In modern sociocultural conditions, the issues of educating the younger generation and developing in children the personal qualities necessary for successful self-realization acquire particular importance. As E.I. rightly notes. Kazakova: “three “institutions” are in the lead in the educational process: family, school and society (as a whole). However, we should not forget that, as in the educational process as a whole, the leading role remains with the child himself, i.e. education remains successful only when it turns into a program of self-education.”

This allows us to assume that one of the most important qualities that must be formed and developed from childhood is independence.

In fact, 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, therefore, begin to blame everyone around him 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 accustomed to the fact that nothing can be done without the knowledge of their parents and therefore without special instructions they don't go grocery shopping or do anything around the house. Or the 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.

This is precisely why we turn to the problem of developing independence in younger schoolchildren.

The concept of independence is interpreted differently in different sources.

In the Psychological Encyclopedia, independence is defined 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.”

Analysis of these and other definitions of the concept of “independence” allows us to conclude that independence is a volitional quality of personality, 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. assistance, while relying on existing own experience knowledge, skills and abilities.

Independence develops as the child grows up and at each age stage has its own characteristics. However, at any age, it is important to wisely encourage children’s independence and develop the necessary skills and abilities. Restriction of 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 find an approach to solving them. In order to promote the development of independence in educational activities, psychologists recommend providing the child with the opportunity to express his own point of view on a particular issue and strive to ensure that the child completes educational tasks without outside help.

Play activities continue to occupy a large place in the lives of younger schoolchildren. In progress role-playing game children can master those personality traits 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.

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 student takes part in a collective labor activity, 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.

Great value have feelings associated with successfully completed work. 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 at 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 ...”: for the manifestation of socially and personally significant qualities, for the realization of the abilities that make up the individual potential of each student.”

The theoretical analysis carried out allows us to assert that since the activities of a primary school student are organized and directed by adults, their task is to achieve maximum independence and manifestation of activity.

To identify the role of parents in the formation of independence in young children school age, we spent empirical study. For this purpose, we used a specially developed questionnaire, which is presented in full at the end of the article. The survey involved parents of 3rd grade students at the Ekaterinovskaya secondary school, Matveevo-Kurgan district, Rostov region.

Quantitative and qualitative analysis Parents' answers to questions 1-3 make it possible to find out their idea of ​​independence. Processing and analysis of the research results were carried out for each issue separately.

When asked what they understand by “independence,” the majority of parents (70%) answered that independence is personal responsibility for one’s activities and behavior. And 20% of respondents believe that independence is the ability to act without anyone’s interference. And only one person believes that independence is both.

When asked what qualities characterize an independent person, respondents gave ambiguous answers: 70% highlighted such qualities as courage and responsibility, and 30% are confident that an independent person should be proactive and decisive.

The question of what is the main task of the teacher in developing independence in children of primary school age has caused great difficulties. 30% of respondents did not think about this problem at all. A small part of parents (20%) think that it is necessary to take into account the age characteristics of children. The rest came to the conclusion that the inclusion of children in work activities is the main task of the educator.

Based on the above, it can be argued that most parents have an idea of ​​what independence is, what qualities an independent person should have, and what a teacher needs to do to develop independence in children. And those who were not entirely accurate in their statements either did not think at all about developing their child’s independence, or they assign this task only to the teaching staff of the school.

Answers to questions 4-10 contain information about the efforts adults make to develop independence in their child.

Fourth question: “What kind of instructions do you give to your child?”

Parents were offered 4 answer options, including the answer that the child could clean his room. This is the option chosen by 80% of respondents, while the rest do not give and do not consider it necessary to give their children any instructions.

In answers to the question about in which joint activities the child is allowed to take the initiative, the almost unanimous choice fell on play activities, but one person believes that his child is still too young to show initiative.

Sixth question: “What decision will you allow your child to make on his own?” Most parents (60%) trust their child to choose his own clothes; 20% also think that a child can be trusted to choose his social circle; 20% of respondents said that they make all decisions for their children.

When asked what important task they would entrust to their child, less than half of respondents (40%) believe that the child can cook dinner, but the majority (60%) believe that it would be better if they do everything themselves.

