall what you have seen, compare, contrast phenomena.

Conversation games.

They are based on communication. The main thing is the immediacy of feelings, interest, goodwill. Such a game makes demands on the activation of emotional and thought processes. It fosters the ability to listen to questions and answers, focus on the content, complement what has been said, and express judgments.

Cognitive material for this type of games should be given in an optimal volume to arouse the interest of children. Cognitive material is determined by the theme, the content of the game. Play, in turn, should correspond to the possibilities of assimilating the interest of children and curtailing play actions.

Reader games.

The preparatory work consists in preliminary reading of fairy tales, drawing illustrations, visiting the library.

Board games.

They are based on the principle of clarity, but in these games not the object itself is given, but its image. The board game is good when it requires independent mental work.

Word games.

These games are the most difficult, since in them children must operate with representations. In work, they are used for the development of logical thinking, mental acuity, ingenuity. Children learn to draw conclusions, express independent judgments.

When children take an active part in play, the connections in the brain become stronger. And if they succeed, then the motivation for learning increases.

Through play, a child learns the wealth of culture, spiritual values \u200b\u200baccumulated in society.

Findings:

Practice has shown that a lot of psychological, pedagogical and methodological literature on this problem is published for school and kindergarten teachers; there are various programs for improving the educational process with children, which is not enough for boarding-type institutions and social correction centers.

Therefore, educators in these institutions use theoretical material, the experience of teachers as a basis for the education and cognitive development of children. educational institutions and directly your own.

Chapter 2. Some aspects of the practical activities of the day care teacher of the "Social and rehabilitation center for minors Zina"

Practical activities of a day care teacher.

The first step towards the formation of educational skills and cognitive interests is to study the individual psychological characteristics of children in difficult life situations using diagnostic methods: studying the personal affairs of pupils

admission, observation, conversation, testing, practical modeling, analysis - generalization of the data obtained. The primary results of diagnostic data are important in order to assess the child's knowledge and determine the level of abilities, to know the norms of the development of children. And also to choose special games and exercises for the development of the child, taking into account his interests, the characteristics of cognitive activity. Diagnostic sections are carried out twice: in the middle of the work (to confirm the results of observations at the time of admission to the presence of a problem) and at the end (to identify the effectiveness of corrective work).

The main task of educational work at the time of admission of children is to create conditions for successful adaptation in the Center.

Together with psychologists, we conducted a survey: "What would you like to do?" 100% of the children expressed a desire to attend 2-3-4 circles. I drew up a schedule of work in the circles, taking into account the interests of children: "Creative workshop", "Art studio", "Sewing workshop", "Gym", "Joiner's workshop", "Musical drawing room", "Puppet theater". The following problems of children were identified : the majority have insufficiently developed cognitive activity, poorly developed educational motivation, mental processes are not formed: thinking, speech, memory, attention, perception.

Therefore, the next stage of work is the selection of a set of exercises and tasks and games for the development of mental processes in order to form adequate motives for educational activity.

First of all, I use cognitive and developmental games that should give new knowledge and make the child think: “Noun, adjective, verb”, “Magic bag”, “Field of miracles with prepositions”, game-task “Help a pencil”, “Complete a saying "," From the life of words "," Where did the alphabet come from? " (attachment)

In order to increase intelligence, broaden horizons, enrich vocabulary, ideas and knowledge about the world around us, together with other educators, I conduct the following activities with children: an excursion into the history of "Let's talk about war",workshop "Journey to the Green Pharmacy", quizzes "Signs of Spring", "Riddles of Nature", "Pets" and others, (attachment).

To acquaint children with the work of people and various professions, we conducted a number of excursions:

to the post office, where we were told about the work of the postman and operator;

To the museum, the topic of the excursion is "Oilman's profession";

To the construction site, excursion: "What is being built around us." We watched the work of a lifting crane, the attitude of workers to their work.

In dysfunctional families, due attention is not paid to educating children of kindness, responsiveness, and sensitivity.

Daytime teachers have a great opportunity to form and develop the moral qualities of children.

In order to teach children to understand nature, see, appreciate love and protect its beauty, it is necessary to conduct excursions, such as:

"Forest is a natural community"
"Learning to Enjoy Nature"
“Spring meeting”, “Autumn has come”, etc.

Given that children attend the daytime group preschool ageDuring walks, observations are made of icicles, flowers in flower beds, passers-by, etc. After the excursion or walk, there were conversations where the children discussed the results of the observations.

