Course work: Pedagogical paths and conditions for the formation of independence in the activities of junior schoolchildren. K.D attached great importance to independent work

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Introduction

Activating the independence of schoolchildren in educational and other activities is one of the pressing problems of modern pedagogical theory and practice. Many teachers, scientists, authors have been and are working on this problem (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 and others).

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.

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 the development of skills for independently solving educational and life difficulties is becoming an urgent problem.

An analysis of scientific sources indicates increased attention to the problem of developing the independence of younger schoolchildren in activities, but in addition allows us to conclude that the factors that stimulate activity are 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.

Object of study: formation of independence.

Subject of research: pedagogical conditions.

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

Based on a theoretical analysis of psychological and 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;

Research hypothesis: the organization of a stimulating environment determines the success of the process of developing the independence of younger schoolchildren in educational activities.

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

Research stages:

The first stage is theoretical: analysis of the literature, drawing up a work plan, determining the main parameters of the study (object, subject, goal, objectives, etc.), writing the first chapter.

The second stage is experimental: conducting ascertaining, formative and control experiments.

The third stage is a general one: analysis and comparison of the results obtained, and literary design of the course work.

Experimental base of the study: experimental work was carried out on the basis of secondary school No. 123 in the city of Novosibirsk. The experimental group included 3rd grade schoolchildren with a total number of 22 people studying in the Educational System "SCHOOL 2100".

The structure of the course work: the work consists of an introduction, two chapters, a conclusion and a bibliography.

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

1.1 Social and psychological characteristics of primary school age

In modern periodization of mental development, primary school age covers the period from 6-7 to 9-11 years.

The ages from 6 to 11 years are extremely important for the mental and social development of a child. His social status changes radically - he becomes a schoolboy, which leads to a restructuring of the child’s entire system of life relationships. He has responsibilities that were not there before and which are now determined not only by adults, but also by his peers.

During this period, further physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning at school. First of all, the functioning of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature.

The dominant function at primary school age is thinking. The transition from visual-figurative to verbal-logical thinking, which began in preschool age, is completed.

School education is structured in such a way that verbal and logical thinking receives preferential development. If in the first two years of schooling children work a lot with visual examples, then in the following grades the volume of this type of activity is reduced. Imaginative thinking is becoming less and less necessary in educational activities.

At the end of primary school age (and later), individual differences appear: among children, psychologists distinguish groups of “theorists” or “thinkers” who easily solve educational problems verbally, and “practitioners” who need support for visualization and practical actions, as well as “artists” with bright, imaginative thinking. Most children exhibit a relative balance between different types of thinking.

Junior school age, like any other, is characterized by a number of contradictions. The main one is that the child simultaneously gravitates towards two opposite positions: child and adult. On the one hand, he still strives to remain a child, i.e. 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. On the other hand, it is extremely important for him to become a schoolchild, i.e. a responsible person, independent, hardworking, obligated 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 in the external conditions of a child’s life:

1) 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;

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

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

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

5) The contradiction between the need of a younger student for personal, informal communication with adults and the predominance of business, functional communication with one of the most significant adults - with the 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 (S.A. Amonoashvili, B.G. Ananyev, L.I. Bozhovich, I. S. Slavina and others).

Thus, relationships with peers at primary school age arise in educational activities or about them, 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 children 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.

Children of primary school age experience intensive development of needs: their focus changes, needs become more conscious and self-governing.

Volitional processes continue to develop intensively. The volitional qualities of a person are the core side of a person’s character, and serious attention should be paid to their upbringing. In educational activities and in a group of peers, the primary school student first of all develops such strong-willed character traits as independence, self-confidence, perseverance, and endurance. Relatively stable forms of behavior and activity act as one of the new formations in the formation of the personality of a junior schoolchild (L.I. Bozhovich). Restraint and independence appear.

The leading role in shaping the correct behavior of schoolchildren belongs to adults (teachers, parents). However, this guidance should not replace the independence of children, because excessive care, doing work for them, prompting questions and other similar actions of adults form passivity traits in the student.

Another important strong-willed quality of a junior schoolchild is restraint. Restraint is the basis of self-control. Acting in the ability to obey the teacher's demands, restraint - as the antipode of impulsiveness - contributes to the development of stability. Many students can already prepare lessons on their own, restraining the desire to take a walk, play, read, without being distracted, without doing extraneous things.

By the end of primary school age, the importance of meaningful actions increases. The child acquires self-control skills. The requirements for external control over the commission of an act lose their former meaning. As L.S. also showed. Vygotsky, and then A.N. Leontyev, many mental processes in a primary school student acquire an indirect character. Children consciously use the norms developed by society, with the help of which it becomes possible to master their own actions and actions. This is the basis of voluntariness as a psychological new formation. In younger schoolchildren, arbitrariness of behavior becomes more stable, which is due not least to the growing influence of the children's team.

At primary school age, motivation becomes a force that initiates activity.

The specific development of the personality of a primary school student determines the child’s predisposition to develop humanity. The appropriation of humanistic forms of activity and behavior provides the most important psychological new formations that are formed at this age: abstract thinking, an internal plan of action, arbitrariness of actions, self-control and self-esteem.

The listed characteristics of a primary school student create favorable preconditions for effective personality development.

1.2 Independence as an integrative personality property

Independence is a characteristic of will that is directly related to initiative. Independence is manifested in the ability to consciously make decisions and in the ability not to be influenced by various factors that impede the achievement of a goal. An independent person is capable of critically evaluating the advice and suggestions of other people, acting on the basis of his views and beliefs, and at the same time making adjustments to his actions based on the advice received.

An analysis of psychological and pedagogical research shows a variety of approaches to defining the concept of “independence”: the intellectual abilities of the student and his skills that allow him to study independently (M.I. Makhmutov); the student’s readiness to advance in mastering knowledge on their own (N.A. Polovnikova); a personality trait manifested in the desire to master knowledge and methods of activity on their own (T.I. Shamova).

N.G. Alekseev defines independence as a personality property characterized by two interrelated factors: a set of means - knowledge, abilities and skills that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to the developing connections with other people. Thus, the tasks of the process of developing independence include not only the improvement of knowledge, skills and abilities, but also the development of appropriate motives.

Independence as “a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior” is associated with S.Yu. Golovin with the active work of students’ thoughts, feelings and will. In this two-way process, the development of mental and emotional-volitional processes is a necessary prerequisite for the formation of independent judgments and actions of the student, and the judgments and actions that develop during independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of decisions made in spite of possible difficulties.

I.S. Kohn includes three interrelated qualities in the concept of “independence”:

1) Independence as the ability to make and implement decisions oneself, without outside prompting;

2) Responsibility, willingness to answer for the consequences of one’s actions;

3) Conviction in the real social possibility and moral correctness of such behavior.

K.K. correlates the phenomenon of independence with the volitional qualities of a person, which are manifested in the ability to “systematize, plan, regulate and actively carry out one’s activities without constant guidance and practical help from the outside.” Platonov.

M.V. Gomezo, I.A. Domashenko considers the main qualities that characterize independence to be a person’s orientation and evaluative actions, which determine “the ability not to succumb to the influence of various factors that can distract from achieving the goal, to critically evaluate the advice and suggestions of others, to act on the basis of one’s views and beliefs.”

The activity side of independence is emphasized by I.V. Grebennikov and L.V. Kovinko, defining it as “one of the leading qualities of a person, expressed in the ability to set a specific goal; to persistently achieve its fulfillment on one’s own, and to take a responsible attitude towards one’s activities.

Independence, thus, is the most essential feature of a person both as an individual and as a subject of activity. A person as an individual, E. Ilyenkov believes, knows how to “independently determine the path of his life, his place in it, his business, which is interesting and important for everyone, including himself.” In this regard, the scientist is supported by L.I. Antsyferova, who believes that a person “always independently creates his own unique individual path.”

Children's independence is most often understood as the child's ability to act without the help of an adult. The child becomes independent, having mastered certain content, means and methods of action. A distinctive feature of the independence of children of primary school age is its organization. The children's initiative is directed towards acting in their own way, i.e. contrary to the demands of adults. Children of this age are able to direct their initiative to better and faster complete the task assigned to them or conceived by them in accordance with the requirements of their elders. According to psychologists, in children of primary school age, independence is primarily manifested in imitative, reproducing activities.

Thus, independence is one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them on their own. Independence presupposes a person’s responsible attitude to his behavior, the ability to act consciously and proactively not only in familiar surroundings, but also in new conditions, including those requiring non-standard solutions.

We can say that the independence of a schoolchild, understood as the child’s desire and ability to persistently solve problems of activity, relatively independent from an adult, mobilizing existing experience and knowledge, using search actions, is a significant factor in social and personal maturation.

1.3 Demonstration of independence of children of primary school age in significant activities

Junior school age is characterized by the fact that a child who has become a schoolchild already wants to become a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing momentary desires, and so on. One of the new formations in the formation of the personality of a primary school student is independence and restraint - relatively stable forms of behavior and activity. Many students can already prepare their lessons on their own, restraining the desire to take a walk, play, read, without being distracted, without doing extraneous things.

Available scientific data indicate that by the beginning of primary school age children achieve pronounced indicators of independence in various types of activities: in play (N.Ya. Mikhailenko), in work (M.V. Krukhlet, R.S. Bure), in cognition (A.M. Matyushkin, Z.A. Mikhailova, N.N. Poddyakov), in communication (E.E. Kravtsova, L.V. Artyomova).

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. At primary school age, the leading activity is educational activity. In educational activities, the child develops self-control and self-regulation skills. Independent work is considered as the highest type of educational activity, requiring a fairly high level of self-awareness from the student.

The formation of a child’s independence is carried out in educational activities, which are purposeful, effective, mandatory, and voluntary. It is assessed by others and therefore determines the student’s position among them, on which his internal position, his well-being, and emotional well-being depend. In educational activities, he develops self-control and self-regulation skills.

The student’s 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. It manifests itself, for example, in the ability to approach complex learning tasks in one’s own way and complete them without outside help. The student’s independence is characterized by a certain criticality of mind, the ability to express his own point of view, independent of the judgment of others.

The teacher has great opportunities for developing student independence in the classroom and in extracurricular activities. Social assignments, helping comrades, collective affairs - all this should be organized in such a way as not to replace the initiative of the children, but to give schoolchildren the opportunity to demonstrate their independence.

At primary school age, play activities continue to occupy a large place. Independence is revealed in the design and development of plots of complex collective games, in the ability to independently carry out a difficult and responsible task entrusted to the group. Thus, a low-achieving schoolchild takes on the role of a good student and, in game conditions that are easier than in real ones, is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, role-playing game can be considered as a way to encourage a younger student to self-education. The increased independence of children affects their ability to evaluate the work and behavior of other children.

At primary school age, children also enjoy playing didactic games (story-based, subject-based, competitive). They contain the following elements of activity: game task, game motives, educational solutions to problems. As a result, students acquire new knowledge about the content of the game. In contrast to the direct setting of an educational task, as happens in the classroom, in a didactic game it arises “as a game task of the child himself. The methods for solving it are educational. Elements of the game in the learning process evoke positive emotions in students and increase their activity. Junior schoolchildren with great interest they carry out those work tasks that are of a playful nature.

So, at primary school age, you can use the game as a means of developing independence in children’s educational and work activities.

At primary school age, the formation of the most important personality traits is influenced, in addition to academic work, by work activity. The division of labor into independent, responsible activity changes its nature and content. Labor takes on the character of an expanded activity, consisting of a series of actions.

It is very important to develop such a strong-willed quality as independence in labor lessons. A feature of a primary school student at the beginning of his education is his interest not in the result, but in the process of work. Due to great distractibility and involuntariness at first, the student often does not follow the pattern, receives some random details and begins to invent things himself. Training in planning, drawing up drawings, and operational actions teaches younger schoolchildren to act consistently, purposefully, and develops arbitrariness.

The feelings associated with successfully completed work are of great importance for the development of independence in work activity in a primary school student. 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. Praise from the teacher, parents, etc. is important here.

Experience shows that those schoolchildren who have certain work responsibilities in the family, as a rule, study better and develop a positive attitude towards academic work. Adults organize and direct work activities, and their task is to achieve maximum independence and mental activity of the child in the labor process.

Chapter 1 Conclusions

After analyzing the psychological and pedagogical literature, we can draw a number of conclusions:

1) Independence is defined as one of the leading qualities of a person, expressed in the ability to set certain goals and achieve them on their own. Independence presupposes a person’s responsible attitude to his behavior, the ability to act consciously and proactively not only in familiar surroundings, but also in new conditions, including those requiring non-standard solutions. Considering independence as a property of the individual, modern researchers emphasize that its integrative role is expressed in uniting other personal manifestations with a common focus on the internal mobilization of all forces, resources and means to implement the chosen program of action without outside help;

2) Age-related characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint. External signs of students' independence are their planning of their activities, completing tasks without the direct participation of the teacher, systematic self-monitoring of the progress and results of the work performed, its correction and improvement. The internal side of independence is formed by the need-motivational sphere, the efforts of schoolchildren aimed at achieving a goal without outside help;

The leading activity of junior schoolchildren is educational activity. Play remains a significant activity. The independence of schoolchildren is formed in work and play activities, in communication in a group of peers and under the influence of the authority of the teacher as a significant person.

Chapter 2. Experimental work on the formation of independence in the activities of junior schoolchildren

2.1 Contents of experimental work on the formation of independence in the activities of junior schoolchildren

Experimental work was carried out on the basis of Novosibirsk school No. 123. The experiment involved a total of 44 primary schoolchildren studying under the SCHOOL 2100 Educational System. Experimental group - 3 "B" class (22 people), control group - 3 "A" class (22 people). Our experiment consisted of three stages:

Stage I. Stater. At this stage, the level of independence of younger schoolchildren is clarified.

Stage II. Formative. At this stage, measures are taken to develop independence among schoolchildren (development of recommendations for teachers and parents)

Stage III. Control. At this stage, repeated observation is carried out, and these results are compared with the results obtained at the ascertaining stage.

The study involved studying the nature of manifestations of independence in educational and extracurricular activities of children of primary school age.

During the experimental work, the following tasks were solved:

1) Observation of manifestations of independence in educational and extracurricular activities of junior schoolchildren in two groups, as well as analysis of data after the experiment;

2) Creation of pedagogical conditions that stimulate the development of independence of children in the experimental group;

Research methods were used: observation, conversation, experiment, analysis of research results.

At the first stage, a series of observations of manifestations of independence in the educational activities of children in two groups was carried out in different lessons. During the observation process, the following criteria for manifestations of independence were noted: completing a task independently or according to a model, the presence of independent questions, the desire to supplement and correct a friend’s answer, focus on completing independent tasks, reactions to comments, etc.

The observation process was organized in accordance with the observation scheme:

1) Does the child know how to maintain and achieve goals set by adults, as well as independently set a goal and be guided by it in action, to achieve results;

2) Does the child know how to restrain his emotions and immediate desires (play when he wants to play, do not shout back, but wait until he is asked, etc.);

3) What volitional qualities are formed in the child:

Discipline: does the child obey social rules of behavior and activity; whether he fulfills the adult’s requirements and how accurately he does this; what are the reasons for non-compliance with the requirements; how he responds to demands;

Independence: can the child act without outside help (constantly; depending on the situation and types of activities (specify which ones), cannot); perseverance: can one achieve a goal, bring a task to completion in a situation of failure, difficulties, obstacles; how he reacts to obstacles in his activity;

Organization: does the child know how to rationally organize his activities and carry them out with concentration;

Initiative: does the child know how to perform activities on his own initiative; in what types of activities this is manifested and how.

Qualitative and quantitative processing of observation results was carried out in accordance with the criteria for the development of independence (independent activity to achieve a goal). The material for analysis was the following indicators of independence:

1) Carrying out activities to achieve the goal in the absence of outside control (in accordance with the plan);

2) Awareness of activity;

3) Self-monitoring of activities to achieve the goal;

4) Acceptance of responsibility for the activities carried out.

Analysis of the data obtained during the observations allowed us to identify the following manifestations of children’s independence:

It was revealed that the dominant nature of motivation is orientation towards the mark; Most children rarely mobilize their efforts to achieve their goals. 46% (10 schoolchildren in the experimental group) do not understand the goal and do not plan their activities to achieve the goal. In the control group this figure is higher - 59% (13 people).

The majority of children in the two groups are characterized by the use of more elementary methods of action, for example, imitating an adult’s pattern of action, copying it, which indicates a lack of awareness of independent activity. 40% (9 students in the control group) memorize educational material mechanically, by memorizing; are not capable of independent retelling, cannot give examples on their own, or draw conclusions. 58% (12 students in the experimental group) experience the same difficulties.

When organizing independent work, 36% (8 students in the experimental group) and 27% (6 students in the control group) need clarifying help from teachers.

As a result of a conversation that clarified the observation, it was found that only 27% (6 students in the experimental class) have a positive attitude towards independent activity; for the majority of 62% (13 people), this attitude is indifferent and contradictory.

The observation results are presented in Diagram 1:

Diagram 1

Thus, the level of formation of independence in the two groups seems insufficient for the successful implementation of independent activities. Schoolchildren have not developed the ability to independently set a goal, plan their activities to achieve a goal, carry out activities independently, without the participation of a teacher, monitor the fulfillment of a goal, and evaluate the effectiveness of the result. To develop the above skills of independent activity, it is necessary to create conditions that stimulate the manifestation of children’s independence.

Based on a theoretical study of research on the problem of developing independence in schoolchildren, a system of pedagogical conditions for stimulating independent activity of schoolchildren was developed, consisting of the following elements:

1) Diagnosing the levels of independent activity of students;

2) Modeling the stimulating effect on the process of independent activity of junior schoolchildren and organizing independent activity of students based on a set of incentives;

3) Analysis and correction of independent cognitive activity of schoolchildren, modeling of a new situation.

When developing conditions for stimulating children's independent activity, we proceeded from the definition of its essence as the organization of interconnected pedagogical conditions for the formation of students' personal attitude to the activity being formed, contributing to the achievement of a high level of development of each of its components: motivational, operational-effective, emotional. The motivational component is characterized by the level of schoolchildren’s attitude towards independent activity and reflects the processes of individual goal setting.

The effective component shows the degree of development in students of the qualities of independent activity such as responsibility, organization, independence and activity, the manifestation of which depends on the nature of the application of forces of the student himself and on his attitude to the nature of the activity.

The emotional component is characterized by emotional experiences of the results of one’s own activities, satisfaction or dissatisfaction with the process of activity itself.

A set of techniques, methods and conditions for stimulating independence is presented in Table 1.