We were surprised that most of the respondents do not trust their children to carry out any important and responsible tasks. They can entrust the child with cleaning his room, choosing the clothes he will wear to school. However, parents believe that the children are not yet ready for the rest.

An interesting conclusion can be drawn from parents' answers to the question about what actions they do for their child. 60% of parents perform most of their children's responsibilities for them. The rest only help the children.

Next question: “How would you feel if your child does not have self-care skills?” An analysis of the responses showed that 80% of parents reacted negatively to this problem, arguing that a junior student must be able to take care of himself. And only one parent thinks it's normal phenomenon at this age.

And finally, the last question: “What interest does your child show in the work of adults?” The answers of 70% of parents were in favor of the option that the child occasionally helps around the house, 20% of parents indicated that their children are interested in whether adults need help. And one parent indicated that the child does not show interest in work until he is asked for help many times.

As a result of the analysis of the responses, we made the following conclusions:

Firstly, most parents correctly understand what independence is, but not everyone knows what needs to be done to develop it in their children.

Secondly, most parents do the bulk of the work for their children, but almost everyone has a negative attitude if the child does not have self-service skills.

Thirdly, many parents make all decisions for their children, thereby limiting their freedom and not allowing them to develop independence.

In general, our study showed that the independence of children of primary school age is due to their dependence on adults, including parents. However, at this age it is very important to pay special attention development of this quality.

Questionnaire for parents

Dear parents!

We ask you to answer a few questions regarding your child. Select one or more suggested answer options.

If you want, you can indicate your last name.

Thank you in advance for your assistance in conducting the research.

1. What do you understand by the word “independence”?

A) Personal responsibility for one’s activities and behavior.

B) The ability to act without anyone's interference.

C) The ability to live without outside help.

2. What qualities, in your opinion, characterize an independent personality?

A) Initiative, determination.

B) Courage, responsibility.

C) Integrity, perseverance.

D) Other (specify) ________________________________________________

3.What, in your opinion, is the main task of a teacher in developing independence in children of primary school age?

A) Inclusion of children in labor activities.

B) Taking into account the age characteristics of children that contribute to the development of independence.

D) I haven’t thought about this problem.

4. What kind of instructions do you give to your child?

A) Clean your room.

B) Go to the grocery store.

B) Other (specify) ________________________________________________

D) None, I don’t think it’s necessary to do this.

5. In what joint activities do you allow your child to take the initiative?

A) In games.

B) In preparing lunch, dinner, etc.

B) Other (specify) ________________________________________________

D) Not at all, he’s still small.

6. What decision will you allow your child to make on his own?

A) Choose the clothes he will wear to school.

B) Communicate with those children with whom he wants.

B) Other (specify) ________________________________________________

D) Adults make all decisions for him.

7.What important task would you entrust to your child?

A) Look after the youngest child while the parents are not at home.

B) Prepare lunch.

B) Other (specify) ________________________________________________

D) None, it will be better if I do it myself.

8. What actions do you do for your child?

A) I’m collecting his briefcase.

B) I do my homework if he can’t do it.

B) Other (specify) ________________________________________________

D) I only help him; he does the main things on his own.

9. How would you feel if your child does not have self-care skills?

A) It’s normal, there is always an adult who will clean up his toys, wash the dishes, and make his bed.

B) Negative, since these are responsibilities feasible for younger schoolchildren.

B) Other (specify) ________________________________________________

D) I didn’t think about it.

10. What interest does your child show in the work of adults?

A) Wonders if parents need help.

B) Performs household chores without prompting from adults.

C) Occasionally helps around the house.