Carrying out such work, I noticed that the children became more observant, they try to answer questions and draw conclusions based on personal observations. Their vocabulary is replenished and coherent speech becomes better.

Communication with nature causes joy in children and a kind attitude to the animal and plant world.

When planning a conversation, be sure to include examining pictures or illustrations of pictures from books, demonstrating observed objects or their images.

During the conversations, children begin to understand and realize the various patterns of our world, receive new information.

Cognitive stories of adults remain one of the leading forms of obtaining new information.

I spend an hour of artistic reading. For this I use verses:

"Winter sings, auket", "Birch" (Yesenin), "Spring" (Tyutchev);

stories:

“Once upon a time there was a hedgehog” (Akimushkin), “Stories about the Russian Forest” (Morozov), “Ant Red Point” (N. Romanova);

Ecological tales:

"Pranks of the old woman-winter", "Wind, sun and frost", "Water cycle in nature" and others.

Using this material, I form in children ideas about natural phenomena at different times of the year, develop a cognitive interest in

nature, interest in the artistic word, I bring up a respect for the book.

Most of the children in day care have no interest in books. Books are taken in order to see pictures. Children read very slowly. Many do not fully understand the content of what they have read. In order to develop interest in books, in a playful way, you can go to visit Korney Chukovsky, go to the land of fairy tales and adventures, watch a round dance of fairy tales.

Preparatory work consists of a preliminary visit to the library, reading fairy tales, drawing illustrations.

Working with children, I made sure that younger students love to guess riddles. To guess a riddle means to find a solution to a problem, to answer a question, i.e. perform a rather complex mental operation. Our children often find it difficult to find the right solution, because they do not understand the content of the riddle, they do not know how to find solutions logical task... Therefore, we first try to cultivate the ability to observe life, perceive objects and phenomena from different angles, and then only guess. I try to select riddles about those objects and phenomena that are feasible for children to observe, broaden their horizons, deepen their ideas about life.

Also, I do not exclude from the practice the games of a natural nature, conducted both in nature and indoors. They develop figurative memory, thinking, observation. These games teach you to navigate in the environment, notice changes in it, analyze the behavior of humans and other living beings. For example, games: "Owl and Mouse", "Find a Tree" and others.

To understand the nature of play, its potential means to understand the nature of a happy childhood. The process of playing activities is a space for self-realization, the disclosure of human problems. Through play, a child learns the wealth of culture, spiritual values \u200b\u200baccumulated in society.

The game is predictive: the individual behaves in the game at the maximum of manifestations, cognitive and creative.

So: the main thing is that all the events give children the opportunity to work actively, carry out practical tasks and competitions.

When the activity of children in the classroom is high, the teacher needs to express his satisfaction, to emphasize their success as the common success of the entire team.

Practice has shown that the greatest opportunities for organizing collective activities are created on the basis of assignments for drawing, modeling, outdoor games, and music lessons.

When uniting children to perform joint tasks, the teacher must take into account the level of skills of each child, independence, strong-willed qualities, the nature of the relationship that has developed with his peers.

The presence of goodwill will allow the skilled - to teach the inept, active - to support the insecure, disciplined, executive to stop the one who is negligent, haste.

2.2. Analysis is the result of the teacher's practical activity

Analyzing my own activities throughout the work with children in daycare groups, I was once again convinced that it is necessary to develop and consolidate in children the desire to learn about the world around them.

The goal was to awaken interest in classes, captivate and energize children. In this regard, I examined the forms and methods of work that encourage children to be active in learning about the surrounding reality.

A long-term plan of activities with pupils was drawn up, based on the program of work with children in difficult life situations.

All activities are aimed at expanding and deepening children's knowledge about the world around them and the moral and aesthetic education of younger ones

schoolchildren. All of them are diverse in form - these are conversations, quizzes, contests, excursions and games. The content of the lessons is devoted to folk traditions, native nature at different times of the year, universal human concepts of kindness and politeness.

To achieve this goal, she created conditions for the development of cognitive processes and mental operations. I also used the opportunities of children to develop their cognitive abilities and independent search activity through observations, solving problem situations.

Selecting the content of cognitive activity, I took into account and psychological characteristics children. I tried to make it emotionally colored, accessible in presentation, used visualization, fairy-tale characters.