Table 1. Organizational and pedagogical conditions for the formation of independence of children of primary school age

independence personality student teacher

The incentive mechanism also includes incentives such as parents’ attention to the independent activities of schoolchildren, which allows the child to gain confidence in the correctness of his independent actions. Due to the importance of parental participation in the development of children's independence, recommendations for parents on developing the independence of schoolchildren were developed:

1) The child must be taught to fulfill household obligations. He can help with the housework, but later on a personal responsibility will appear, for which only the child is responsible. For example, set the table, water the flowers, take out the trash, and so on;

2) The child must look after himself. The requirements for children must be adequate due to their age;

3) There is no need to do work for a child if he is able to handle it himself. Otherwise, the child will easily get used to the fact that the parents will remind you a couple of times and will do it themselves anyway, and will stop responding to the words. If a child is told several times to collect and prepare clothes, but he did not do this, then let him worry tomorrow when he is late for school;

4) The child can be involved in the discussion of general plans: let him express his opinion, which needs to be taken into account. If a conflict occurs, discuss it together, you need to find a solution to the problem, come to a compromise;

5) You don’t need to stand over your child and control him all the time, because this way he will never learn to be independent. If a child is busy doing something, you shouldn’t bother him, you just need to check how things are progressing from time to time. If the child is distracted, it is worth asking how he is doing at work;

6) The child’s questions must be answered, but not chewed on. You should ask him how they did this or that task at school. Parents can pretend that they have forgotten how to do this, because so much time has passed. For example, finding synonyms can be looked up together in a dictionary. This way the child will learn to use a dictionary and reference books;

7) To ensure that the younger student is less distracted, a schedule is drawn up. The child will be able to control his time. For example, how much time does it take to have lunch, do homework, and so on;

8) If a child wants to take a walk or watch an interesting program, again, together you need to calculate the time in order to have time to do everything. The task is considered completed if it is done accurately and completely;

9) It is worth taking a closer look and identifying the child’s characteristics by observing his work style: he “swings” for a long time when completing a task or easily gets involved in work, how quickly he gets tired during monotonous work, what type of activity comes easier to him. For example: counting, writing, drawing, reading. Taking these features into account, you can create a lesson plan for each day. Gradually, the student will learn to correctly calculate his time and parents will not need to constantly be in his room, but only monitor the final result of the activity. It is not allowed to combine homework and watching TV or computer at the same time. The environment should be quiet and calm;

10) The student assembles the briefcase independently. A list of items for a specific day will help you not forget anything.

The main conditions for the manifestation of independence of younger schoolchildren are:

1) Taking into account the degree of development of educational skills (compare, analyze, determine the order of actions, check your work, etc.);

2) Motivation of educational work. Motivation is ensured by the student’s clear understanding of the need and significance of the work he is performing, cognitive interest, and understanding of the essence of the educational problem;

3) The presence of a learning problem that is understood by the student. At the same time, understanding provides the opportunity for the student to be involved in work. To complete the task, he does not need to ask again: “Where to start?”, “How to do it?”, “Where to write?” and so on;

4) Division of labor between the student and the teacher. In elementary school, children should not only learn to act according to instructions, plans, algorithms, but also learn to build their own plans and algorithms and follow them;

5) The learning process must ensure the development of all components of cognitive interest as a source of development of educational activities;

7) The system of educational tasks should be built on the basis of the gradual progression of schoolchildren from actions in collaboration with the teacher to completely independent ones.

The main attention of teachers in the course of creating conditions that stimulate independence was concentrated on the following tasks: teaching schoolchildren to independently set the goal of the upcoming work, determine the order of its implementation, and exercise self-monitoring over the progress of its implementation and the result of the work.

2.2 Analysis of the results of experimental work on the formation of independence in the activities of junior schoolchildren

The final stage of the experimental work was repeated observation of the independent activities of schoolchildren in two groups.

The observation was carried out according to the same scheme; the criteria and indicators of the development of schoolchildren’s independence remained unchanged.

During the observations, the following results were obtained:

In the control group, the percentage of children who were able to set independent goals and plan activities to achieve them increased slightly (by 4%, i.e. per student). In the experimental group this figure increased by 27% (6 people).

Awareness of the independent task performed was demonstrated by 77% (17 students) of the experimental group, which is 32% higher compared to the primary observation results. The indicator of this criterion in the control group increased by 4% (1 person).

The number of exp. children increased by 22% (5 people). groups monitoring the results of independent activities to achieve the goal. This indicator in the control group increased by 4% (1 person).

The number of children resorting to teacher help in independent activities in the control group increased by 4% (1 person). The same indicator in the experimental group decreased by 22% (5 people).

Follow-up data are presented in Figure 2.

Diagram 2

As can be seen from the diagram, in the experimental group the number of children showing independence in completing academic and extracurricular tasks increased. In the control group, the indicators of schoolchildren’s independence remained practically unchanged. Such high results in the experimental group are explained by the fact that the teacher consciously stimulated the independent activity of schoolchildren, purposefully and systematically formed the motivational and operational readiness of students for it.

Chapter 2 Conclusions

Thus, a number of conclusions can be drawn:

1) students’ independence in activities is manifested and developed more successfully when special pedagogical conditions are created;

2) Of particular importance for the development of younger schoolchildren is the stimulation and maximum use of independence in children’s educational, work, and play activities. Strengthening such motivation, for the further development of which primary school age is a particularly favorable time of life, reinforces a vitally useful personality trait - independence;

3) A significant role in the development of independence is played by the practical application of interactive teaching methods and modern pedagogical technologies (portfolios, organization of project and research activities of students), didactic games, problem situations, tasks that support the child’s confidence in success; creating conditions for positive experiences of success, a reward system;

4) The organization of a stimulating environment determines the success of the process of developing the independence of younger schoolchildren in various types of activities.

Conclusion

The purpose of our research was to identify the pedagogical conditions for the formation of independence in the activities of junior schoolchildren. During the experimental work, the goal and objectives of the study were achieved. Thus, a theoretical analysis of research on the topic under study made it possible to reveal the content of the concept of “independence,” which is considered as one of the leading personality qualities, expressed in the ability to set certain goals and achieve them on one’s own. The psychological characteristics of a junior schoolchild were studied, which made it possible to determine the characteristics of this age that contribute to the development of independence.

Theoretical analysis of studies of schoolchildren's independence made it possible to identify criteria for children's independent activity. Indicators of independence are: the desire to solve problems of activity without help from other people, the ability to set a goal for an activity, carry out basic planning, implement what was planned and get a result adequate to the goal, as well as the ability to show initiative and creativity in solving emerging problems.

During the study, a system of pedagogical incentives and conditions for the formation of independence of primary schoolchildren in activities was determined. Pedagogical stimulation of independent activity of junior schoolchildren includes motivational, operational-effective and emotional components and is built on a system of positive incentives of an external and internal nature. The criteria for the effectiveness of pedagogical stimulation of independent activity of junior schoolchildren are: the personal attitude of students to learning; mastering ways to manage one’s educational activities (taking into account age characteristics and new developments); satisfaction from the process of independent work. These studies provide grounds to identify the most significant incentives for younger schoolchildren that contribute to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the task, the successful completion of independent activities, the friendly relationships that develop between students and the teacher in the activity, the feasibility of the work and the high assessment of its results.

The results of the study provide grounds to assert the truth of the hypothesis put forward. Repeated observation of manifestations of independence in two groups made it possible to note a significant increase in indicators of independent activity in the experimental group, where conditions were created that stimulated independence in activity. Indeed, the organization of a stimulating environment determines the success of the process of developing the independence of younger schoolchildren in various types of activities.

The intensity of development of our society, its democratization and humanization increase the requirements for the formation of an active, creative personality. Such a person independently regulates his own behavior and activities, determines the prospects for his development, ways and means of achieving his goals. The more independence is developed, the more successfully a person sets his future, his plans and the more successfully he acts in implementing them.

Work on the formation of individual independence must begin in elementary school, since it is there that the child’s foundations of educational activity, motives for learning, and the need and ability for self-development are formed.

List of sources used

1. Elkonin D.B. Psychology of teaching primary schoolchildren. Selected psychological works [Text] / D.B. Elkonin; Ed. V.V. Davydova, V.P. Zinchenko. - M.: Pedagogy, 1989. - 554 p.

2. Age-related patterns of personality socialization [Text] / Edited by N.S. Starzhinskaya, L.A. Kandybovich et al. - Blagoveshchensk, 2008.-235 p.

3. Harmonization of psychophysical and social development of children [Text] / Edited by N.S. Starzhinskaya, D.N. Dubinina - Minsk, 2008.-175 p.

4. Shchetinina A.M. Diagnosis of the social development of a child [Text] / A.M. Shchetinina. - Veliky Novgorod: NovSU named after. Yaroslav the Wise, 2000. - 88 p.

5. Danilov M.A. Fostering schoolchildren’s independence and creative activity in the learning process [Text] / M.A. Danilov // Soviet pedagogical journal. - 1961. - No. 8. - With. 32-42.

6. Zimnyaya I.A. Pedagogical psychology [Text] / I.A. Winter. - M.: Logos, 2001. - 222 p.

7. Zharova L.V. Teach independence [Text] / L.V. Zharova. - M.: Education, 1993. - 204 p.

8. Ilyin B.S. Formation of a schoolchild’s personality (holistic process) [Text] / V.S. Ilyin. - M.: Pedagogy, 1984. - 144 p.

9. Shiyanov E.N. Personal development in teaching: A textbook for student pedagogical universities [Text] / E.N. Shiyanov, I.B. Kotova. - M.: Academy, 2000. - 288 p.

10. Cultural and psychological patterns of social development of personality in ontogenesis [Text] / Edited by L.A. Kandybovich, E.I. Komkova - Blagoveshchensk, 2009. - 139 p.

11. Kushner N.Ya. Formation and development of educational activities in preschool and primary school age [Text] / N.Ya. Kushner. - Minsk, 2002. - p. 20-30.

12. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence [Text]: Textbook for students. Universities / V.S. Mukhina. - M.: Publishing center "Academy", 1999. - 456 p.

13. Shamova T.I. Activating the teaching of schoolchildren [Text] / T.I. Shamova - M.: Pedagogy, 1982. - 209 p.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

EDUCATIONAL INSTITUTION

"MOGILEV STATE UNIVERSITY

NAMED AFTER A.A. KULESHOV"

Graduate work

Pedagogical conditions for the formation of independence among junior schoolchildren

Mogilev 2013

Essay

The title of the thesis is "Pedagogical conditions for the formation of independence of junior schoolchildren." Performed by Tatyana Vladimirovna Rotkina.

The work consists of an introduction, two chapters, a conclusion, a list of references and an appendix. The first chapter examines the concept of “independence”, describes the features of the manifestation of independence of younger schoolchildren in significant activities, as well as ways, means, forms and methods of instilling independence in students. The second chapter examines the level of independence development among 1st grade students. A practical part is given on the development of this quality at the age in question. In conclusion, the main conclusions on the studied problem are given, as well as a list of literature used in this work.

The practical significance of the study is to identify effective pedagogical conditions for the formation of independence in primary schoolchildren and to develop recommendations for teachers and parents on the education of the phenomenon under study; (abstract)

Introduction

Chapter 1. Independence of younger schoolchildren as a pedagogical problem

1 The essence of independence as an integrative quality of personality

2 Features of the manifestation of independence of younger schoolchildren

3 Methodology for developing independence in students

Chapter 2. Organization of an experimental study of the independence of junior schoolchildren

1 Studying the level of independence of 1st grade students

2 Formation of independence in younger schoolchildren

2.3 Analysis of the results of experimental work

Conclusion

Literature

Application

Introduction

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 concept of the Republic of Belarus, as one of the main tasks in achieving the goals of education in educational institutions, defines preparation for independent life and work. Under these conditions, a person is required to be able to creatively, independently search for solutions to production problems, take useful independent initiatives, and be organized in actions and deeds. Because of this, the need to instill in the younger generation such a socially significant quality as independence is becoming more urgent. 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 in elementary school. Considering the sensitivity of the mental development of younger schoolchildren, their receptivity to pedagogical influence, it is important to teach children to independently obtain and apply knowledge, to work responsibly, to think and act independently, to organize their own activities and behavior. From these positions, the formation of independence as a personality trait of schoolchildren becomes a kind of social order in the field of education and, therefore, has social and pedagogical significance.

The works of E.N. Shiyanov and P.I. Pidkasisty are devoted to various aspects of the problem of developing independence among younger schoolchildren, mainly in the educational process. Scientists (N.Yu. Dmitrieva, Z.L. Shintar, etc.) are studying different types of independence. There are studies in which independence is cultivated in certain types of activities: labor (Yu.V. Yanotovskaya), play (D.B. Elkonin) . There is a tendency to identify the conditions for the formation of independence in several types of activities (L.A. Rostovetskaya).

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 the conditions and means of purposefully achieving this goal at the initial stage of school education determined the choice of the topic of the thesis “Pedagogical conditions for the formation of independence among younger schoolchildren.”

Purpose of the study: to identify and experimentally test the conditions that contribute to the effective development of independence in primary schoolchildren.

Tasks:independence personality class schoolboy

.Study the state of the problem in the literature.

.Define the essence of the concept of “independence” in relation to primary school age.

.To identify the level of manifestation of independence among students in the experimental class.

4.To test the methodology for developing independence as the leading personality trait of junior schoolchildren.

Object of study: educational process in primary school.

Subject of study: independence as an integrative quality of the personality of a junior schoolchild.

Research hypothesis: the formation of independence is carried out effectively if it is provided with: constant and timely diagnosis, stimulation of the student’s activity in various types of activities, changing the teacher’s position in organizing children’s activities from direct to indirect supervision.

Research methods: analysis and generalization of psychological and pedagogical literature on the problem, practical pedagogical experience; survey of students, parents; pedagogical experiment. The reliability of the results and conclusions obtained is ensured by the use of statistical methods for processing the material and a meaningful comparative analysis of the obtained facts.

The study was carried out on the basis of the State Educational Institution "Ordatsky UPC d-s school Shklovsky district" of the Mogilev region among 1st grade students. At first glance, the children in the class are quite independent in everyday life. They know how to dress and undress and, at the request of their parents, help them with household chores. In educational activities, not all students are able to set themselves various educational tasks and solve them without the encouragement, help and control of the teacher. When working, they strive to follow the instructions and instructions of adults and rarely show their own initiative.

Chapter 1. Independence of younger schoolchildren as a pedagogical problem

1.1 The essence of independence as an integrative quality of personality

Independence is a concept that is quite often found on the pages of publications dedicated to a person. It is used by philosophers, public and government figures, writers, artists, politicians, sociologists, as well as psychologists and teachers. In almost any theory or concept concerning human existence, this category can be found. All this taken together allows us to say that the problems of educating an independent person have been considered for a long time in various fields of humanitarian knowledge.

To reveal a child’s personality, it is very important to find a system-forming component. Scientists identify independence as such a mechanism, which, being an integral indicator of the child’s development as a whole, allows him in the future to navigate relatively easily in changing conditions and use knowledge and skills in non-standard situations.

The development of student independence is one of the pressing tasks of modern education, and instilling in younger schoolchildren the skills of independent work on educational material is one of the prerequisites for successful learning.

Independence in encyclopedic publications is defined as a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior. N.G. Alekseev defines independence as a personality property characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to the developing connections with other people .

I.S.Kon includes in the concept of “independence” three interrelated qualities: 1) independence as the ability to make and implement decisions on your own, without outside prompting, 2) responsibility, willingness to answer for the consequences of your actions, and 3) conviction of real social opportunity and moral correctness of such behavior.

Independence as a personality trait, a character trait, is a person’s unique ability to resist external pressure and preserve their individuality. In modern reference literature on pedagogy, independence is defined as: one of the leading qualities of a person, expressed in the ability to set a specific goal, persistently achieve its fulfillment on one’s own, takes a responsible attitude towards one’s activities, and acts consciously and proactively not only in a familiar environment, but also in new conditions that require making non-standard decisions.

The dictionary-reference book on pedagogy gives the following definition: “Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out one’s activities without constant guidance and practical help from outside.” The psychological dictionary has the following definition: “Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.” In S.I. Ozhegov’s Russian language dictionary, “independent” is interpreted as existing separately from others, that is, independent; as a person with initiative and capable of decisive action; as an action performed on one’s own, without outside influences, without the help of others.

As you can see, the interpretation of the concept of “independence” is not unambiguous; there are many different definitions of this quality. Independence can be considered as a property, quality, integral, core quality of personality, character trait, ability to act. Thus, the characteristics of independence can be called: independence, determination, initiative, and independence is one of the leading qualities of a person, expressed in the ability to set certain goals for oneself and achieve them on one’s own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.

All personality qualities, in accordance with ethics and psychology, are divided into general (provide connections between substructures), moral (reflect the social characteristics of the individual), intellectual (mental, characterizing consciousness and self-awareness), volitional and emotional (self-regulation of the individual). In each group, integrative basic qualities are identified, on which the value of the entire complex of a person’s inner world depends: five basic qualities of intelligence, morality, will and feelings. Together they form the rest of the diverse fund of personal qualities. The map of education developed by A.I. Kochetov reflects the list of leading personality qualities. . Independence itself is a complex integrative quality. It includes organization, initiative, self-control, self-esteem, and pragnosticism.

As a personality quality, independence has recently become a subject of study and is associated with the concept of “subject of learning.” The younger schoolchild, as a subject of learning, is the bearer of educational activity, he owns its content and structure, and by actively participating in it together with other children and the teacher, he shows subjectivity.

Scientists note that independence always manifests itself where a person is able to see for himself the objective reasons for being active. Many scientists have pointed out the inextricable connection between activity and independence. V.V. Davydov, for example, argued that the child’s subjectivity allows him to successfully independently carry out this or that activity. Activity is understood as a more general category in relation to independence: you can be active, but not independent, but independence without activity is not possible.

In relation to a junior schoolchild, based on the concept of dominant (basic) personality qualities and their holistic formation, independence can be defined as an integrative moral and volitional quality. I.F. Kharlamov notes the structural unity of all moral qualities: “Any quality as a dynamic personal formation in psychological terms includes the following structural components: firstly, the needs that have formed and become stable in a particular activity or area of ​​behavior; secondly , understanding the moral significance of a particular activity or behavior (consciousness, motives, beliefs); thirdly, fixed skills, abilities and habits of behavior; fourthly, willpower, which helps to overcome obstacles encountered and ensures constancy of behavior in various conditions. structural components are inherent in any moral quality, be it hard work or collectivism, discipline or camaraderie, although the specific content and manifestation of these qualities will, of course, be specific.”