D) Other (specify) ________________________________________________

Bibliography

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

Primary school age - extremely important stage in personality development. In the development of independence, an essential role is played by interest in activity, the desire to engage in it, to complete the work started, and to correctly assess one’s capabilities. The combination is important here external factors and the internal state of a particular child. In order for the process of fostering independence to be as effective as possible, certain conditions must be met. My observations and experience pedagogical activity allow me to assert that the best way to foster independence occurs in creative activity. To perform creative activity, you need to independently obtain information and use it correctly. The next condition is the presence of special knowledge and skills. They determine students’ readiness for independent action. But a student who has knowledge and skills does not always strive to demonstrate independence. To do this, you need an internal need to act on your own - a motive. The child’s cooperation with the teacher (educator) and the children is also necessary for the successful development of independence, because communication in activities teaches one to negotiate and coordinate one’s actions with others.
The process of nurturing independence in a primary school student can be divided into several stages. The main task first stage there may be an activation of the child’s will and thinking, his skills. To do this, the child can be offered a variety of assignments. The degree of difficulty should be such that the child can cope on his own or with some help from an adult. In addition, it is necessary to create situations that would make the child want to independently look for ways to complete a task and teach him to transfer methods of performing one task to a similar one. On second stage One of the main tasks will be the development of a conscious attitude towards completing the task proposed by the teacher, the free application of knowledge in a familiar, standard situation, which is characteristic of the active-search level of independence development. The teacher (educator) encourages and guides the child, helps organize work, and bring what he started to the end. This is facilitated by timing asked question, reminder, advice, evaluation of work, reading a literary work of relevant content, specially thought-out conversation. One of effective techniques there may be observation of the activities of peers and its subsequent analysis. This can make it easier for the child to transfer what he sees into his own experience. Children are convinced that the same task can be done in different ways, in their own way. On third stage formation of independence important tasks are: consolidation of manifestations of independence. All methods and techniques that were used previously contribute to the solution of these problems. The teacher tries to interest the child and maintains his motivation. The algorithm of the teacher’s actions at this stage is no longer as detailed as at the previous stages. He can ask the child how he is going to carry out the assignment, remember possible options its implementation.
Thus, primary school age, due to its inherent characteristics, is favorable for the development of independence. Nurturing this personality quality is possible only in the process of organizing real practical activities that are significant enough for this age.

Under the influence of new socio-economic and political conditions, characterized by the democratization of society and increasing demands on personal qualities, profound and qualitative changes are taking place in the goals and content of the educational process.

The humanization of education, as one of the leading areas of work in a modern school, is designed to intensify the process of becoming an independent individual, creating conditions for self-expression and preparing students for life. This presupposes the formation in the student of the position of a subject of activity, capable of independently setting goals, choosing ways, methods and means of their implementation, organizing, regulating and monitoring their implementation. The solution to this problem must begin already in elementary school, since it is there that the foundations of educational activity, motives for learning, and the need and ability for self-development are formed in the child. The formation of independence already at primary school age can be called one of the priority tasks of the school.

Activating the independence of schoolchildren in educational and other activities is one of current problems modern pedagogical theory and practice (Yu.K. Babansky, M.A. Danilov, I.Ya. Lerner, M.R. Lvov, M.I. Makhmutov, I.T. Ogorodnikov, V.A. Onischuk, P. I. Pidkasisty, N. A. Polovnikova, N. N. Svetlovskaya, M. N. Skatkin, T. I. Shamova, G. I. Shchukina, V. V. Davydov, D. B. Elkonin, L. V. Zasekova, Z.I. Kolesnikova, E.N. Kabanova-Miller, A.Ya. Savchenko, G.A. Tsukerman, etc.).

Independence is considered in two different but interrelated aspects: as a characteristic of a student’s activity and as a personality trait. Independence as a characteristic of a student’s activity in a specific learning situation is his constantly demonstrated ability to achieve the goal of the activity without outside help.

The psychological characteristics of younger schoolchildren, their natural curiosity, responsiveness, special disposition to learn new things, readiness to accept everything that the teacher gives, create favorable conditions for the development of schoolchildren’s activity. In activities and communication with adults and peers during this age period, such strong-willed character traits as independence, self-confidence, perseverance, and endurance are formed. In this connection, the search for teaching methods that promote increased creative activity, motivation of schoolchildren, and development of skills becomes an urgent problem. independent decision educational and life difficulties.

Analysis of pedagogical and psychological research indicates that the problem of stimulating the independence of schoolchildren attracts many researchers. Significant for our research are the works of T.V. Bystrovoy, G.F. Gavrilycheva, A.A. Lyublinskaya, A.Ya. Savchenko, N.N. Svetlovskaya and others; dissertation research by T.A. Kapitonova, Z.D. Kocharovskaya, A.I. Popova, G.P. Tkachuk et al., devoted to the development of cognitive independence of students primary classes.