In her classes, she taught children to be persistent, to cope with difficulties; developed an interest in learning activities, formed a positive attitude towards peers in children.

On individual and group lessons children learned to compare, analyze, develop logical thinking and coherent speech.

As the famous Russian scientist A.M. Peshkovsky, “where children learn to speak hard ... there people do not offend each other at every step, because they understand each other better”.

Every day I work on the development of children's communication skills. We do not force children to memorize etiquette expressions, but we talk and play with them. By teaching the child the culture of verbal communication, we have a beneficial effect on the development of his character, his relations with others.

In the process of interaction, the guys - Misha Bedashev, Oleg Shibanov, Lenya Davydov and others - developed a state of psychological comfort, security, confidence in themselves and those around them.

According to the data of diagnostic sections, the purpose of which is to identify the effectiveness of correctional and developmental work, there is a positive trend in children in increasing cognitive activity and in development in general.

Tanya Muromtseva has become more active in her leisure and educational activities. I became more independent in self-preparation.

While doing homework, the function of upbringing was to consolidate the knowledge acquired at school in the pupils.

Nikita Gorokhov improved his reading skills (reading speed, comprehension of the text, expressiveness), learned how to put stress in words correctly. Nikita shows a desire for constant communication with the book.

The preschoolers: Rinat Takhtybaev, Oksana Berezina, Polina Kirsch, Nastya Kotova replenished their vocabulary, they began to pronounce sounds better. We learned how to define geometric shapes, count up to 10, compare objects by shape, color and size. All this was studied, developed and consolidated in the classroom for preparing children for school.

Thanks to the work carried out, the children began to change before our eyes: they actively take part in all the activities of the group, day department and center. They became calmer, more disciplined, more diligent, and most importantly, a firm orientation towards the game as a form of organizing the activities of younger schoolchildren, helped to make my work joyful.

It follows that cognitive tasks are combined with the tasks of the formation of moral and volitional qualities, and their solution is carried out in close interconnection: cognitive interest encourages the child to be active, promotes the development of curiosity, and the ability to show perseverance, diligence, affects the quality of activity, as a result of which schoolchildren assimilate educational material fairly well.

Conclusion

Learning the theoretical foundations teaching activities on the development of cognitive activity revealed that the student's interest in learning activity is an emotional manifestation of a person's cognitive needs, the most important motive for learning.

The satisfaction of cognitive interest helps to fill the gaps in the student's knowledge. A child who has an insufficiently developed interest in knowledge will not actively work in a lesson or lesson, mobilize efforts, will to complete tasks, master knowledge, and achieve positive results in learning.

The tasks of the mental education of the child should be solved in close connection with the tasks of educating the moral and volitional qualities of the individual: perseverance, diligence, diligence, responsibility, the desire to achieve a high-quality result, as well as a benevolent and respectful attitude towards peers.

In his studies, the teacher should try to develop active behavior in children (careful fulfillment of tasks, attention to what the teacher says). In order for children to be more independent in choosing activities, games, activities of interest, it is necessary to form their skills in organized behavior, learning activities in a team environment. Practice has shown that in order to implement educational and educational tasks, it is necessary to create a positive-emotional environment in the classroom. In such an environment, children are more willing to follow the instructions of the teacher, participate more actively in the proposed work, and respond more confidently. They are not afraid to make a mistake, since failure does not entail a negative assessment of the teacher.

To get children to be active, you need to evaluate the child's smallest successes. Also, keep the children active. Lack of attention to them can lead to the fact that they become distracted and lose interest in what is happening. The teacher should notice the child's activity and evaluate it as a responsible attitude to the task.

Working with children, I noticed that the reaction of their peers also affects the activity of children. Activity decreases in the case of negative manifestations in response to a mistake. In this case, the teacher must explain to the children the inadmissibility of tactless acts, offensive remarks. To instill that this is a manifestation of disrespect for a peer. Encourage those who show attention, benevolence towards a friend.

The study of theoretical material on the problem of cognitive development once again convinced that the bulk of children entering the center with a low level of cognitive activity and, in general, with a reduced intelligence. The parents of these children do not pay due attention to the cognitive development of their child.

Therefore, it is necessary to develop cognitive processes.

Based on this, the work is structured in the following directions:

organization of purposeful cognitive activity in a social rehabilitation center;
carrying out special events depending on the individual needs of the child.

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