The life experience of all previous generations, crystallized in the moral values ​​of humanity, helps the younger student master the ability to independently build his relationships with the outside world on a moral basis. The essence of the moral basis of independence is that people help each other achieve success, do good, and overcome difficulties. In terms of content, independence, due to the complexity of the quality, which is integrative in nature, includes elements of such qualities that are similar in content, but have distinctive shades, such as organization, diligence, initiative, predictability (the ability to see the results of one’s own actions and actions), as well as skills of self-control and self-assessment of behavior. Essentially, these qualities together create independence and at the same time are its signs, each of which performs a specific function in the formation of a holistic quality.

Analysis of integrative qualities shows that they are all connected together as integral parts, components of the holistic structure of the personality. It is impossible to educate the complex without forming the simple elements of which it consists. All complex socio-political qualities are formed on the basis of simple, fundamental general qualities of a person. Decisiveness as a volitional quality is formed on the basis of the development of independence, self-demandingness, and volitional activity of the individual. Thus, all complex specific and criterion qualities are also formed on the basis of integrative ones.

Scientists and practical teachers have proven that primary school is designed to provide the foundations for personality formation, identify and develop children’s abilities, and develop their ability and desire to learn. It is impossible to solve these problems without relying on the independent activities of students.

It is broad and multifaceted in elementary school if it is skillfully organized by the teacher. In this regard, in the literature one can find a description of various types of independence, based on its consideration as 1) a person’s way of organizing his actions and activities; 2) the individual’s ability to manage his activities.

The independence of younger schoolchildren is presented in the literature:

cognitive independence, the level of development of which in a child is judged by the range of skills to perform a variety of objective-practical and mental actions based on instrumental and sign-symbolic means that provide the solution of tasks of varying complexity and subject orientation (M.A. Danilov).

mental independence, understood as the conditions for mastering techniques and methods of mental activity (V.V. Davydov, P.Ya. Galperin, N.F. Talyzina, etc.).

Independent activity that arises on the initiative of children on the basis of sufficiently developed skills, abilities, knowledge, and generalized methods of solving problems (P.I. Pidkasisty).

The integrative essence of independence, according to psychologists, is reflected in the unity of its two sides: internal and external (L.I. Bozhovich and others). add footnote bozhovich personality and its formation in childhood

The internal side of independence consists of its psychological components:

need-motivational, which is a system of dominant needs and motives for self-improvement of younger schoolchildren in educational activities;

emotional-volitional, determining the sustainability of the student’s use of educational activities for self-improvement.Z.L. Shintar).

The external side of the named components is meaningfully manifested both in the leading type of activity (educational) and in other types (play, work) of the primary school student. For example, in educational activities, realizing the level of his success, a student, without prompting or coercion from outside, turns to the teacher and classmates for help or offers of interaction, i.e. proactively goes beyond the boundaries of teacher-organized educational activities. Having carried out control and assessed the results (positive or negative), he does not stop there, but continues his activities.

External signs of students' independence are their planning of their activities, completing tasks without the direct participation of the teacher, systematic self-monitoring of the progress and results of the work performed, its correction and improvement. The internal side of independence is formed by need ̶ motivational sphere, the efforts of schoolchildren aimed at achieving a goal without outside help.

Thus, the teacher judges the formation of a student’s independence by its external manifestations, and their prerequisite is the internal components being formed. The integrative essence of independence determines the integrative approach to its formation. The integrative nature of the independence of younger schoolchildren determines the dynamics of its formation, “when the student himself, with increasingly active, deep and comprehensive participation in the process of learning, education and self-education, development and self-development, turns from a rather passive object of the teacher’s activity into a planned accomplice, into a subject of pedagogical interaction ".

2 Features of independence of younger schoolchildren

At primary school age, it is possible to successfully form the quality under study, relying on the characteristic features of the psyche of a junior schoolchild. Psychologists note the child’s active desire for independence, manifested in psychological readiness for independent actions. Younger schoolchildren have an increasing need for independence; they want to have their own opinion about everything, to be independent in matters and assessments.

When characterizing the independence of a junior schoolchild, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for active activity and independence is determined by the characteristic qualities of the psyche of a junior schoolchild: emotionality, impressionability, mobility. At the same time, children are inherently suggestible and imitable. Such a character trait of a younger schoolchild as impulsiveness was also noted ̶ the tendency to act immediately under the influence of immediate impulses, motives, for random reasons, without thinking and without weighing all the circumstances. Younger schoolchildren are very emotional; they do not know how to restrain their feelings or control their external manifestation. Schoolchildren are very spontaneous and frank in expressing joy, sadness, and fear. They are distinguished by great emotional instability and frequent mood swings. Independence is a very important strong-willed quality. The younger the students, the weaker their ability to act independently. They are unable to control themselves, so they imitate others. In some cases, lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of behavior of the teacher and surrounding people are positive.

The age characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint.

Available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities: in play (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).

During the period of study in primary school, the type of leading activity changes: role-playing game, in which the preschooler mainly develops, gives way to learning ̶ strictly regulated and assessed activities.

The student’s 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. It manifests itself, for example, in the ability to approach complex learning tasks in one’s own way and complete them without outside help. The student’s independence is characterized by a certain criticality of mind, the ability to express his own point of view, independent of the judgment of others.

At primary school age, play activities continue to occupy a large place. Play influences the development of a child’s personality. It helps younger schoolchildren develop communication skills, develops feelings, and promotes volitional regulation of behavior. Children enter into complex relationships of competition, cooperation and mutual support. Claims and recognition in the game teach restraint, reflection, and the will to win. Independence is revealed in the design and development of plots of complex collective games, in the ability to independently carry out a difficult and responsible task entrusted to the group. The increased independence of children affects their ability to evaluate the work and behavior of other children.

Role-playing games for younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. Thus, a low-achieving schoolchild takes on the role of a good student and, in game conditions that are easier than in real life, is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, role-playing game can be considered as a way to encourage a younger student to self-education.

Younger schoolchildren enjoy playing educational games. Didactic games not only contribute to the development of personal qualities, but also help the formation of educational skills. They contain the following elements of activity: game task, game motives, educational solutions to problems. As a result, students acquire new knowledge about the content of the game. In contrast to the direct setting of an educational task, as happens in the classroom, in a didactic game it arises “as a game task of the child himself. The methods for solving it are educational. Elements of the game in the learning process evoke positive emotions in students and increase their activity. Junior schoolchildren with great interest they carry out those work tasks that are playful in nature.

The manifestation of independence of younger schoolchildren is also considered in work. During labor lessons, students often work unorganized: they are hampered by the rapid distractibility and lack of independence characteristic of this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide it himself, interrupts work and immediately turns to the teacher for help. When a student acquires some basic skills and can work independently, he begins to introduce creative aspects into his work that reflect his individual characteristics.

The student will be able to work independently only when he acquires the skills and abilities necessary to carry out this work, knows how to work, and begins to apply the strengthened skills and knowledge in a new environment, deciding for himself how to act and in what sequence. By solving practical problems with the direct participation of the teacher, the student develops independence. Some children immediately stop working if they encounter difficulties and wait for help from the teacher. As a rule, these are those students who engage in labor only at school; at home they do not make anything or do any work. Some students, having encountered difficulties during their work, begin to think, search and achieve an independent solution to the issue. Lacking the proper skills and abilities, these schoolchildren make mistakes and spoil their work; disregarding their capabilities, they begin to work without thinking about what such activity will lead to.

Independent activity of younger schoolchildren takes place in a variety of forms. This can be an independent cognitive activity, educational work ̶ experimental site, independent reading, observation, preparing answers to questions. When characterizing the independence of younger schoolchildren, one should also note the fairly stable nature of its manifestation.

The leading activity of junior schoolchildren is educational activity. Play remains a significant activity. Based on the psychological characteristics of this age, we can conclude that independence, as a volitional quality of younger schoolchildren, is manifested in work and play activities, in communication, in a group of peers, in the family.

All of the above should be taken into account when developing independence as the leading personality trait of a primary school student.

3 Methodology for developing independence in younger schoolchildren

The formation of independence as a personal quality is a long and complex process that is carried out both at school (lessons, extracurricular activities, socially useful work) and in the family. Let's consider the possibilities of developing the independence of younger schoolchildren in educational activities.

Educational activities at primary school age have a great influence on the overall development, the formation of mental processes, states and properties, intellectual and personal qualities of the child, including the quality we are considering. “Training,” notes D.B. Elkonin, “as the basis for mastering socially developed methods of action with objects, tasks and motives of human activity, norms of relations between people, all achievements of culture and science - a universal form of child development. Outside of learning there can be no development". Understanding the meaning of educational activities ensures that the younger student participates in it on his own initiative.

One of the means of developing the independence of younger schoolchildren is independent work. According to P.I. Pidkasisty, 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.

In accordance with the level of independent productive activity of students, 4 types of independent work have been identified, each of which has its own didactic goals.

Independent work based on the model is necessary for the formation of skills and abilities and their strong consolidation. They form the foundation for truly independent student activity.

Reconstructive independent work teaches one to analyze events, phenomena, facts, forms techniques and methods of cognitive activity, contributes to the development of internal motives for knowledge, and creates conditions for the development of schoolchildren’s mental activity.

Independent work of this type forms the basis for the student’s further creative activity.

Variative independent work develops the skills of searching for an answer outside of a known sample. The constant search for new solutions, generalization and systematization of acquired knowledge, and transfer of it to completely non-standard situations make the student’s knowledge more flexible and form a creative personality.

Creative independent work is the crown of the system of independent activity for schoolchildren. These works reinforce the skills of independent search for knowledge and are one of the most effective means of developing a creative personality.

A.I. Zimnyaya emphasizes that the student’s independent work is a consequence of his correctly organized educational activity in the classroom, which motivates its independent expansion, deepening and continuation in his free time. 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 formation of independence of younger schoolchildren occurs in various types of activities. The more species independence develops, the more successful its development will be. The formation of a child’s independence is carried out in educational activities, which are purposeful, effective, mandatory, and voluntary. It is assessed by others and therefore determines the student’s position among them, on which his internal position, his well-being, and emotional well-being depend. In educational activities, he develops self-control and self-regulation skills.

Thus, the practical application of various types of independent work helps to improve the ability to work independently and develop the student’s independence. However, any work should begin with students understanding the purpose of action and methods of action. All types of independent activities of younger schoolchildren are of great importance. It is difficult, impossible to overestimate a student’s work with a book. Performing written exercises, writing essays, stories, poems and the like ─ these are independent creative works that require greater activity and efficiency.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problematic situations in the educational process. A. M. Matyushkin characterizes a problem situation as “a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) when solving problems that requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity to the subject.” In other words, a problem situation is a situation in which a subject (student) wants to solve some difficult problems for himself, but he lacks data and must look for it himself. A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts that students do not have enough knowledge or life experience to explain. It is possible to deliberately confront students’ life ideas with scientific facts using various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

An effective means of developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence. It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main qualities of a person.

A special role in the formation of a creative, independent personality, capable of highly productive work in the future, is assigned to labor activity. In order for labor training lessons to contribute to the development of labor activity of primary schoolchildren, when choosing teaching methods, it is necessary to focus on those that stimulate the cognitive and active activity of children, broaden their horizons, promote the development of independence and promote the development of a creative personality. Such methods are problem-search, partial-search, problem-based, research. They, together with explanatory, illustrative and reproductive methods, contribute to the qualitative improvement of labor processes when performing educational tasks. Fostering independence is one of the leading factors in the development of children's creativity, since creativity is the highest form of human activity and independent activity. It is well known that the main obstacle to organizing creative activity in labor education classes is the low level of student independence. Conditions should be created that allow schoolchildren to independently carry out and look for ways to implement creative tasks. In the process of solving assigned problems, younger schoolchildren develop the ability to analyze a condition and, on the basis of this, build their practical activities, create and implement interesting ideas.

Of particular importance in the formation of creative independent activity of a junior schoolchild is applied activity, characterized by the freedom to realize ideas through the use of a variety of materials and technologies in the creation of original products. Artistic and design activities make it possible to expand a child’s understanding of the surrounding reality, enrich his life experience, and orient him towards a transformative attitude towards the world. A systematic approach to children’s mastering of artistic and design activities gives them the opportunity to accumulate aesthetic, technological, social, and labor experience, thereby ensuring the development of the child’s creative activity at the highest level. In a child of primary school age, the formation of emotional and motivational-value spheres of the personality occurs, which are characterized by cognitive activity, curiosity, the need to make independent decisions and their practical implementation. In children's creativity, two types of design are distinguished: technical and artistic, which enable children to express their attitude to the depicted object, to show their imagination and thereby independence. The assimilation of this body of knowledge forms a sense of style, an aesthetic attitude to the world of things, and a special manner of thinking. This type of thinking is called productive. Productivity of thinking ensures independent solution of new problems, deep assimilation of knowledge, i.e. success of learning activities. By solving constructive problems, children learn to analyze their conditions and find independent solutions.

Home study work is a form of organizing independent, individual study by schoolchildren of educational material during extracurricular time. The importance of home school work, especially in the elementary grades, is as follows. Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in class and it becomes clearer to him what he knows and what he does not understand.

N.K. Krupskaya in the article “Methodology for assigning homework lessons” wrote: “Homework lessons are of great importance. Properly organized, they teach you to work independently, foster a sense of responsibility, and help you acquire knowledge and skills. .

Experts consider children's independence in the process of its formation. “In school practice,” notes A.A. Lyublinskaya, “the child’s independence has nothing to do with his spontaneous behavior. Behind the child’s independence there is always the leadership role and demands of an adult.” The author believes that the teacher must find a reasonable combination of pedagogical guidance and independent activity of students. Pedagogical skill lies in presenting the child with the need to make an independent decision, constantly monitor and evaluate the results of his work.

A teacher who shapes the independence of younger schoolchildren contributes to a favorable situation for the child’s development, building his life prospects, i.e. realizes the goal of education, because the result of his pedagogical activity is the student’s personality as “an active creative principle that generates the world, projects reality and its own future, going beyond itself in its actions and deeds.”

According to V.B. Leontyeva, an effective method in developing the independence of children of this age is the preparation and holding of holidays, which makes it possible to show initiative, creativity and independence.

The teacher has great opportunities for the development and manifestation of independence of students in the classroom and in extracurricular activities.

According to Z.L. Shintar, the interaction between teacher and student is important in the formation of independence of a junior schoolchild. The child can independently organize joint activities if he is unable to do something individually. An example of this type of child independence is the child’s questions to an adult. In this case, it is worth talking about independence as a manifestation of the child’s initiative in building educational relationships with the teacher. Independence is the child’s proactive action towards pedagogical influence.

At least three main types of joint activities between teacher and students are presented. The first type is built on instructional and executive principles. An adult appears before a child as the bearer of a socially given amount of knowledge, skills, and habits that the child must learn through copying and imitation under strict control by the teacher. In this type of joint activity one can hardly discern the sources of the child’s independence.

In the second type of joint activity, the educational content is externally presented by adults in a problematic form. ̶ takes the form of various kinds of tasks that are offered to the child. In this case, an imitation of search and decision making occurs. With such joint activities, the task of fully assimilating culture, ensuring the spiritual growth of the child, cannot be solved: although the form of presentation of educational content undergoes a certain change, a detailed relationship does not develop between the child and the adult.

The third type of joint activity is radically different from the first two: the child does not know the principle of solving the task assigned to him, the adult is interested in the way the children search and discover this principle. In the context of the third type of joint activity, the child’s creative involvement in culture and his independent action become possible.

Social assignments, helping comrades, collective affairs - all this should be organized in such a way as not to replace the initiative of the children, but to give schoolchildren the opportunity to demonstrate their independence.

In the opinion of G.S. Poddubskaya, the family plays an important role in the formation of independence of a junior schoolchild. After all, there is a very close relationship between the level of independence of a schoolchild and the nature of assistance, the measure of guidance in the independent activities of children in the family. In this regard, in order to ensure a unified position of family and school in the formation of the leading personality traits of a primary school student, parents must: be involved in cooperation with their children; create a humane style of relationships in the family, taking into account the “principle of moderation,” in which there should be a combination of affection and severity, closeness to children and “distance,” the child’s independence and the help of elders; create conditions for the child’s independent activity; introduce a system of permanent work assignments in the family; involve children in various types of household work for self-service (cleaning, shopping, cooking, simple clothing repair, growing plants, caring for younger children and others).

Taking into account the above, we can determine the following means and methods for developing independence in children of this age. The child needs to be entrusted with doing more things on his own and, at the same time, trusting him more. Welcome and encourage the child’s every desire for independence. It is extremely important from the first days of school to ensure that the child completes his homework and chores independently. Favorable for the development of this quality in children is a socio-psychological situation in which the child is entrusted with some responsible task and, by performing it, he becomes a leader for other people, peers and adults, in working together with them. Good conditions for the implementation of this task are created by group forms of study and work.

Thus, all of the above ways, means, forms and methods of nurturing independence, when used systematically and correctly, form in students the quality we are studying.

Conclusions on chapter 1

Analyzing the pedagogical and psychological literature on the research problem, the following can be noted:

The concept of “independence” is not unambiguous; there are many different definitions of this quality. The quality we are studying is considered as a property, quality, character trait, integral, core quality, ability to act. The presence of diverse points of view indicates the diversity of the phenomenon being studied.

A number of works are devoted to the problem of developing the independence of a primary school student, in which the quality being studied is examined in individual or several types of activities.

The formation of independence occurs at different age stages, and each period of age development, according to psychologists, is characterized by characteristics determined by mental new formations. Primary school age is no exception in this regard. At this time, the most intensive assimilation of moral norms and rules of behavior occurs, many leading qualities of the individual are laid and developed, which form its foundation in subsequent years of training and education, including independence.

To form the quality being studied at a given age, there are many forms, methods, ways and means. With their correct, purposeful, continuous use, as well as with the activity of the student himself, independence is formed.

Chapter 2. Organization of an experimental study of the independence of junior schoolchildren

2.1 Studying the level of independence of 1st grade students

The problem of independent activity of a primary school student has its own rich history in theoretical coverage and the implementation of its main provisions in the practice of school work. On this basis, we planned and conducted an experiment, which took place on the basis of the State Educational Institution "Ordatsky Criminal Procedure School of the Secondary School of the Shklovsky District among 1st grade students. 16 students took part in the study.

The purpose of the experiment: to study the level of independence as a personality quality of a junior schoolchild and its formation.