However, an analysis of scientific sources indicates not only increased attention to the problem of developing independence in activities of younger schoolchildren, but also allows us to conclude that factors stimulating activity have been insufficiently studied. The contradiction between the need to develop independence among younger schoolchildren in various types of activities and the insufficient development of conditions and means for purposefully achieving this goal at the initial stage of schooling determined the purpose of the study.

Purpose of the study: to identify pedagogical ways and conditions for the formation of independence in the activities of younger schoolchildren.

Tasks :

Based on theoretical analysis, psychological - pedagogical research on the topic of work:

1. Reveal the content of the concept of “independence” as a personality trait of a schoolchild;

2. Consider the age characteristics of younger schoolchildren that contribute to their development of independence.

3. Identify criteria for manifestations of independence in children of primary school age.

Object of study: educational process.

Subject of research: the process of developing independent activity of younger schoolchildren.

Hypothesis research: the organization of a stimulating environment determines the success of the process of forming independence of younger schoolchildren in activities.

Methods research: analytical (analysis and synthesis of psychological and pedagogical literature on the problem, practical pedagogical experience); empirical (observation, conversation, pedagogical and game situations); methods of expert assessments; pedagogical experiment; methods of graphical processing of experimental data.

The study was carried out on the basis of secondary school No. 4 in the city of Dzerzhinsk, Minsk region.

Chapter 1 Current aspects of the formation of independence of junior schoolchildren

Junior school age, like any other, is characterized by a number of contradictions. The main one is that the child simultaneously gravitates toward two opposite positions: child and adult. On the one hand, he still strives to remain a child, that is, a person who does not have burdensome responsibilities, lives for his own pleasure (hedonist), is looked after, driven, emotionally and financially dependent on adults, does not bear serious responsibility for his actions, etc. . d.. On the other hand, it is extremely important for him to become a schoolchild, that is, a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing momentary desires, etc.

This main contradiction is concretized in a number of others that arise in connection with the child’s entry into school. Let us name the most typical of them, caused by changes external conditions child's life:

The growing body’s need for intense physical activity conflicts with the need to lead a sedentary lifestyle, literally not move in class, while doing homework, and even during recess;

The craving for play contradicts the need to abandon it in favor of educational activities;

Sociability must be combined with the need for disciplined behavior in the classroom, where you cannot talk and you must work independently;

Monotone school life, the lack of bright, colorful events in it, the emphasis on mental development come into conflict with the child’s ability to vigorously experience what is happening, to react emotionally to all events;

The contradiction between the primary school student’s need for personal, informal communication with adults and the predominance of business, functional communication with one of the most significant adults - with a teacher, etc.

Children of primary school age are characterized by special relationships “to the world (picture of the world) and with the world (what the world is for a person), to themselves (the image of “I”) and with themselves (what a person is for themselves)” (A. V. Mudrik ) . The world appears to the child as an endless, multifaceted space protected by adults for games and friendship, knowledge and interaction with nature. Consequently, his relationship with the world is comfortable.

At the same time, primary school age is a period when a child takes a fundamentally important step in the process of separating himself from the world of close adults. This happens in connection with the appearance of a new influential adult in the child’s life - a teacher. The teacher is the bearer of a social role that the child does not encounter before school. Behavior approved or disapproved by the teacher, bad or good grades given by him, begin to shape the child’s relationships not only with peers, but also with most adults (Sh. A. Amonoashvili, B. G. Ananyev, L. I. Bozhovich, I. S. Slavina and others).

Thus, relationships with peers at primary school age arise in or about educational activities, mediated by it and the teacher, who embodies everything that stands behind the word “school”, in whose hands is the most powerful tool of influence on every student - a grade.

The activities and communication of six-year-olds are regulated by the teacher. Under its formative influence, children acquire skills in collective relationships that have a social orientation. Self-government is perceived by the child as an opportunity to navigate in a group. Regulation is carried out through the child’s attitude towards himself and his responsibilities. In younger schoolchildren, the content of self-esteem changes: specific situational self-esteem becomes more generalized. The generality of self-esteem presupposes a standard of normative behavior. Such a standard for children is a moral example. It has been established that the level of development of self-esteem determines the process of formation of self-control. It is important, however, that younger schoolchildren can exercise self-control only under the guidance of an adult or in a group of peers. There is a need for self-education, determination of one’s own individuality, and the identification of characterological qualities.