The student's study program is not limited to observations and simple statements of facts. The complexity of the internal structure of any quality. The interrelation and interdependence of qualitative characteristics and the task of a holistic study of personality requires a set of methods that would ensure the acquisition of comprehensive knowledge about the child. The survey method, the “chart of education,” etc. successfully serve these purposes. The system of diagnostic techniques includes a set of research methods, on the basis of which conclusions are made about the state of development of quality and its characteristics. In our work, the dynamics of a schoolchild’s upbringing was assessed in different ways.

Thus, when studying children’s ideas about the quality being formed, the method of surveying students was used.

Targetthis method ̶

After conducting the survey, the following data were obtained: 19% of students answered the question what independence is. 37% know what kind of person is called independent. When analyzing the third question, it is clear that 44% of the children in the class can be called independent. 37% of students consider themselves independent, but some find it difficult to answer the question why. To the fifth question, 44% of students answered that their independence is manifested in attending school (they go to school unaccompanied by their parents). During the survey, many students repeated the answers of their classmates, this is due to their imitation. It was difficult for the children to define the very concept of “independence” and why they consider themselves independent. This is due to their small ideas about the concept of independence, an independent person.

Since all the leading qualities of a personality are connected together as components of its integral structure, it is better to diagnose the formation of independence against the background of a general diagnosis of the student’s upbringing, using cards of the student’s upbringing (Appendix 2). The education map of a junior schoolchild includes a list of leading personality qualities (collectivism, hard work, independence, honesty, curiosity, emotionality), which are assessed and formed at a given age, on the basis of which one can judge the child’s upbringing. The teacher fills out the card in consultation with the parents. The strength of a quality is assessed using a five-point system: 5 - the volitional quality is very strongly developed, 4 - highly developed, 3 - developed, 2 - very poorly developed, 1 - the volitional quality is not inherent in this subject. For each quality (criterion) a score is given depending on its manifestation. Then the arithmetic mean is calculated, resulting in each student receiving 6 grades. After the assessment, a summary card of education is compiled, in which the grades of all students in the class are entered. The results of the formation of the studied quality are presented in Appendix 3.

Methodology "Unsolvable problem"

Target: Identify the level of independence of students.

Children were asked to solve a puzzle problem (first one that was easy to solve, and then one that was not). When deciding to observe the children and record the time: how many minutes they acted independently; when they asked for help; who did it right away; who tried to decide to the end; who, realizing that they could not decide, quit their jobs, etc.

)

)

)Low level - realizing that they couldn’t solve it, they quit their job.

After carrying out the technique, we received the following results:

Self-esteem is a component of consciousness, which includes, along with knowledge about oneself, a person’s assessment of himself, his abilities, moral qualities and actions. True self-esteem presupposes a critical attitude towards oneself, constant measurement and correlation of one’s capabilities, actions, qualities and deeds with the demands made by life.

In order to consider how primary school students assess their level of independence, we used the “Assessment of one’s own independence” technique. The purpose of this technique is to determine the level of assessment of one’s own independence. To do this, the students were asked to redraw a five-step ladder, at the top of which supposedly stands the most independent person, and at the bottom the least independent one. It is specified what independence is and what kind of person can be called independent or dependent. Then the task is proposed: “And now you need to use a dot to indicate which step you are on.” The number of points scored is equal to the selected step number. At the same time, the teacher is asked to evaluate the manifestation of student independence on a five-point scale. If independence is always demonstrated in activities, it receives 5 points. Not always, but often enough - 4 points. Sometimes it manifests itself, sometimes it doesn’t - 3 points. Occurs rarely - 2 points. Doesn't appear at all - 1 point. Levels of independence are determined as follows: 5 points - high level, 4 points - medium-high, 3 points - average, 2 points - average-low, 1 point - low.

After carrying out the “Assessing one’s own independence” technique, we compared the student’s choice with the teacher’s opinion to see how critically the students approached assessing their volitional quality. If the assessment of the student and the teacher coincides, we are talking about an adequate self-assessment of the quality being studied. If the assessment of a student’s volitional quality is higher than the teacher’s assessment, this indicates inadequate, inflated self-esteem. If the student rated the manifestation of volitional quality lower than the teacher, this indicates inadequate, low self-esteem. The results of the method are presented in table 2.1.1

Table 2.1.1. Comparison of the teacher’s assessment and the student’s self-assessment of the manifestation of independence

Last name, first nameStudent ratingTeacher ratingDasha E. 3 3Maxim D. 3 2Nikita M. 3 3Alesya V. 4 4Karolina K. 4 3Andrey K. 3 2Nikita P. 2 2Artem M. 3 3Ilona M. 5 5Alexey L. 3 2Diana Sh. 5 5Igor D 3 2Kristina K. 4 4Tatyana K. 4 3Elena B. 5 5Svetlana N. 3 2

As can be seen from the results of the methodology, students have an overestimated self-esteem of the manifestation of volitional quality. This may be due to the incomplete meaning of the concept of “independence”, “independent person”, as well as the inability to evaluate one’s actions and actions. After conducting and analyzing all the methods, in accordance with the degree of development of independence among students, the class was conditionally divided into three groups based on the following criteria:

● the degree of formation of knowledge, ideas about independence (their depth, complexity), understanding of the importance of independent activity;

● practical and effective manifestation of independence in various types of activities, the ability to organize independent activities.

The first group consisted of children (Ilona M., Diana Sh., Elena B.), therefore, with a high level of independence and who had a pronounced desire for independent activity. Successfully apply knowledge in a new, non-standard situation. Motivation is manifested, often associated with plans for the future, they are able to plan activities, act independently without direct and constant control in accordance with the plan, bring the work they have begun to the end, are able to independently monitor and evaluate their actions and actions, show initiative, activity in the process of activity, communication and relationships.

The second group included guys (Dasha E., Nikita M., Alesya V., Carolina K., Artem M., Kristina K., Tatyana K.) with an average level of independence. They are distinguished by their desire for independent actions and actions in activities that interest them, and freely apply knowledge in a familiar, standard situation. There is one, but stable motive (the desire to learn new things, a sense of duty, etc.) They know how to plan upcoming activities, but sometimes they need help, they act in accordance with the plan, but in order to complete the work they have begun, external control is required. The ability for self-control and self-esteem also manifests itself in matters of interest. Actions and deeds are active - imitative, with little initiative.

The third group consisted of the remaining children (Maxim D., Andrey K., Nikita P., Alexey L., Igor D., Svetlana N.) with a low level of independence. Children extremely rarely show a desire for independent activity; they can only perform actions according to a model (copying). Motives are situational in nature and are usually associated with external motivation. Without help, they cannot plan and carry out upcoming tasks. They act in accordance with the proposed plan and follow the rules of behavior only under constant supervision, with the direct participation of their elders. Without the help of adults, they cannot evaluate their own actions, actions, or the activities and actions of others. They are characterized by passive - imitative and uninitiative actions and behavior corresponding to them. The results of the distribution of 1st grade by levels of independence are presented in the table.

Table 2.1.2. Distribution of experimental class students by level of independence development

Level Number of students in absolute numbers. in percentage ratio High 3 19 Medium 7 44 Low 6 37

For clarity, the division of the experimental class by levels of independence is shown in Diagram 2.1.1.

Diagram 2.1.1. Level of independence of experimental class students

2 Formation of independence in younger schoolchildren

The goal of the formative stage of the experimental study was to develop independence among younger schoolchildren using specially selected forms, means, ways and methods. The work was carried out in several stages.

The fundamentals of the methodology of educational work with primary schoolchildren require a reasonable combination of pedagogical guidance, the activity of students in their independent activities, taking into account the age characteristics of the period, knowledge of the child’s inner world and the changes that occur in it under the influence of external influences. Because of this, in the long and complex process of holistic development of quality, we distinguish several stages, each of which is aimed at the formation of certain signs of independence, differs in the system of affairs and the measure of pedagogical leadership.

First stage ̶ nurturing “primary” or performing independence. This is “copying” independence. The work of a teacher at the first stage requires his direct supervision of all the affairs of schoolchildren and is associated with the constant training of children in independent actions and behavior. It is aimed at revealing the essence of independence, stimulating the need for independent action, equipping with knowledge and skills in organizing activities.

Second phase ̶ establishing the foundation of independence and its leading components in the main activities of a primary school student. This stage is characterized by a noticeable decline in pedagogical leadership. Schoolchildren are involved to a small extent in organizing activities. The third stage is characterized by the most complete manifestation of independence. This stage is distinguished by the even more indirect nature of pedagogical leadership. Conditions are created that promote the development of children's self-government; situations when the child is forced to act and make decisions independently become more frequent.

During the learning process, students received a variety of knowledge about independence, its importance in the life of each person and society as a whole. A wealth of material in this direction is contained in primary school subjects. Taking into account the peculiarities of the content of subjects in elementary school, students were introduced to the concept we were studying in reading lessons, extracurricular reading, extracurricular activities, labor training lessons, mathematics and others.

At the first stage of our research, a variety of work was carried out to develop in students the concepts of “independence” and “independent person”. The children developed a desire to become independent, and also developed the concept that independent activity is important and necessary in life.

Thus, in elective reading classes, thanks to the special emotionality that the literary word carries, students acquired a certain moral experience of a positive attitude towards independent people. When reading programmatic works, we always paid attention to the behavior and actions of the main characters, be it a fairy tale or a poem. Drawing students' attention to the fact that the favorite heroes of fairy tales and stories studied in lessons achieve success in life, happiness and well-being thanks to their high moral qualities, and above all - independence, hard work and many others, contributed (thanks to the special sensitivity of younger schoolchildren, their desire to imitate) development in schoolchildren of the desire for independent action and work. During the lessons, students got acquainted with works whose heroes are independent people. Considering that younger schoolchildren still have limited life experience and their understanding of this concept is limited, work was carried out that expanded their knowledge in the process of becoming acquainted with works of art. When analyzing works, students paid much attention to how the author characterizes independent people, how this quality is reflected in their appearance and behavior. For example, when working on the fairy tale “The Pantry of the Sun” by M.M. Prishvin, they discussed the independent life of orphans, Nastya and Mitrasha. This fairy tale taught not only independence, but also helped to understand and love nature.

Extracurricular reading lessons provided great opportunities for developing independence (including reading independence). During these lessons, to develop independence, literary competitions and individual oral presentations by students about what they had read were held (students were given the task of taking a book they liked from the library, reading it, and in the next lesson telling their friends about it, why they liked it and whether others should read it). These lessons provided a great opportunity not only to reveal the meaning of “independence”, but also to develop the independent activities of the students themselves. Also, independent work was carried out during reading lessons and extracurricular reading.

The nature of these works was determined by the content of the educational material, the didactic goal and the level of development of students. More often, forms such as retelling, drawing up a plan, oral drawing, oral composition, etc. were used. During the work, different types of retelling were widely used: 1) Detailed retelling - work of a reproducing nature. 2) Selective retelling is work of a reproductive and creative nature. 3) Creative retelling is a partially exploratory work.

A detailed retelling is work that almost all students did. This type of retelling is based on the development of perception and memory. Students were active in performing this type of work.

Selective retelling involved an elementary analysis of the work and selection of the necessary material. This type of work was reproductive and creative in nature and caused difficulties for some students.

Creative retelling (short, on behalf of some hero, characterization of heroes, their actions, etc.) - partially search-based in nature, required students to be able to analyze the work, make comparisons, select the necessary material, and develop speech skills. In our class, we practiced more of the first two types of retellings. First, in order for the students to understand what a retelling is and what its essence is, the work was carried out on familiar works that were close to the children (fairy tales “Kolobok”, “Turnip”, etc.). And later they tried to retell new, completed works. Students were involved in creative independent work: reading parts of texts, characterizing characters and their actions. And a comparison of several works: heroes, events, actions, etc. taught creative research activities. So the students came to the conclusion that all Russian fairy tales have repetitions, there are beginnings “Once upon a time...”, “In a certain kingdom...”, “Once upon a time...” and an ending “And I was there...” etc. Completing these tasks also contributed to the formation of student independence.

Literary games are interesting and useful for schoolchildren, especially games based on recognizing works of art from individual passages, recreating lines and stanzas from given words, asking and solving “tricky” questions based on books they read (quizzes, crosswords), guessing the names of literary characters, titles of books and works on a series of questions (charades, literary opinions), reproduction of characters and books by description. For example: Consider and answer: Who is this? From which book? Who wrote the book? Or: Think and answer: What is missing here? What is interesting about this book?

In the process of literary games of this kind, the intellectual, moral, and volitional qualities of the personalities of the players developed, their horizons were revealed and improved, and their inclinations and abilities were activated.

Art competitions for the best drawing for the work they read were successful in developing the independence of younger schoolchildren. In extracurricular reading lessons, independence was formed through the discovery and expansion of the meaning of this concept. For this, for example, the story of Yu.V. was used. Sotnik "How I Was Independent" (Appendix 5). The students liked the story. Some guys even imagined themselves in the place of the main character, and for some this situation was familiar. When analyzing the work, everyone in the class tried to express their opinion about what kind of person we can call independent, what independence is, how it manifests itself. The guys even tried to cite cases from their lives when they had to be independent. Also, in order to reveal the meaning of the concept being studied, poems and stories were used in the work (Appendix 6).

During class hours, the children were helped to understand the meaning and importance of independence by the conversations “About independence”, “The student is his own servant, he does not need a nanny”, “What does it mean to be independent?” Conversations were structured taking into account the gradual accumulation of knowledge by students. The concept of “independent” was also associated with other qualities (conscious, persistent, responsible, conscientious, etc.).

An important step in the formation of independence is the ability of a primary school student to organize a workplace - this is the ability to relate to external organization and is a prerequisite for the formation of internal organization and independence. To develop this skill, the following work was carried out: students were introduced to the workplace, taught to select the necessary educational supplies, and shown how to correctly place everything needed for the lesson on the desk; taught to maintain order in the workplace. The ability to organize one’s workplace is the first and necessary step in developing students’ accuracy, foresight, independence and internal readiness for the upcoming work. In order for children to develop strong skills in organizing a workplace, play exercises were carried out, during which children learned to select the necessary educational supplies and place them correctly on the desk. The children's attention was drawn to how to prepare for the next lesson faster and more conveniently, while spending a minimum of time and effort. Schoolchildren learned which things are always on the desk and which need to be changed depending on the next lesson. From time to time, competitions were held “Which row prepared best for the lesson.” Row - the winner said the words: “We have a motto: everything you need is at hand!” or “Our books and notebooks must always be in order,” etc. The ability to navigate time and take care of it is of great importance and is one of the main signs of independence. For these purposes, accessible and interesting tasks were used that clarified the children’s orientation in time and fostered a caring attitude towards it. For example:

a) raise the flag at the same time as the teacher, and lower it independently when it seems that a second or a minute has passed; b) think about what can be done in a minute; c) show students the clock and invite them to sit silently until a minute passes; then tell what happened in that minute (how many ... the plant, factory, etc. produced) d) check how many examples can be solved in a minute (mathematics), how many words can be copied in a minute (writing) e) “Minute” doll ", where instead of a body there is a watch. While the arrow passes the circle, the children must complete the task (prepare the workplace, readiness to complete the next task). In order to orient children in time and quickly get involved in work, it is important to use competitions, game moments, rewards, etc.

A student should be able to set himself various educational tasks and solve them, acting on his own conscious impulse: “This is interesting to me,” “I need to do this,” without the constant urging of parents and teachers standing over his soul: “Do it like this...”, “ Do it…". This is where the student’s independence lies. The important qualities of a child here are activity in learning, interest, initiative, the ability to plan their work and the ability to set goals. The student will not immediately learn to make the right decisions and find the right course of action. He should be hinted that success depends on his own efforts, on the child’s independence, and his initiative.

To develop independence, it was successful to use special instructions on performing various tasks, which taught the children to form a certain algorithm in various situations (for example, how to solve problems, memorize them, prepare reading, self-preparation instructions, etc.) (Appendix 7)

At the second stage, the teacher’s control over the students’ activities gradually decreased, and they were able to demonstrate their independence. This was noticeable in labor training classes, as well as in socially useful work. In the first couple of classes, the children strictly followed the teacher’s instructions and, with detailed instructions, did the work together with the teacher. At each lesson, the children learned to set accessible goals, predict their work, take on feasible tasks, and think about the sequence of their actions themselves. Students were given more independence, and teacher control weakened. Every work began with an awareness of the assigned tasks and the search for their rational solution. During the lesson, they analyzed the sample, then jointly developed an action plan, which was written on the board. Later, the guys were able to do the work on their own according to the technological map. (Appendix 8).

In order for children to successfully, effectively and efficiently learn the skills and initial skills of planning, organizing and self-control of their work, they systematically explained to students such concepts as: “the goal of action” - an idea of ​​​​the results of work activity that meets certain requirements; “methods of action” - a system of operations with the help of which the labor process is carried out; “conditions of action” - a task that is set for the child; “result of action” is the final stage to which the student arrives as a result of his work activity, etc. Various instructions were also used. With their help, children learned positive actions and independence. In the first couple of days, the assignments were controlled by the teacher, the children received advice on how best to complete this assignment, where to start, etc. But over time, the teacher’s control weakened, and the students themselves solved all the problems that confronted them. The boys had a good opportunity to show their independence when carrying out daily assignments. So, the attendants cleaned the classroom, watered the flowers, checked the readiness of the class for the lesson, and kept order. The orderlies monitored the cleanliness of hands and neatness of clothing. The children carried out tasks and assignments that were feasible for their age. For example, for the classroom, students needed to grow a flower without the help of adults. Most of the children completed this task and the cool green corner was replenished with new plants.

Contributed to the work on developing independence and educational activities. Competitive programs were widely used, which allowed the child to form adequate self-esteem, develop his strong-willed qualities, and cultivate aesthetic taste. The following competitions were held in the experimental class: competition of drawings on asphalt, competition “Etiquette in the dining room”, competition of drawings on traffic rules, competition of figures made from acorns and cones. The children also took part in organizing and holding holidays. The independence of the students was demonstrated when choosing a festive costume; they were asked to think for themselves and decide: what materials would be better to make a costume from than to decorate it. All this aroused delight and interest among the students. According to their parents, for each holiday the children showed their independence: in advance and without the help of their parents, they learned songs and poems for the holiday, and came up with stage costumes for themselves.

Parents also made a great contribution to the formation of independence. Due to the importance of parental participation in the development of children's educational and other independence, parents were given recommendations on how to develop the independence of schoolchildren. For this purpose, a list of instructions was proposed for the children, which they could change and adjust depending on their capabilities and living conditions. For example: washing dishes; wash clothes; go shopping; set the table; wipe off dust; taking out the trash; clean your room; care for plants and animals; takes care of the younger ones, etc.

During the school year, at meetings, parents shared information: where and how the children’s independence manifests itself. For example, (according to the parents of the students) after the class worked on the school flowerbed under the guidance of the teacher, the children became interested in this activity and later they showed independence and grew onions and garlic at home.

An effective means of developing independence that was used is a group form of training. In pedagogical work, the emergence of microgroups is encountered at every step, but the patterns of their emergence and existence are often not taken into account and analyzed. Although, in fact, it is in them that the roots of the success of the educational process lie. After all, internal relationships between members of microgroups are informal. Children here are connected by shared games, knowledge, shared life experiences and secrets. And all this is an excellent basis for transferring knowledge to each other and mutual assistance in learning. Within each such group, favorable conditions arise for comparing one’s knowledge, skills, and capabilities with the knowledge, skills, and capabilities of one’s comrades, as well as for evaluating them. The occurrence of such a situation is extremely important, because only with it can there be a sharp leap in the development of self-awareness, which will allow the child to set himself a task and find ways to solve it. At the same time, he has relatively little baggage to evaluate his capabilities, so he needs to try and try out a large number of solutions in practice. And he can judge the correctness of these decisions only by comparing the results of his actions with the successes and failures of other children. Such an assessment contributes to the further activation of the child much more than an assessment from the outside - “good”, “bad”. More often, the main form of education at school is teacher-student education. The teacher gave instructions - the child completed them more or less successfully; The child had difficulties - the teacher helped. Each student, in such a tandem, looks at the teacher as the main source of information and adapts to his requirements to the best of his and his abilities.

Taking all this into account, for better contact between children, group work was organized for students who were divided into subgroups of 4-6 people and placed around tables facing each other. The tables for this were arranged 2-3 together. Subgroups were formed according to the personal wishes of the students. Help from the teacher was provided only when necessary. With such work, it was more convenient for students to navigate, give hints, help each other, look into the work of their comrades, etc. During the games, subgroup teams competed with each other. Competitions were held for ingenuity, for tricky questions like “Do you know...”, etc. The teams were maintained during outdoor games and physical education breaks.

The division into subgroups facilitated the disciplinary issue. The children interacted with their comrades sitting opposite them in a more restrained manner than in the classroom, when everyone was sitting facing the board. The children were less naughty. The students were very enthusiastic about group work. On the one hand, they could give themselves and others an account of their capabilities, and on the other hand, they were interested in the capabilities of others.

However, in group work it was very important to maintain a general tempo and rhythm, because the students began to adapt to the rhythm and tempo of each other’s actions and thus controlled their own actions, which from involuntary, impulsive became voluntary, controlled. The ability to observe the work of others, the ability to identify the main components in action is necessary for the self-education of younger schoolchildren. As well as the ability to tell others about your observations, the ability to organize and plan your actions in a group discussion. Each subgroup, accepting the teacher’s assignments or choosing the type of assignment itself, held discussions in the following sequence. First of all, the “problem” was discussed. The students talked about what they already know (general conversation); then followed by clarification of knowledge, the guys set specific goals for themselves, looked for ways and means to solve them (business conversation); and finally, everyone’s place in this activity was discussed, the students found a suitable style and plan of action for themselves (individual conversation). To reach an individual conversation on a chosen problem, it is necessary to master the two previous types of communication. Only under this condition did the activity become understandable, necessary, and personal to the child. And this is the activation of everyone in activity.

The child’s activity in activities and confidence in success were ensured by conversations and conversations in which students could freely and boldly take part. Direct instruction from an adult did not give the desired results, since it did not correspond to the patterns and mechanisms of development of students of this age. The more favorable conditions were created for the exchange of opinions between schoolchildren, the more their communication intensified (the desire to speak out to a friend, a group of children).

As already mentioned, in the process of communication, children used three types of conversations: general, business and individual conversations. General conversations are a conversation between all students around a topic in free form. The conversation was based on the children’s existing knowledge, desires, and interests. The teacher here needs to be an attentive listener and intervene in the conversation only when absolutely necessary, indirectly with guiding comments, and the students need to be able and willing to listen to each other and speak out about this topic of conversation. Through general conversations, the teacher learns what knowledge and experience the students have, on the basis of which subsequent business conversations are built.

As part of a business conversation, new knowledge was given, existing knowledge and experience were clarified; intentions and plans were discussed, it was spelled out how to perform this or that action.

Individual conversations represented the student’s personal internal preparation for independent activity, activation of his capabilities and knowledge, and awareness of his desires. If necessary, schoolchildren asked clarifying questions to their friends and adults, and told how they would perform this or that task. Such work made a valuable contribution to the formation of independence.

Work on the formation of independence continued with the organization of student self-government. Finding and developing an optimal model of self-government in the classroom was a difficult task. This is due to the age-related psychological characteristics of younger schoolchildren, as well as the lack of experience of parents in interacting with school. Initially, a number of questions arose: 1. Which version of the self-government structure is appropriate in this class? 2.What is the best way to distribute tasks in this team? 3. How to organize the work of parents?

We became “Robinsons”; the goal of our collective self-government was the development of self-government principles that contribute to the formation of a creative, organized and independent personality. In 1st grade, children were introduced to assignments. The basis for organizing class self-government was the travel game “In the footsteps of Robinson Crusoe” under the motto “Ships will take us far to the ends of the earth.” During the extramural trip, children and their parents met with various heroes who helped the children gain knowledge, skills and abilities that are important for life.

In the country of great masters, the Sun Horse provided assistance in mastering various labor skills: sewing, sewing on buttons, working with scissors, helping in harvesting leaves in the school garden.

Malvina taught etiquette lessons and tried to teach children the culture of communication.

The entertainer came to visit the children when there was a need to organize leisure time.

Samodelkin and Karandash taught the children to draw and asked them to carry out assignments related to artistic activities.

Brownie Kuzya helped travelers master self-service skills and the secrets of a cozy and comfortable classroom arrangement.

Doctor Aibolit reinforced personal hygiene skills with children, taught them to take care of their health and physical development.

Robinson Crusoe provided children with his own transport to travel around Belarus so that everyone could discover their own unique corner.

Fairy-tale heroes, of course, came from different works. But children like it when there is play in their lives, which is appropriate for the age of the students. In the travel game there is a system of alternating assignments so that each child tries himself, his strengths and capabilities. The change of assignments takes place at the end of each month at the final class hour under the motto “I am myself!” Then the work is evaluated and analyzed. This could be a pyramid, a marksman's circle, a tower, or other options suggested by the children. In the course of cognitive and practical activities, children comprehend the meaning of the formula for independence: “To become more independent, I must see my goal, plan to achieve it, carry out my plans, draw conclusions and evaluate the result. I will not immediately become independent: first I will repeat after someone, follow the example, then I’ll do it my own way, add something of my own, and then teach someone what I can do myself.” The main principle of organizing self-government is the idea of ​​cooperation between children and adults.

The children also became more independent with the help of the activities of the children's public organization - the October movement.

Participation in the October work, including planning, preparation, execution, and analysis of the results of joint actions, creates real conditions for the manifestation of all signs of independence. Entering school radically changes a child’s life and becomes a new stage in the development of his personality and all mental functions. The child’s relationship with the people around him changes, new, serious school-related responsibilities appear, and increased demands are placed on him. All this evokes deep feelings and experiences in children of primary school age: joy, love for school, respect for the teacher. However, at first, the first grader does not yet feel like a part of the team: he is completely absorbed in his worries related to his new responsibilities and status.

Introduction to public life begins with the children being accepted into the October class, after which the pioneers, together with the teacher, begin distributing October assignments. Running errands helps children develop diligence, independence and organizational skills. During this period, great importance was given to asterisk collections. These are the first meetings in the life of October students at which they are involved in social work. Such events made children want to complete tasks together and play together. The tasks of the October students at the training camp are specific: they draw, cut out flags and stars, learn songs, play, make excursions around the school, to the library, and to the institutions closest to the school. Each star chooses a commander, orderly, business manager, gamer, florist, etc. Asterisk assignments change after a short period of time to give children the opportunity to experience different roles. Sometimes assignments are given not to individual guys, but to an entire star. Completing a task together accustoms first-graders to joint actions, allows each child to contribute to the common cause, feel the joy of collective activity and see the dependence of the final result on the individual efforts of each. All this brings children together, opens up space for creativity, and enriches communication between members of the star.

For example:

“class owners” - under the guidance of the October teacher, they ventilate and clean the classroom, wipe the blackboard, put things in order in the closet and shelves, i.e. act as attendants;

“green patrol” - together with the October teacher, they keep a weather calendar, care for flowers, plant plants, noting their names on a sign;

"Orphans" - Octobrists, take turns checking the cleanliness of the face, neck, hands, collars, and note all this on the sanitary sheet;

“librarian” - the guys take care of the class library, which is collected by the whole class, give out books for reading, marking them in a separate notebook.

At the third stage of our experiment, outside control was minimal, and the field for independent activity of students expanded. Various independent works were widely used here, both in academic subjects and in various types of activities.

The formation of independence in younger schoolchildren is clearly demonstrated by the work of children composing crossword puzzles. At the 1st stage (1st grade) they showed how to make a crossword puzzle and explained the features of composing a crossword puzzle. These features were discussed with parents at a parent-teacher meeting. And with each new task, it was clear how children’s crossword puzzles became more complicated and the level of independence increased.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problematic situations in the educational process. A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts that students do not have enough knowledge or life experience to explain. It is possible to deliberately confront students’ life ideas with scientific facts using various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem. For example, in a lesson on the surrounding world on the topic “Who are birds?” The following problem situation was created:

Name the distinctive feature of birds. (These are animals that can fly.)

Look at the slide. What animals did you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified as one group? (No.)

Will the ability to fly be a distinctive feature of birds? - What did you expect? What actually happens? What question arises? (What is the distinctive feature of birds?)

A problematic situation can be created by encouraging students to compare and contrast contradictory facts, phenomena, data, i.e., with a practical task or question, to confront different opinions of students.

So, in a writing lesson, we offer students the following situation: - One first-grader girl wrote about herself in the newspaper. This is what she came up with: “Hello! My name is Anya. I live in the city of Minsk. I love reading fairy tales. My favorite fairy tale characters are Pinocchio and Cinderella. And I also like to play with a ball.”

Correct the mistakes. Write the last sentence in your notebook.

How did you spell the word ball in a sentence? (Different answers: ball, Ball.) - Let's look at the screen. What's the problem? (We see that some guys write this word with a capital letter, while others write it with a small letter.) - What question arises? (Who is right?) - What needs to be done? (Stop and think).

In school practice, problematic situations that arise when there is a discrepancy between the known and required methods of action are widely used. Students face a contradiction when they are encouraged to perform new tasks, new actions in old ways. Having realized the failure of these attempts, they are convinced of the need to master new methods of action. Creating problem situations in the classroom makes it possible to intensify the mental activity of students, direct it to the search for new knowledge and methods of action, since “the next stage of work in the class is solving the problem. Children make different proposals on how to solve the problem. If the children quickly suggest successful (effective) decision, it is up to the teacher to decide whether it is possible to move on to the next stage of the lesson. If the teacher has no doubt that most children understand the essence of the discovery (or this proposal was made almost simultaneously by many children), then you can move on. However, sometimes it arises "a situation when the essence of a good idea is understood by one or two people in the class, and the rest are not yet ready to accept it. Then the teacher must deliberately "neutralize" the children who have guessed it, thereby forcing the rest to continue to think of it."

An effective means used in the experiment for developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence.

It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main personality qualities.

Independence as a personality quality is largely formed by independent work. Independent work is a set of methods for organizing cognitive activity that takes place according to instructions, at a certain time, without direct guidance and provides increased independence. The cognitive independence of students develops in the process of involving them in a variety of educational and cognitive activities and, above all, when performing independent work. Such work not only forms the quality being studied, but also shows how developed it is in the child, and how he can cope with this work. All types of independent activities of younger schoolchildren are of great importance. It is difficult, impossible to overestimate a student’s work with a book. Performing written exercises, writing essays, stories, poems and the like ─ these are independent creative works that require greater activity and efficiency.

By definition, independent work in the process of teaching younger schoolchildren should teach children to think, acquire knowledge on their own, and arouse interest in learning at school. The educational process proceeds more efficiently if students complete the teacher’s tasks with a systematic, systematic reduction of his direct help. Since this work occurs gradually, the development of cognitive independence is formed in stages. In the lessons, for example, independent work in mathematics was used (Appendix 8).

Currently, there are many printed publications with a variety of tasks that are designed for children to complete independently. In my work... I use the following tasks: "Man and the World" task cards, grade 1 V.M. Vdovichenko, T.A. Kovalchuk, N.L. Kovalevskaya "Mathematics. Task cards." and etc.

Thus, the practical application of various types of independent work helps to improve the ability to work independently and develop the student’s independence. However, any work should begin with students understanding the purpose of action and methods of action.

The use of various games was another important component of developing independence. The game only outwardly seems easy and carefree. But in fact, she is powerful and demands that the player give her maximum strength, energy, intelligence, endurance, and independence. Play is not subject to strict regulation - it is an independent activity of children, however, given its enormous educational impact on the child, adults supervise children’s games and create conditions for their emergence and development. The child’s freedom and independence is manifested: a) in the choice of a game or its content; b) in the voluntariness of association with other children; c) freedom of entry and exit from the game, etc. In games, children's freedom and independence is manifested in different ways. Despite the variety of rules, in all cases the players accept them and achieve compliance voluntarily, in the interests of the very existence of the game, since violation of the rules leads to its disintegration and destruction. Children show significantly greater restraint, stability of attention, and patience when following the rules of the game than when fulfilling the requirements in ordinary everyday life. Rules act as a kind of mechanism for self-regulation of children's behavior. The presence of rules helps children organize themselves in the game (distribute roles, prepare the playing environment, etc.). Our class played a variety of games: intellectual games (What? Where? When?), outdoor games, five-minute games (for example, list words with the meaning “independent”).

In the didactic game, the independence of students is formed and manifested. It equally contributes to both the acquisition of knowledge and the development of many personality traits. The purpose of didactic games is to develop the cognitive processes of schoolchildren (perception, attention, memory, observation, intelligence, etc.) and consolidate the knowledge acquired in the lessons. 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. A Game Day was held in our class.

Students also demonstrate independence when writing various creative works. From the first grade, a lot of work is done to develop students’ ability to write essays. First-graders make up sentences on a specific topic (based on the teacher’s questions, complement the plot, independently come up with events preceding or following those depicted). All these tasks help develop student independence. From the first grade, children were prepared to write essays: they were taught to draw illustrations for a story in sequence, divide the text into parts, express the main idea, ask questions, make a plan, etc. The following tasks were also used in the work:

Imagine that you are present with the artist in the places depicted in the painting. Tell:

what surrounds you;

what did you particularly like;

what makes you sad;

where do you start writing an essay?

Examples of children's work:

Reasoning: I love my mother because she loves me.

Narration: A dog barks at passers-by.

Description: The cat has soft paws and a fluffy tail.

Since the formation of independence is a long, purposeful process of more than one year, for the further development of the quality being studied, recommendations were given to parents and teachers:

● The student must be able to set himself various educational tasks and solve them, acting on his own conscious impulse: “This is interesting to me,” “I need to do this,” without the constant urging of parents and teachers standing over his soul: “Do it like this...” "Do it…". It is necessary to help the child in identifying and developing the most important qualities: activity in learning, interest, initiative, independence, the ability to plan his work and the ability to set goals.

● Constant control over the child will not contribute to the development of independence. It’s worth thinking about whether the child too often hears phrases like “It’s none of your business,” “Don’t interfere in the conversations of your elders,” or that it’s too early for him to know that he won’t succeed, that he’s still too young. If a child is so carefully controlled, he will gradually cease to be responsible for his actions and will shift his blame onto adults (“Grandma didn’t put it in,” “You didn’t remind me,” etc.).

● At first, while the child still does not know how to set goals for himself, to develop independence, you can give him options for action. For example, if a child has a dictation in the Russian language, you need to ask him what needs to be repeated first, what needs to be done at the end of the dictation, what to pay attention to and offer options. Or if he fails at a task, offer options for him to choose, for example, call a classmate or do his homework first, etc.

● The child will not immediately learn to make the right decisions and find the right course of action. But he should be hinted that success depends not on the efforts of adults, but also on his own, on the child’s independence and initiative.

● To develop independence, it is necessary to use special instructions for performing various tasks, which teach how to form a certain algorithm in various situations (for example, how to learn a new rule, how to solve a complex problem, how to work on mistakes, etc.).

● If a child shows any initiative when completing a task, for example, solves an additional task, or finds additional material in preparation for a lesson, be sure to praise him.

● During the years of primary schooling, in the process of work and education, children also develop such qualities as independence and hard work. This happens when a child, having made certain efforts to achieve a result, and having received encouragement for these efforts, achieves his goal.

● The fact that at the beginning of their educational activities, children have to cope with many difficulties associated with the educational process (difficulties in learning to write, read and count), getting used to new living conditions (new requirements, responsibilities, daily routine) and new worries (previously it was possible play, having come from kindergarten, and now you need to do homework), also contributes to the development of independence and hard work in the child.

● The child’s faith in his own success is of great importance; it must be constantly supported by the teacher. The lower the child’s level of aspirations and self-esteem, the more strongly the people raising him (teachers, parents) should support him.

● How can independence be developed in schoolchildren? First of all, welcome his aspirations for independence, trust him to do more things on his own.

● From the very beginning of school, help with homework should be kept to a minimum so that the child does everything himself. To develop such a quality, one can, for example, create a situation for which suitable conditions exist in group forms of work and education: the child is entrusted with some important task, and if he successfully completes it, he turns out to be a leader for others.

● It is necessary to divide labor between the student and the teacher. In elementary school, children must not only learn to act according to instructions, plans, and algorithms, but also learn to build their own plans and algorithms and follow them.

● The system of educational tasks should be built on the basis of the gradual progression of schoolchildren from actions in collaboration with the teacher to completely independent ones.

3 Analysis of the results of experimental work

The final stage of the experimental work was a repeated study of the level of independence of 1st grade students to check the effectiveness of the work done. For this purpose, the same techniques were used as at the ascertaining stage.

A survey of students was conducted, the purpose of which was to identify children’s ideas about independence, independent people. Based on the survey results, the following results were obtained: 50% of students were able to answer the question what independence is (at the beginning of the experiment, only 19% answered this question). 63% of students answered the second question (at the beginning of the experiment the figure was 37%). Based on the results of the third question, 69% of the students in the class can be called independent (44% at the beginning of the experiment). 75% of students consider themselves independent (the indicator of the first survey is 37%). And 70% of students responded that their independence is manifested in various types of activities: housework, preparing lessons, working in class, etc. (initial figure 44%). As you can see, the indicator of independence of 1st grade students according to the survey results has increased significantly. This is due to the clarification and expansion of the meaning of the concepts of “independence”, “independent person”. However, this may also be due to the fact that, due to its imitability, there were many similar answers to the last question.