Emotional and moral relations at primary school age are not yet sufficiently differentiated. At the same time, along with the manifestation of such important moral feelings as sensitivity, generosity, willingness to help and protect, emotionality increases - a condition for the formation in children of a tendency towards sympathy and empathy; nurturing responsiveness, kindness, mercy, striving for justice and other properties that become the main elements of moral beliefs (M. I. Borishevsky, L. P. Pilipenko, etc.).

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.

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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) Committed on our own, without outside influences, without outside help. .

Consequently, independence is a volitional quality of a person, which is characterized by an initiative, 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. Tasks for independent work during lessons at school. 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 extracurricular reading, in which children independently become acquainted with the work, and in lessons or during extracurricular activities During quizzes and crossword puzzles, you have the opportunity to demonstrate your reading skills.

Play activities occupy a large place in the lives of younger schoolchildren. In the process of role-playing play, 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. A 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

1. Kazakova E.I. Developmental potential of the school: experiments in nonlinear design // New in psychological and pedagogical research. – 2013. – No. 2. – P. 37-50
2. Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language. – M., 2003
3. Psychological Encyclopedia /Ed. R. Corsini, A. Auerbach - St. Petersburg, 2006.
4. Mardakhaev L.V. Dictionary of social pedagogy. – M., 2002.
5. Tsukerman G.A. Joint learning activities as the basis for developing the ability to learn. – M., 1992.
6. Shamova T.I. Activation of schoolchildren's learning. – M., 1982.
7. 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

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Coursework

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 these 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; third - determine various types 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 struggle for deep and lasting knowledge of students, a means of forming their activity and independence as personality traits, 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.

During the learning process, he must achieve a certain sufficient high level independence, which opens up the opportunity to cope with different tasks, to obtain 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 main function independent work is the formation of a highly cultural personality, because Only through independent intellectual and spiritual activity does a person develop.

Theoretical and practical significance The research is 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 learning an object or phenomenon, we must first of all become familiar with it and 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 manage them, how to use certain operations transform these objects and phenomena.

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 modern school is the formation of a personality 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 activities, which in the process special type 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 proceed successfully only 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 forming knowledge and skills of students, stereotypical, mainly verbal method training 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 a teacher without sufficient deep research and analysis of the nature of the student’s activity. 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 at various levels is steadily improved educational process. The problem of the relationship between pedagogical guidance and student independence in educational knowledge arises and is largely resolved 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 socially 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 academic work- one of the current problems of both pedagogical science and practice.

What is independence? Independence - independence, freedom from external influences, coercion, from outside support, help. 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 various factors, act on the basis of your 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 purpose 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.

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:

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, quality characteristic 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 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 produces high culture mental work, which involves not only reading techniques, 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 yet unresolved problems. 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

Junior 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 activities, 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 positive emotional background, in 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.

Any game 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, creativity personality. Without them there is not, and cannot be, complete mental development. The game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. 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 responsibility and business game should take up a lot of space. 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.

Psychological properties that appear in a child in recent years preschool childhood, before entering school, during the first four years of schooling they develop, consolidate, and by the beginning adolescence many important personality traits have already been formed. The individuality of a child 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 the child acquires new knowledge, skills and abilities, and special ones - 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 individual differences between children, which affects their success in learning and is one of the grounds for making psychologically and pedagogically sound decisions regarding the differentiated education of children with disabilities 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 cognitive processes 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. It's about 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, increased value For children, they gain relationships with peers. Open here additional features For active use these relationships for educational purposes, in particular to stimulate the child’s mental development through public approval in the presence of comrades 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 - two various 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 unfilled 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 task.

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 one in preschool childhood has not yet lost its importance at primary school age (L.S. Vygotsky), therefore, relying 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 are different in their orientation 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 more 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 environment 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 respond following requirements: be interesting, accessible, exciting, include children in different types of activities. Therefore, the game can be played at any stage of the lesson, as well as in lessons different types. The didactic game is part of a holistic pedagogical process, is combined and interconnected with other forms of training and education 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, and they increased their productivity in completing tasks.

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