Then we turned to the map of the primary schoolchild’s upbringing. In agreement with parents and based on teacher observations, changes in the manifestation of qualities in students were recorded (Appendix 10).

As you can see, the level of formation of individual qualities has increased. For clarity, we display these indicators on a diagram.

Diagram 2.3.1. Formation of volitional qualities of 1st grade students based on the results of analysis of education cards.

Next, we turned to the “Unsolvable Problem” technique. The purpose and technology of this technique are described in paragraph 2.1; let us present the results obtained. They are as follows: 30% of the children worked independently and did not turn to the teacher for help. 45% of students worked independently for 10 - 15 minutes, and then asked for help. 25% started working, but realizing that they couldn’t handle it, they quit their job.

Observation was also carried out. Special situations were created where the children had to demonstrate the quality we were studying. Observation was carried out in educational and work activities. For example, when organizing the cleaning of their workplace after fine arts lessons, most of the children from the class showed their independence and initiative and began work without the teacher’s command, of their own free will. They tried to clean up not only after themselves, but also to help their comrades. When participating in the competition “Decorate your classroom for the New Year,” all students took an active part. Having received an assignment for home, we cut out snowflakes and made garlands ourselves. Then the class suggested where and how to place the decorations, and helped each other in doing this work. They also showed independence in their work: they watered the flowers in the classroom and washed the blackboard. In the extended day group, without any prodding, teachers sat down to read books and put away their toys. It was clear that independence is manifested in various types of activities, the students themselves are interested in this activity.

Based on a set of diagnostic techniques carried out, after carrying out mathematical calculations, the distribution of students in the experimental class looked as follows:

Table 2.3.1. Distribution of experimental class students by level of independence at the final stage of the study

Level Number of students in absolute numbers. in percentage ratio High 5 31 Medium 7 44 Low 4 25

In order to see what changes occurred in the experimental class at the beginning and end of the study, let us turn to Table 2.3.2.

Table 2.3.2. comparative table of the level of independence development of students in the experimental class

Level At the initial stage of research. At the final stage of research. Number of students Number of students in absolute numbers in the process. in absolute numbers in the process. High 3 19 5 31 Medium 7 44 7 44 Low 6 37 4 25

For clarity, the results are shown in Diagram 2.3.2.

Diagram 2.3.2. Level of formation of independence of the experimental class at the beginning and end of the study

As can be seen from the diagram and table, the level of independence of 1st grade students at the beginning and end of the study changed. The indicator of formation of the studied quality at a high level has increased. At the initial stage of the study it was 19%, by the end of the experiment it increased to 31%. The indicator of the average level of independence remained unchanged, but the indicator of the low level of independence decreased. At the beginning of our experiment it was 37%, and by the end of the study it was 25%. Such changes are due to the fact that some students (Dasha E., Nikita M.), after the work, increased the level of the quality being studied. The indicator of independence formed at a low level has become significantly lower. This is due to the fact that, for example, students such as Svetlana N. and Igor D. increased their level of independence due to the work done.

Thus, students’ independence in activities is manifested and developed more successfully when special pedagogical conditions are created.

.Of particular importance for the development of younger schoolchildren is the stimulation and maximum use of independence in children’s educational, work, and play activities. Strengthening such motivation, for the further development of which primary school age is a particularly favorable time of life, reinforces a vitally useful personality trait - independence.

.A significant role in the development of independence is played by the practical application of various teaching methods and modern pedagogical technologies (group forms of student work), didactic games, problem situations, tasks that support the child’s confidence in success; creating conditions for positive experiences of success, a reward system.

.The organization of a stimulating environment determines the success of the process of developing the independence of younger schoolchildren in various types of activities.

The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can we talk about independence as a quality of personality that is independent of specific activities.

Conclusion

The intensity of development of our society and its democratization increase the requirements for the formation of an active, creative personality. Such a person independently regulates his own behavior and activities, determines the prospects for his development, ways and means of achieving his goals. The more independence is developed, the more successfully a person sets his future, his plans and the more successfully he acts in implementing them.

Work on the formation of independence must be purposefully carried out in elementary school, since it is there that the foundations of the emerging personality are laid and leading qualities are formed.

The purpose of our research was to identify the pedagogical conditions for the formation of independence in the activities of junior schoolchildren.

Thus, a theoretical analysis of research on the topic under study made it possible to reveal the content of the concept of “independence”, which is considered as the leading quality of a person, expressed in the ability to set certain goals and achieve them on their own, while planning their activities, obeying any regime and rules. During the study, the conditions for the formation of independence of younger schoolchildren in activities were determined. These studies provide grounds to identify the most significant pedagogical conditions for younger schoolchildren that contribute to the formation of independent activity. These include, first of all, incentives associated with the interesting content of the task, the successful completion of independent activities, the friendly relationships that develop between students and the teacher in the activity, the feasibility of the work and the evaluation of its results. Recommendations for parents and teachers were developed. Analysis of the study gives grounds to assert the truth of the hypothesis put forward. Indeed, the formation of independence is carried out effectively if it is provided: stimulation of the student’s activity in various types of activities, changing the teacher’s position in organizing children’s activities from direct to indirect guidance. During the experimental work, the goal and objectives of the study were achieved, and the hypothesis was confirmed. The general logic of the formation of independence consists in moving from action to ability. The formation of independence occurs when a person builds and organizes his actions, and only later can we talk about independence as a quality of personality that is independent of specific activities.

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Annex 1

Oral survey of students

Target:identify children’s ideas about independence, independent people.

Students are asked to answer the questions:

● What is independence?

● What kind of person is called independent?

● Who in the class can be called independent?

● Do you consider yourself independent? Why?

● How does your independence manifest itself?

Appendix 2

Summary sheet of the 1st grade education card at the beginning of the study

Personality qualities (final grades) Overall final grade Student KTCSLE 3 Dasha E. 334333 2 Maxim D. 232213 3 Nikita M. 333343 3 Alesya V. 344333 3 Karolina K. 332333 2 Andrey K. 322123 2 Nikita P. 322124 3 Artem M. 333 312 4Ilona M.344434 4Alexey L.322233 2Diana Sh.444423 4Igor D.322243 2Kristina K.332324 3Tatyana K.434333 3Elena B.433434 4Svetlana N.223223 2General final assessment of personality quality 333333

TO ̶ collectivism and humanism; T ̶ hard work; H ̶ honesty; WITH ̶ independence and organization; L ̶ curiosity; E ̶ emotionality.

Appendix 3

Summary sheet of the 1st grade education card at the end of the study

Personal qualities (final grades) Overall final gradeF.I. studentKTCHSLEDasha E.444443 4Maxim D.332223 3Nikita M.443443 4Alesya V.3444334Karolina K.4324233Andrey K.3222232,3Nikita P.3222242,5Artem M.4334323,1Ilona M.4445344 Alexey L.3222232,3Diana Sh.4445434Igor D.3323232,6Kristina K.3323343Tatyana K.4343333,3Elena B.5435344Svetlana N.3333233General final assessment of personality traits43,43433

K - collectivism and humanism; T - hard work; H - honesty; C - independence and organization; L - curiosity; E - emotionality.

Appendix 4

Unsolvable problem

Target: identify the level of independence of students.

Based on the methodology, the following conclusions are drawn:

)High level - schoolchildren worked independently and did not turn to the teacher for help;

)Intermediate level - worked independently for 10-15 minutes, then asked for help;

)Low level - realizing that they couldn’t solve it, they quit their job.

Appendix 5

Results of the “Unsolvable Problem” technique

F.I. student's level of independence Dasha E. Average Maxim D. Low Nikita M. Average Alesya V. Average Carolina K. Average Andrey K. Low Nikita P. Low Artem M. Average Ilona M. High Alexey L. Low Diana Sh. High Igor D. Low Kristina K. Average Tatyana K. Average Elena B .TallSvetlana N .Short

Pedagogical conditions for the formation of independence among junior schoolchildren

graduate work

1.1 The essence of independence as an integrative quality of personality

Independence is a concept that is quite often found on the pages of publications dedicated to a person. It is used by philosophers, public and government figures, writers, artists, politicians, sociologists, as well as psychologists and teachers. In almost any theory or concept concerning human existence, this category can be found. All this taken together allows us to say that the problems of educating an independent person have been considered for a long time in various fields of humanitarian knowledge.

To reveal a child’s personality, it is very important to find a system-forming component. Scientists identify independence as such a mechanism, which, being an integral indicator of the child’s development as a whole, allows him in the future to navigate relatively easily in changing conditions and use knowledge and skills in non-standard situations.

The development of student independence is one of the pressing tasks of modern education, and instilling in younger schoolchildren the skills of independent work on educational material is one of the prerequisites for successful learning.

Independence in encyclopedic publications is defined as a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior. N.G. Alekseev defines independence as a personality property characterized by two interrelated factors: a set of means - knowledge, skills and abilities that a person possesses, and its attitude to the process of activity, its results and conditions for implementation, as well as to the developing connections with other people .

I.S.Kon includes in the concept of “independence” three interrelated qualities: 1) independence as the ability to make and implement decisions on your own, without outside prompting, 2) responsibility, willingness to answer for the consequences of your actions, and 3) conviction of real social opportunity and moral correctness of such behavior.

Independence as a personality trait, a character trait, is a person’s unique ability to resist external pressure and preserve their individuality. In modern reference literature on pedagogy, independence is defined as: one of the leading qualities of a person, expressed in the ability to set a specific goal, persistently achieve its fulfillment on one’s own, takes a responsible attitude towards one’s activities, and acts consciously and proactively not only in a familiar environment, but also in new conditions that require making non-standard decisions.

The dictionary-reference book on pedagogy gives the following definition: “Independence is a volitional property of a person, the ability to systematize, plan, regulate and actively carry out one’s activities without constant guidance and practical help from outside.” The psychological dictionary has the following definition: “Independence is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior.” In S.I. Ozhegov’s Russian language dictionary, “independent” is interpreted as existing separately from others, that is, independent; as a person with initiative and capable of decisive action; as an action performed on one’s own, without outside influences, without the help of others.

As you can see, the interpretation of the concept of “independence” is not unambiguous; there are many different definitions of this quality. Independence can be considered as a property, quality, integral, core quality of personality, character trait, ability to act. Thus, the characteristics of independence can be called: independence, determination, initiative, and independence is one of the leading qualities of a person, expressed in the ability to set certain goals for oneself and achieve them on one’s own. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.

All personality qualities, in accordance with ethics and psychology, are divided into general (provide connections between substructures), moral (reflect the social characteristics of the individual), intellectual (mental, characterizing consciousness and self-awareness), volitional and emotional (self-regulation of the individual). In each group, integrative basic qualities are identified, on which the value of the entire complex of a person’s inner world depends: five basic qualities of intelligence, morality, will and feelings. Together they form the rest of the diverse fund of personal qualities. The map of education developed by A.I. Kochetov reflects the list of leading personality qualities. . Independence itself is a complex integrative quality. It includes organization, initiative, self-control, self-esteem, and pragnosticism.

As a personality quality, independence has recently become a subject of study and is associated with the concept of “subject of learning.” The younger schoolchild, as a subject of learning, is the bearer of educational activity, he owns its content and structure, and by actively participating in it together with other children and the teacher, he shows subjectivity.

Scientists note that independence always manifests itself where a person is able to see for himself the objective reasons for being active. Many scientists have pointed out the inextricable connection between activity and independence. V.V. Davydov, for example, argued that the child’s subjectivity allows him to successfully independently carry out this or that activity. Activity is understood as a more general category in relation to independence: you can be active, but not independent, but independence without activity is not possible.

In relation to a junior schoolchild, based on the concept of dominant (basic) personality qualities and their holistic formation, independence can be defined as an integrative moral and volitional quality. I.F. Kharlamov notes the structural unity of all moral qualities: “Any quality as a dynamic personal formation in psychological terms includes the following structural components: firstly, the needs that have formed and become stable in a particular activity or area of ​​behavior; secondly , understanding the moral significance of a particular activity or behavior (consciousness, motives, beliefs); thirdly, fixed skills, abilities and habits of behavior; fourthly, willpower, which helps to overcome obstacles encountered and ensures constancy of behavior in various conditions. structural components are inherent in any moral quality, be it hard work or collectivism, discipline or camaraderie, although the specific content and manifestation of these qualities will, of course, be specific.”

The life experience of all previous generations, crystallized in the moral values ​​of humanity, helps the younger student master the ability to independently build his relationships with the outside world on a moral basis. The essence of the moral basis of independence is that people help each other achieve success, do good, and overcome difficulties. In terms of content, independence, due to the complexity of the quality, which is integrative in nature, includes elements of such qualities that are similar in content, but have distinctive shades, such as organization, diligence, initiative, predictability (the ability to see the results of one’s own actions and actions), as well as skills of self-control and self-assessment of behavior. Essentially, these qualities together create independence and at the same time are its signs, each of which performs a specific function in the formation of a holistic quality.

Analysis of integrative qualities shows that they are all connected together as integral parts, components of the holistic structure of the personality. It is impossible to educate the complex without forming the simple elements of which it consists. All complex socio-political qualities are formed on the basis of simple, fundamental general qualities of a person. Decisiveness as a volitional quality is formed on the basis of the development of independence, self-demandingness, and volitional activity of the individual. Thus, all complex specific and criterion qualities are also formed on the basis of integrative ones.

Scientists and practical teachers have proven that primary school is designed to provide the foundations for personality formation, identify and develop children’s abilities, and develop their ability and desire to learn. It is impossible to solve these problems without relying on the independent activities of students.

It is broad and multifaceted in elementary school if it is skillfully organized by the teacher. In this regard, in the literature one can find a description of various types of independence, based on its consideration as 1) a person’s way of organizing his actions and activities; 2) the individual’s ability to manage his activities.

The independence of younger schoolchildren is presented in the literature:

Cognitive independence, the level of development of which in a child is judged by the range of skills to perform a variety of objective-practical and mental actions based on instrumental and sign-symbolic means that provide the solution of tasks of varying complexity and subject orientation (M.A. Danilov).

Mental independence, understood as the conditions for mastering techniques and methods of mental activity (V.V. Davydov, P.Ya. Galperin, N.F. Talyzina, etc.).

Independent activity that arises on the initiative of children on the basis of sufficiently developed skills, abilities, knowledge, and generalized methods of solving problems (P.I. Pidkasisty).

The integrative essence of independence, according to psychologists, is reflected in the unity of its two sides: internal and external (L.I. Bozhovich and others). add footnote bozhovich personality and its formation in childhood

The internal side of independence consists of its psychological components:

Need-motivational, which is a system of dominant needs and motives for self-improvement of younger schoolchildren in educational activities;

Emotional-volitional, which determines the sustainability of the student’s use of educational activities for self-improvement.Z.L. Shintar).

The external side of the named components is meaningfully manifested both in the leading type of activity (educational) and in other types (play, work) of the primary school student. For example, in educational activities, realizing the level of his success, a student, without prompting or coercion from outside, turns to the teacher and classmates for help or offers of interaction, i.e. proactively goes beyond the boundaries of teacher-organized educational activities. Having carried out control and assessed the results (positive or negative), he does not stop there, but continues his activities.

External signs of students' independence are their planning of their activities, completing tasks without the direct participation of the teacher, systematic self-monitoring of the progress and results of the work performed, its correction and improvement. Is the inner side of independence formed by need? motivational sphere, the efforts of schoolchildren aimed at achieving a goal without outside help.

Thus, the teacher judges the formation of a student’s independence by its external manifestations, and their prerequisite is the internal components being formed. The integrative essence of independence determines the integrative approach to its formation. The integrative nature of the independence of younger schoolchildren determines the dynamics of its formation, “when the student himself, with increasingly active, deep and comprehensive participation in the process of learning, education and self-education, development and self-development, turns from a rather passive object of the teacher’s activity into a planned accomplice, into a subject of pedagogical interaction ".

Based on the analysis and generalization of definitions proposed by various authors, we consider independence as a personality quality, expressed in the ability to set certain goals for oneself and achieve them on one’s own. And also independence, freedom from external influences, coercion, the ability to exist without outside help or support. The characteristics of independence can be called: independence, determination, initiative. Independence means a person’s responsible attitude towards his actions, the ability to act consciously in any conditions, and make unconventional decisions.

1.2 Features of independence of younger schoolchildren

At primary school age, it is possible to successfully form the quality under study, relying on the characteristic features of the psyche of a junior schoolchild. Psychologists note the child’s active desire for independence, manifested in psychological readiness for independent actions. Younger schoolchildren have an increasing need for independence; they want to have their own opinion about everything, to be independent in matters and assessments.

When characterizing the independence of a junior schoolchild, we note the still insufficiently stable and largely situational nature of its individual manifestations. What is associated with the mental characteristics of this age. The desire for active activity and independence is determined by the characteristic qualities of the psyche of a junior schoolchild: emotionality, impressionability, mobility. At the same time, children are inherently suggestible and imitable. Has such a character trait of a younger schoolchild as impulsiveness been noted? the tendency to act immediately under the influence of immediate impulses, motives, for random reasons, without thinking and without weighing all the circumstances. Younger schoolchildren are very emotional; they do not know how to restrain their feelings or control their external manifestation. Schoolchildren are very spontaneous and frank in expressing joy, sadness, and fear. They are distinguished by great emotional instability and frequent mood swings. Independence is a very important strong-willed quality. The younger the students, the weaker their ability to act independently. They are unable to control themselves, so they imitate others. In some cases, lack of independence leads to increased suggestibility: children imitate both good and bad. Therefore, it is important that the examples of behavior of the teacher and surrounding people are positive.

The age characteristics of younger schoolchildren are characterized by the formation of such volitional qualities as independence, confidence, perseverance, and restraint.

Available scientific data indicate that by the beginning of primary school age, children achieve pronounced indicators of independence in various types of activities: in play (N.Ya. Mikhailenko), in cognition (N.N. Poddyakov).

During the primary school period, the type of leading activity changes: does role-playing play, in which the preschooler primarily develops, give way to learning? strictly regulated and assessed activities.

The student’s 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. It manifests itself, for example, in the ability to approach complex learning tasks in one’s own way and complete them without outside help. The student’s independence is characterized by a certain criticality of mind, the ability to express his own point of view, independent of the judgment of others.

At primary school age, play activities continue to occupy a large place. Play influences the development of a child’s personality. It helps younger schoolchildren develop communication skills, develops feelings, and promotes volitional regulation of behavior. Children enter into complex relationships of competition, cooperation and mutual support. Claims and recognition in the game teach restraint, reflection, and the will to win. Independence is revealed in the design and development of plots of complex collective games, in the ability to independently carry out a difficult and responsible task entrusted to the group. The increased independence of children affects their ability to evaluate the work and behavior of other children.

Role-playing games for younger schoolchildren also play a significant role in the formation of personality traits. While playing, schoolchildren strive to master those personality traits that attract them in real life. Thus, a low-achieving schoolchild takes on the role of a good student and, in game conditions that are easier than in real life, is able to fulfill it. The positive result of such a game is that the child begins to make demands on himself that are necessary to become a good student. Thus, role-playing game can be considered as a way to encourage a younger student to self-education.

Younger schoolchildren enjoy playing educational games. Didactic games not only contribute to the development of personal qualities, but also help the formation of educational skills. They contain the following elements of activity: game task, game motives, educational solutions to problems. As a result, students acquire new knowledge about the content of the game. In contrast to the direct setting of an educational task, as happens in the classroom, in a didactic game it arises as a game task for the child himself. The methods for solving it are educational. Elements of the game in the learning process evoke positive emotions in students and increase their activity. Younger schoolchildren carry out work tasks that are playful in nature with great interest.

The manifestation of independence of younger schoolchildren is also considered in work. During labor lessons, students often work unorganized: they are hampered by the rapid distractibility and lack of independence characteristic of this age: work often stops because the student doubts whether he is doing the right thing, he cannot decide it himself, interrupts work and immediately turns to the teacher for help. When a student acquires some basic skills and can work independently, he begins to introduce creative aspects into his work that reflect his individual characteristics.

The student will be able to work independently only when he acquires the skills and abilities necessary to carry out this work, knows how to work, and begins to apply the strengthened skills and knowledge in a new environment, deciding for himself how to act and in what sequence. By solving practical problems with the direct participation of the teacher, the student develops independence. Some children immediately stop working if they encounter difficulties and wait for help from the teacher. As a rule, these are those students who engage in labor only at school; at home they do not make anything or do any work. Some students, having encountered difficulties during their work, begin to think, search and achieve an independent solution to the issue. Lacking the proper skills and abilities, these schoolchildren make mistakes and spoil their work; disregarding their capabilities, they begin to work without thinking about what such activity will lead to.

Independent activity of younger schoolchildren takes place in a variety of forms. Could this be independent cognitive activity, educational work? experimental site, independent reading, observation, preparing answers to questions. When characterizing the independence of younger schoolchildren, one should also note the fairly stable nature of its manifestation.

The leading activity of junior schoolchildren is educational activity. Play remains a significant activity. Based on the psychological characteristics of this age, we can conclude that independence, as a volitional quality of younger schoolchildren, is manifested in work and play activities, in communication, in a group of peers, in the family.

All of the above should be taken into account when developing independence as the leading personality trait of a primary school student.

1.3 Methodology for developing independence in younger schoolchildren

The formation of independence as a personal quality is a long and complex process that is carried out both at school (lessons, extracurricular activities, socially useful work) and in the family. Let's consider the possibilities of developing the independence of younger schoolchildren in educational activities.

Educational activities at primary school age have a great influence on the overall development, the formation of mental processes, states and properties, intellectual and personal qualities of the child, including the quality we are considering. “Training,” notes D.B. Elkonin, “as the basis for mastering socially developed methods of action with objects, tasks and motives of human activity, norms of relations between people, all achievements of culture and science - a universal form of child development. Outside of learning there can be no development". Understanding the meaning of educational activities ensures that the younger student participates in it on his own initiative.

One of the means of developing the independence of younger schoolchildren is independent work. According to P.I. Pidkasisty, 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.

In accordance with the level of independent productive activity of students, 4 types of independent work have been identified, each of which has its own didactic goals.

Independent work based on the model is necessary for the formation of skills and abilities and their strong consolidation. They form the foundation for truly independent student activity.

Reconstructive independent work teaches one to analyze events, phenomena, facts, forms techniques and methods of cognitive activity, contributes to the development of internal motives for knowledge, and creates conditions for the development of schoolchildren’s mental activity.

Independent work of this type forms the basis for the student’s further creative activity.

Variative independent work develops the skills of searching for an answer outside of a known sample. The constant search for new solutions, generalization and systematization of acquired knowledge, and transfer of it to completely non-standard situations make the student’s knowledge more flexible and form a creative personality.

Creative independent work is the crown of the system of independent activity for schoolchildren. These works reinforce the skills of independent search for knowledge and are one of the most effective means of developing a creative personality.

A.I. Zimnyaya emphasizes that the student’s independent work is a consequence of his correctly organized educational activity in the classroom, which motivates its independent expansion, deepening and continuation in his free time. 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 formation of independence of younger schoolchildren occurs in various types of activities. The more species independence develops, the more successful its development will be. The formation of a child’s independence is carried out in educational activities, which are purposeful, effective, mandatory, and voluntary. It is assessed by others and therefore determines the student’s position among them, on which his internal position, his well-being, and emotional well-being depend. In educational activities, he develops self-control and self-regulation skills.

Thus, the practical application of various types of independent work helps to improve the ability to work independently and develop the student’s independence. However, any work should begin with students understanding the purpose of action and methods of action. All types of independent activities of younger schoolchildren are of great importance. It is difficult, impossible to overestimate a student’s work with a book. Performing written exercises, writing essays, stories, poems, and the like are independent creative works that require greater activity and efficiency.

One of the effective means of promoting cognitive motivation, as well as the formation of independence, is the creation of problematic situations in the educational process. A. M. Matyushkin characterizes a problem situation as “a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) when solving problems that requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity to the subject.” In other words, a problem situation is a situation in which a subject (student) wants to solve some difficult problems for himself, but he lacks data and must look for it himself. A problematic situation arises when a teacher deliberately confronts students’ life ideas with facts that students do not have enough knowledge or life experience to explain. It is possible to deliberately confront students’ life ideas with scientific facts using various visual aids and practical tasks, during which students are sure to make mistakes. This makes it possible to cause surprise, sharpen the contradiction in the minds of students and mobilize them to solve the problem.

An effective means of developing independence in primary school students is a group form of education. The use of group forms leads to increased cognitive activity and creative independence among students; the way children communicate changes; students assess their capabilities more accurately; children acquire skills that will help them in later life: responsibility, tact, confidence. It is necessary to organize the educational process in such a way that each student can realize his potential, see the process of his progress, evaluate the result of his own and collective (group) work, while developing independence as one of the main qualities of a person.

A special role in the formation of a creative, independent personality, capable of highly productive work in the future, is assigned to labor activity. In order for labor training lessons to contribute to the development of labor activity of primary schoolchildren, when choosing teaching methods, it is necessary to focus on those that stimulate the cognitive and active activity of children, broaden their horizons, promote the development of independence and promote the development of a creative personality. Such methods are problem-search, partial-search, problem-based, research. They, together with explanatory, illustrative and reproductive methods, contribute to the qualitative improvement of labor processes when performing educational tasks. Fostering independence is one of the leading factors in the development of children's creativity, since creativity is the highest form of human activity and independent activity. It is well known that the main obstacle to organizing creative activity in labor education classes is the low level of student independence. Conditions should be created that allow schoolchildren to independently carry out and look for ways to implement creative tasks. In the process of solving assigned problems, younger schoolchildren develop the ability to analyze a condition and, on the basis of this, build their practical activities, create and implement interesting ideas.

Of particular importance in the formation of creative independent activity of a junior schoolchild is applied activity, characterized by the freedom to realize ideas through the use of a variety of materials and technologies in the creation of original products. Artistic and design activities make it possible to expand a child’s understanding of the surrounding reality, enrich his life experience, and orient him towards a transformative attitude towards the world. A systematic approach to children’s mastering of artistic and design activities gives them the opportunity to accumulate aesthetic, technological, social, and labor experience, thereby ensuring the development of the child’s creative activity at the highest level. In a child of primary school age, the formation of emotional and motivational-value spheres of the personality occurs, which are characterized by cognitive activity, curiosity, the need to make independent decisions and their practical implementation. In children's creativity, two types of design are distinguished: technical and artistic, which enable children to express their attitude to the depicted object, to show their imagination and thereby independence. The assimilation of this body of knowledge forms a sense of style, an aesthetic attitude to the world of things, and a special manner of thinking. This type of thinking is called productive. Productivity of thinking ensures independent solution of new problems, deep assimilation of knowledge, i.e. success of learning activities. By solving constructive problems, children learn to analyze their conditions and find independent solutions.

Home study work is a form of organizing independent, individual study by schoolchildren of educational material during extracurricular time. The importance of home school work, especially in the elementary grades, is as follows. Doing homework helps to better understand the educational material, helps to consolidate knowledge, skills and abilities due to the fact that the student independently reproduces the material studied in class and it becomes clearer to him what he knows and what he does not understand.

N.K. Krupskaya wrote in her article Methodology for assigning homework lessons: Homework lessons are of great importance. Properly organized, they teach students to work independently, foster a sense of responsibility, and help them acquire knowledge and skills.

Experts consider children's independence in the process of its formation. “In school practice,” notes A.A. Lyublinskaya, “the child’s independence has nothing to do with his spontaneous behavior. Behind the child’s independence there is always the leadership role and demands of an adult.” The author believes that the teacher must find a reasonable combination of pedagogical guidance and independent activity of students. Pedagogical skill lies in presenting the child with the need to make an independent decision, constantly monitor and evaluate the results of his work.

A teacher who shapes the independence of younger schoolchildren contributes to a favorable situation for the child’s development, building his life prospects, i.e. realizes the goal of education, because the result of his pedagogical activity is the student’s personality as “an active creative principle that generates the world, projects reality and its own future, going beyond itself in its actions and deeds.”

According to V.B. Leontyeva, an effective method in developing the independence of children of this age is the preparation and holding of holidays, which makes it possible to show initiative, creativity and independence.

The teacher has great opportunities for the development and manifestation of independence of students in the classroom and in extracurricular activities.

According to Z.L. Shintar, the interaction between teacher and student is important in the formation of independence of a junior schoolchild. The child can independently organize joint activities if he is unable to do something individually. An example of this type of child independence is the child’s questions to an adult. In this case, it is worth talking about independence as a manifestation of the child’s initiative in building educational relationships with the teacher. Independence is the child’s proactive action towards pedagogical influence.

At least three main types of joint activities between teacher and students are presented. The first type is built on instructional and executive principles. An adult appears before a child as the bearer of a socially given amount of knowledge, skills, and habits that the child must learn through copying and imitation under strict control by the teacher. In this type of joint activity one can hardly discern the sources of the child’s independence.

In the second type of joint activity, is the educational content externally presented by adults in a problematic form? takes the form of various kinds of tasks that are offered to the child. In this case, an imitation of search and decision making occurs. With such joint activities, the task of fully assimilating culture, ensuring the spiritual growth of the child, cannot be solved: although the form of presentation of educational content undergoes a certain change, a detailed relationship does not develop between the child and the adult.

The third type of joint activity is radically different from the first two: the child does not know the principle of solving the task assigned to him, the adult is interested in the way the children search and discover this principle. In the context of the third type of joint activity, the child’s creative involvement in culture and his independent action become possible.

Social assignments, helping comrades, collective affairs - all this should be organized in such a way as not to replace the initiative of the children, but to give schoolchildren the opportunity to demonstrate their independence.

In the opinion of G.S. Poddubskaya, the family plays an important role in the formation of independence of a junior schoolchild. After all, there is a very close relationship between the level of independence of a schoolchild and the nature of assistance, the measure of guidance in the independent activities of children in the family. In this regard, in order to ensure a unified position of family and school in the formation of the leading personality traits of a primary school student, parents must: be involved in cooperation with their children; create a humane style of relationships in the family, taking into account the “principle of moderation,” in which there should be a combination of affection and severity, closeness to children and “distance,” the child’s independence and the help of elders; create conditions for the child’s independent activity; introduce a system of permanent work assignments in the family; involve children in various types of household work for self-service (cleaning, shopping, cooking, simple clothing repair, growing plants, caring for younger children and others).

Taking into account the above, we can determine the following means and methods for developing independence in children of this age. The child needs to be entrusted with doing more things on his own and, at the same time, trusting him more. Welcome and encourage the child’s every desire for independence. It is extremely important from the first days of school to ensure that the child completes his homework and chores independently. Favorable for the development of this quality in children is a socio-psychological situation in which the child is entrusted with some responsible task and, by performing it, he becomes a leader for other people, peers and adults, in working together with them. Good conditions for the implementation of this task are created by group forms of study and work.

Thus, all of the above ways, means, forms and methods of nurturing independence, when used systematically and correctly, form in students the quality we are studying.

Conclusions on chapter 1

Analyzing the pedagogical and psychological literature on the research problem, the following can be noted:

The concept of “independence” is not unambiguous; there are many different definitions of this quality. The quality we are studying is considered as a property, quality, character trait, integral, core quality, ability to act. The presence of diverse points of view indicates the diversity of the phenomenon being studied.

A number of works are devoted to the problem of developing the independence of a primary school student, in which the quality being studied is examined in individual or several types of activities.

The formation of independence occurs at different age stages, and each period of age development, according to psychologists, is characterized by characteristics determined by mental new formations. Primary school age is no exception in this regard. At this time, the most intensive assimilation of moral norms and rules of behavior occurs, many leading qualities of the individual are laid and developed, which form its foundation in subsequent years of training and education, including independence.

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The article analyzes the socio-pedagogical prerequisites for the development of independent work in the primary education system. The issues of developing students' independence in learning were developed by many prominent figures in pedagogical science and practice. The development of the theory of independent work of students was carried out as a solution to a psychological and didactic problem.

independence

junior schoolchildren

education

1. State program for the development of education in the Republic of Kazakhstan for 2011–2020 // Kazakhstanskaya Pravda. – 2011. – July 29. – P. 5.

2. Grishkova G.N., Yusubova I.B. Development of cognitive independence of schoolchildren in gaming activities // Elementary school. – 2004. – No. 11. – P. 41–45.

3. Didactics of secondary school / ed. M.N. Skatkina. – M.: Pedagogy, 1982. – 298 p.

4. Zharova L.V. Teach independence. – M.: Education, 1993. – 204 p.

5. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. – M.: Publishing Center “Academy”, 2001. – 176 p.

6. Pedagogy / sub. ed. P.I. Faggot. – M.: Pedagogical Society of Russia, 2004. – 608 p.

7. Pidkasisty P.I. Independent activity of students. Didactic analysis of the process and structure of reproduction and creativity. – M.: Pedagogy, 1982. – 184 p.

8. Podlasy I.P. Pedagogy. – M.: Humanite. ed. VLADOS center, 2000. – Book. 2. – 256 p.

9. Sroda R.B. Fostering activity and independence of students in learning. – M.: Publishing House of the Academy of Sciences of the RSFSR, 1986. – 55 p.

10. Yamaltdinova D.G. Organization of independent activities of students // Elementary school. – 2008. – No. 2. – P. 8–10.

The experience accumulated by humanity is assimilated by each new generation in the process of active cognitive activity. In the learning process, a person must master various types of both practical and theoretical activities in their interrelation. An analysis of research on the problems of effectiveness and optimization of learning, as well as the practice of schools, makes it possible to verify that one of the main conditions for improving the quality of education is the development of methods of cognitive activity in younger schoolchildren, the ability to independently obtain and analyze information.

At the present stage of restructuring the education system, there is a need to organize the educational process at school in such a way that each student can show activity, independence, creativity in learning, and develop his own style of educational activity.

In this regard, the task of developing in a person the ability to selectively assimilate scientific knowledge and the ability to adapt the acquired knowledge to practice comes to the forefront of education. The personality must develop such qualities as the need to acquire new knowledge, the ability to independently reveal the essence of new concepts, mastery of methods of cognitive activity, creative application of acquired knowledge to solve various problems.

To reveal a child’s personality, it is very important to find a system-forming component. Scientists identify independence as such a mechanism, which, being an integral indicator of the child’s development as a whole, allows him in the future to navigate relatively easily in changing conditions and use knowledge and skills in non-standard situations.

It is known that the development of a child’s independence is influenced by many factors: spontaneous and specially organized, natural and social. Along with other factors, scientists and practicing teachers highlight the environment - the environment in which the child lives and through which he realizes himself as an individual, showing his independence through interaction with him.

The purpose of the article is to identify the features of the development of independence of younger schoolchildren in the educational process of primary school.

Materials and research methods

The subject of the study is the study of the characteristics of the development of independence of younger schoolchildren in the educational process of primary school. The research method was the analysis of regulatory documents of the Republic of Kazakhstan, scientific literature, in particular, the works of psychologists and teachers.

Research results and discussion

Based on the analysis of psychological and pedagogical literature, the study of the features of the learning process of younger schoolchildren, we consider independence as a personality quality that manifests itself in schoolchildren in the need and ability to acquire new knowledge from various sources, by generalizing to reveal the essence of new concepts, to master methods of cognitive activity, to improve them and apply creatively to solve any problem. A prerequisite for the development of independence of younger schoolchildren, in our opinion, is the use of classroom and extracurricular activities in this process. The thinking of younger schoolchildren and their independence will develop most successfully if they master the forms and methods of carrying out independent work, which we consider as one of the main components of the educational process, aimed at enhancing the cognitive activity of students.

Independent work serves as an effective means of personality formation and encourages mental independence in children. It disciplines thought and gives schoolchildren faith in themselves, in their strengths and capabilities. In primary school, everything depends on the teacher: how he will teach children to do independent work.

A child’s personality is a complex integral system, and to reveal the mechanism of its development, it is very important to find a system-forming component. Scientists identify independence as such a mechanism, which, being an integral indicator of the development of the individual as a whole, allows a person to navigate relatively easily in changing conditions and use knowledge and skills in non-standard situations.

In the process of school education, students must master a complex of cognitive processes:

a) planning your independent work;

b) searching for an answer to everything incomprehensible and unclear;

c) rational organization of your workplace, providing the necessary conditions for effective mental work;

d) finding materials to prove certain provisions;

e) planning and systematization of educational material, etc. .

In the “State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020.” it is said that training and education at the first stage (grades 1-4) is focused on the formation of positive motivation and skills in educational activities: strong reading and writing skills, numeracy, basic experience of language communication, creative self-realization, a culture of behavior, the basics of personal hygiene and healthy lifestyle. This cannot be realized without developing cognitive independence in every student in elementary school.

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

Personal independence is associated with the active work of thought, feelings and will. This communication is two-way:

1) the development of mental and emotional-volitional processes is a necessary prerequisite for independent judgments and actions;

2) judgments and actions that develop during independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of decisions made despite possible difficulties.

The development of student independence is one of the urgent tasks of modern education, and instilling in younger schoolchildren the skills of independent work on educational material is one of the prerequisites for successful learning. Independent activity of students is a necessary condition for the development of their cognitive abilities.

The development of student independence must begin from the first days of school, since it is at primary school age that the development of such personality traits as independence, responsibility and the ability to self-control occurs.

Independence is considered as an individual procedural characteristic of a schoolchild as a subject of intellectual and creative activity, which is the basis for fruitful intersubjective relationships and stimulates the desire for interaction, cooperation, and communication.

Independence presupposes independent orientation in a task, the ability to choose methods of action that are adequate to the task (including appropriate tools, materials, methods of processing them), and implement them in practice, the ability to control and adjust the content and methods of work. This phenomenon represents the unity of two components - motivational and procedural. The first reflects the need for the process of cognition, the second - knowledge of a given subject area and methods of activity that contribute to the implementation of a targeted search. And although these sides exist in unity, their separation is completely justified, because you can strive to search for knowledge, but not be able to find it, you can be able to obtain it, but do not experience an organic need for it.

The individual form makes it possible to take into account the personal characteristics of students as much as possible, the group form allows, when dividing the class into groups, to equalize gaps and learn to work in a team, and the frontal form leads students to solve common problems, but they solve them independently, trying to achieve their goal.

The system for developing independence in younger schoolchildren in the classroom includes the following interrelated components:

a) providing students with interest and personal meaning in educational and research activities;

c) organization of educational and research activities.

Search activity in elementary school lessons is programmed by a task (or system of tasks) contained in the task, which involves the combination of different types of thinking (visual-effective, visual-figurative and logical). Lesson tasks should take into account the specifics of tasks, which may have a rational-logical or emotional-artistic orientation.

The teacher plays a leading role in creating educational and cognitive motivation: taking into account the child’s preferences, working to increase his self-esteem, adequate assessment from the teacher; developing a positive attitude towards error; presenting educational material in an interesting and emotional way; the use of various forms of collective activity of students. Often, a teacher, influencing the student’s motivational sphere, relies on external formulas: praise, expectation of victory, receiving a reward, which is ineffective encouragement.

A prerequisite for the development of independence of younger schoolchildren, in our opinion, is the use of classroom and extracurricular activities in this process.

An analysis of research on the problems of effectiveness and optimization of learning, as well as the practice of schools, makes it possible to verify that one of the main conditions for improving the quality of education is the development of methods of cognitive activity in younger schoolchildren, the ability to independently obtain and analyze information.

In scientific research of recent decades, the problem of the unity of cognitive activity is posed more and more clearly. A number of works convincingly demonstrate: theoretical types of activity not only occupy a leading place in intellectual types of work, but also determine the success of practical activity (P.Ya. Galperin, V.V. Davydov, S.L. Kobylnitskaya, V.M. Kosataya, N.G. Salmina, N.F. Talyzina).

In turn, external, material actions help the successful mastery of new mental actions (P.Ya. Galperin, N.M. Konysheva, N.F. Talyzina, I.M. Shadrina). They make it possible to make invisible internal actions visible and understandable. This translation of mental actions into the external, material plane is of particular importance when working with primary schoolchildren.

At the same time, despite the obvious relationship between theoretical and practical activities, in the actual learning process they are in most cases presented as two independent branches. The traditional practice of dividing educational subjects into “theoretical” and “practical” can be considered fully established. In addition, practical activities in the educational system are generally considered secondary; it is actually not included in the general educational process.

At the same time, the independence of younger schoolchildren will develop most successfully if they master the forms and methods of carrying out independent work.

Independent work is an active learning method. For some, it is the form and method of organizing learning, for others, it is special tasks intended for independent completion, for others, it is student activity that takes place without the direct participation of the teacher.

Children’s activity and lack of teacher help are often considered a specific sign of independent work. This point of view is incorrect and unproductive. By adhering to it, the teacher excludes the possibility of cooperation in those situations where there is a need for it. The teacher does not really take part in completing the task, but he organizes the activity; independent work always ends with some results, since the student comes to them on his own.

Their value and significance are realized more acutely than those achieved in joint activities. As a result of the work, not only the level of knowledge is always revealed, but also the independence of the student, his individual style of activity, creativity and non-standard approach.

As a teaching method, independent work is more often used to consolidate knowledge and develop skills. However, the experience of teachers convincingly proves its effectiveness in achieving other goals. Children can learn the material available for independent study in class.

Independent work is used for the purpose of repetition, systematization, and testing of knowledge. Technical means and equipment play a significant role in organizing independent activities. The lessons may use technical means, teaching aids, collections of problems and exercises, and a textbook.

So, independent work is a teaching method in which students, on the instructions of the teacher and under his guidance, independently complete tasks, showing effort and activity.

Having analyzed the above, we come to the conclusion: independent activity is reflected in independent work. In this regard, there is a need to consider independent work as a means of developing independence.

The concept of “independent work” has several meanings.

For some researchers, this is a form and method of organizing the educational process, in which the activities of students and teachers are represented, for others - special tasks intended for independent completion by students, for others - only the activities of students, which take place without the direct participation of the teacher.

Meanwhile, independent work of students is the most difficult type of educational activity, when the role of the teacher becomes the leading one. When organizing reproductive activities, the teacher directly “manages” the educational process, he explains, asks, shows, and organizes the consolidation of the material covered.

Authors such as I.Ya. Lerner, M.I. Makhmutov, R.A. Nizamov understands independent work as a type of activity, I.E. Unt - a way of educational activity, P.I. Pidkasisty - a means of organizing educational activities, N.F. Kalashnikov - type of activity, form of training and system of acquiring skills, A.L. Dumchin is a means of organizing educational activities and a way of acquiring knowledge, independent search, creative processing and application of new scientific information.

P.I. is more specific and consistent in his definition of the concept of “independent work”. Faggot. He believes that “... independent work is not a form of organizing an educational lesson and not a teaching method, but a means of organizing and performing certain activities by students in accordance with the goal.”

In each specific situation, assimilation corresponds to a specific didactic goal and task;

Forms in the student at each stage of his movement from ignorance to knowledge the necessary volume and level of knowledge, skills and abilities to solve a certain class of cognitive problems and the corresponding advancement from lower to higher levels of mental activity;

Develops in him a psychological attitude towards independent systematic replenishment of his knowledge and the development of skills to navigate the flow of scientific information when solving educational, scientific and production problems;

It is the most important condition for the student’s self-organization and self-discipline in mastering the methods of professional activity, cognition and behavior; is the most important tool for pedagogical guidance and management of the student’s independent cognitive and scientific-production activities in the learning process and professional self-determination.

Thus, according to the scientist, independent work is a specific pedagogical means of organizing and managing students’ independent activities in the learning process.

Expanding the concept of “independent work”, G.M. Kodzhaspirova, A.Yu. Kojaspirs take into account the relationship between the reproductive and creative components of independent work. Thus, in the pedagogical dictionary, independent work is defined as a type of educational activity in which a certain level of student independence is assumed in all its structural components - from problem formulation to control, self-control and correction, with the transition from performing the simplest types of work to more complex, exploratory ones. character .

Conclusion

Independent work is a means of organizing the cognitive activity of students. The development of individual independence is possible only by changing priorities in education - from the assimilation of ready-made knowledge to the independent cognitive activity of each student, taking into account his characteristics and capabilities.

Bibliographic link

In the materials of the second generation Federal State Educational Standard, one of the value guidelines is “the development of independence as a condition for its self-actualization.” In this regard, the key competence of a primary school student is educational independence, which is based on reflective skills, takes into account the individual characteristics of students and is based on general educational skills.

A student’s independence is the ability to set himself various educational tasks and solve them without outside support or encouragement. It is associated with a person’s need to perform actions according to his own conscious impulse. That is, such characteristics of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals and plan their work come to the fore. An adult's help is to make these qualities appear fully, and not suppress them with constant overprotection. What can this total control lead to? The child gradually ceases to be responsible for his actions; shifts the blame onto the adult. It is important to let him understand that success depends, first of all, on his initiative and independence, and not at all on mom or dad’s efforts.

The problem of developing students' educational independence is still relevant. This is explained by the fact that a modern teacher sets himself a set of tasks to achieve the main goal of education: the formation of students’ readiness for self-determination and self-development in the constantly changing conditions of the development of our society.

At the initial stage of education, the teacher’s priority tasks are: teaching students the ability to set goals and independently organize their activities to achieve them; evaluate the results of your actions.

That is, the main task of the teacher is to form the components of educational activity. At the same time, formation does not mean “violent” activity “from the outside,” but the creation of conditions for the organization and management of independent activities by students. The role of the teacher in this process is also to select the necessary means and techniques for their implementation.

To effectively guide students’ independent learning activities, it is important to determine the signs of independent work:

Availability of teacher assignment;

Teacher's Guide;

Student independence;

Completing the task without the direct participation of the teacher;

Student activity.

To successfully organize independent work in the classroom, it is important for a teacher to use various methodological recommendations and reminders. This helps them quickly master the necessary skills, learn a certain procedure and some general ways of organizing their activities.

Monitoring the performance of independent work is very important. Each independent work must be checked, summed up, and determined: what was done better and what should be paid special attention to. You need to recognize the cause of the error and find the right way to correct it. It is when doing independent work that there is a real opportunity to find out the cause of the error, and, therefore, to correctly plan students’ independent work related to improving skills, achieving solid knowledge, and rational use of study time. The results of independent work allow the student to see his progress.

Since one of the leading tasks facing the teacher is the creation of conditions for organizing and managing the independent activities of students, there is a need to determine the main stages of organizing the independent educational activities of younger schoolchildren, both at the teacher and student levels. The technological justification of this organization represents the activities of the teacher and student at the appropriate stages of the lesson.

The most effective type of independent work is considered to be independent work of a creative nature. An important condition for the formation of independent creative activity is motivation, which is based on educational and cognitive interest among elementary school students. To increase the effectiveness of motivation formation, its diagnosis is carried out. Starting from the 2nd grade, through a questionnaire, you can determine the type of educational and cognitive interest of students.

Of greatest interest are the students' answers to the question: "Which problem will you choose for your independent work - one where the solution will take place at a high level of complexity, or will you solve several simple problems?"

As a result of processing the questionnaires, the type of cognitive interest of the students is determined: by content (external): “I will solve this problem, since there are many interesting pictures on this page of the textbook”; by process (internal): “I will solve it, since the solution was not immediately revealed to me, I need to make an effort to find it.”

To confirm the survey data, tasks are offered, for example, of this nature.

Given a sequence of several series of numbers. There are no arithmetic signs between the numbers, but there is a result. Without changing the arrangement of the numbers, you need to put in the signs of arithmetic operations (+, –, *,:) and brackets so that the result is a unit:

1 2 3 4 5 6 7 = 1

1 2 3 4 5 6 7 8 = 1

Here are two solutions:

Option 1.

1-(2 + 3) – 4 = 1

(1 + 2) 3:(4 + 5) = 1

1 + 2 + 3 – 4 + 5 – 6=1

1-(2 3 + 4): 5 + b – 7 = 1

(1 + 2 + 3): (4 + 5 – 6) + 7 – 8 = 1

When solving in this way, students do not identify the general principle for solving this group of expressions. They solve each expression as completely new, by trial and error, focusing on external, insignificant signs. Thus, the type of educational and cognitive interest is determined by content.

Option 2.

1 – 2 + Z – 4 = 1

((1 + 2):3 + 4): 5 = 1

((2 + Z – 4) + 5): 6 = 1

(((1 + 2): 3 + 4): 5 + 6): 7 = 1

(((1-2 + 3 – 4) + 5): 6 + 7): 8 = 1

By completing the task in this way, students discover the general principle for solving the entire group of expressions. In expressions with odd numbers, the ratio (1 + 2) is used: 3. In expressions with even numbers, the ratio is (1 – 2 + 3 – 4), when the product is first found, then sequentially added and subtracted. Based on the choice of this solution option, educational and cognitive interest in the process is determined.

Tasks of this nature help the teacher not only in determining the type of educational and cognitive interest, but also contribute to the formation of student independence in finding a new way of action, in defining goals, and in planning their activities. Analysis of two options for solving one task allows students to develop variable thinking.

The practice of organizing independent work has made it possible to formulate conditions that contribute to its effectiveness:

Availability of a system in using tasks to organize independent work.

Development of planning tasks for independent work, both in form and content.

Correspondence of the level of complexity of tasks to the level of students' learning capabilities.

Maintaining the optimal duration of independent work (no more than 15–20 minutes) when designing a lesson.

Consistent complication of the content of tasks of students’ independent learning activities.

Clear formulation of the purpose of tasks and a combination of control with self-control, assessment with self-assessment.

Encouraging students to choose tasks of a high level of difficulty.

A reasonable combination of independent work with other forms and methods of teaching.

Today, when the level of development of a student is determined and assessed by his ability to independently acquire new knowledge and transfer it to a new, unfamiliar situation, the teacher’s activity should be aimed at organizing it in teaching, starting from elementary school.

The developmental function of teaching requires the teacher not only to present knowledge in a certain system, but also involves teaching schoolchildren to think, look for answers to questions posed, and obtain new knowledge, relying on what is already known. Students must be purposefully taught cognitive activity and equipped with educational and cognitive material. “A well-constructed brain is worth more than a well-filled brain” (M. Montaigne).

The degree of development of a student is determined by his ability to independently acquire new knowledge and use already acquired knowledge in educational and practical activities. The leading task in elementary school is to cultivate activity and educational independence in students. Education cannot be considered correctly oriented and cannot proceed successfully if the task of equipping schoolchildren with a system of skills and abilities of educational work is not set.

Academic independence, initiative, search activity - these are the key features of the portrait of an ideal graduate of a modern school. It is clear that these features should be laid in the foundation of school education - in primary school.

The main reason for a student’s inability to work independently is that he was not taught to work this way. Children do not always know how and can demonstrate their ability to do without the help of an adult and still cope with academic and extracurricular tasks. This requires, firstly, psychological readiness. It lies in the ability to see or create for oneself a situation of psychological necessity and comfort. Secondly, the child must have basic skills of self-analysis and self-esteem. Thirdly, the child must have the ability to foresee the course and overall result of his educational actions. Fourthly, you need room for initiative and creativity at all stages of the task. A person’s independence takes different forms depending on the circumstances. Academic independence is important for a schoolchild; outside of school, “everyday life” usually manifests itself. These two positions are closely related, but not identical.

The development of independence and creative activity of students in the process of teaching mathematics occurs continuously from the lowest level of independence, reproducing independence, to the highest level, creative independence, sequentially passing through certain levels of independence. Managing the process of developing reproductive independence into creative independence consists of implementing successive interconnected, interpenetrating and mutually determining stages of educational work, each of which ensures that the student reaches the appropriate level of independence and creative activity. The task of educating and developing individual independence in learning is to manage the process of developing reproductive independence into creative independence.

Based on the nature of students’ independent learning activities in extracurricular mathematics classes, it is advisable to distinguish four levels of independence.

The first level is the simplest reproductive independence.

This level is especially clearly manifested in the student’s independent activity when performing exercises that require simple reproduction of existing knowledge, when the student, having a rule, a sample, independently solves problems and exercises to apply it.

A student who has reached the first level of independence, but has not yet reached the second level, when solving a problem, uses an existing model, or a rule, or a method, etc., but if the problem does not correspond to the model, then he cannot solve it. At the same time, he does not even make attempts to somehow change the situation, and most often refuses to solve a new problem under the pretext that such problems have not yet been solved.

Since the first level of development of independence can be traced in many students at the beginning of classes, the teacher’s task is not to ignore it, believing that students attending extracurricular activities have already reached higher levels, but to ensure the transition of all students to the next, higher levels independence.

The second level of independence can be called variable independence. Independence at this level is manifested in the ability to select one specific one from several existing rules, definitions, patterns of reasoning, etc. and use it in the process of independently solving a new problem. At this level of independence, the student demonstrates the ability to perform mental operations, such as comparison and analysis. Analyzing the condition of the problem, the student goes through the means at his disposal to solve it, compares them and chooses the more effective one.

The third level of independence is partial search independence. The student’s independence at this level is manifested in the ability to use the rules and regulations he has for solving problems in a certain branch of mathematics to form (combine) generalized methods for solving a wider class of problems, including those from other branches of mathematics; in the ability to transfer mathematical methods discussed in one section to solving problems from another section or from related academic subjects; in an effort to find “one’s own rule”, technique, way of activity; in search of several ways to solve a problem and in choosing the most rational, elegant; in varying the conditions of the problem and comparing the corresponding methods of solution, etc. In the above-mentioned manifestations of independence there are elements of creativity.

A student at this level has a relatively large range of mental activity techniques - he can carry out comparison, analysis, synthesis, abstraction, etc. In his activity, monitoring of results and self-control occupy a significant place. He can independently plan and organize his educational activities.

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 cognitive activity.

The development of children's cognitive activity and independence is more effective if certain tasks are used in mathematics lessons. These include:

Tasks that cannot be reduced to known methods of solution;

Tasks that contribute to the creation of a problematic situation;

Tasks that involve the use of children's life experiences;

Tasks that contain elements of entertainment;

Tasks of practical significance;

Tasks that can be solved in different ways.

The student should be praised for any initiative shown when completing school assignments: he solved a problem in an unusual way, he himself found additional material in preparation for the lesson, he discovered a new way of memorizing, etc.

Student independence in educational activities includes the following qualities: initiative, foresight, self-esteem, self-control, willingness to show creativity in learning.

The development of independence of a junior schoolchild is ensured by the following pedagogical conditions: the use of various types of group association of students with the aim of consistently including each student in independent educational work (group work with a leadership and democratic type of interaction between participants); a system of special tasks that implement the idea of ​​being in demand and using independent actions of the student.

Student independence is the key to his successful education in secondary school. The development of this important quality in the future depends on how the foundations of independence are laid at primary school age. The educational independence of a schoolchild is one of the aspects of his personal development, the ability to expand his knowledge and skills on his own initiative, i.e. the ability to teach himself. Academic independence, initiative, and search activity are the key features of the portrait of an ideal graduate of a modern school. These traits should be laid down at the very beginning of school education. In order to foster educational independence and develop the mental abilities of students, systematic, planned work of the teacher is necessary.