Course work: Pedagogical paths and conditions for the formation of independence in the activities of junior schoolchildren. During the study, subjects were offered various didactic games during Russian language and mathematics lessons.

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

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

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

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

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

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

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

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

Tasks :

Based on 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-related characteristics of younger schoolchildren that contribute to their development of independence.

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

Object of study: educational process.

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

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

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

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

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

Junior school age, like any other, is characterized by a number of contradictions. The main one is that the child simultaneously gravitates towards two opposite positions: child and adult. On the one hand, he still strives to remain a child, that is, a person who does not have onerous 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, that is, a responsible, independent, hardworking person, obliged to fulfill his duty to adults and his future, suppressing momentary desires, etc.

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

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

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

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

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 vigorously experience what is happening, to react emotionally to all events;

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 a teacher, etc.

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

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

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

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

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

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 primary school student (L. I. Bozhovich). Restraint and independence appear. Independence is a preventive measure of activity-behavioral situationality.

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. Vygotsky and then A. N. Leontiev showed, 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 the effective education of a humanistically stable personality.

Independence – independence, freedom from external influences, coercion, from outside support and assistance. Independence is the ability for independent actions, judgments, initiative, determination... In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one’s views and motives.

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, 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 . 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 by 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.Kon includes three interrelated qualities in the concept of “independence”: 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.

K. K. Platonov 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.”

M.V. Gomezo, I.A. Domashenko consider the main qualities characterizing 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 their 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; persistently achieve its implementation on your own, and take a responsible attitude towards your 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 Manifestations of independence of children of primary school age in significant activities

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.

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.

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 teacher has great opportunities for developing the independence of students in the classroom and in extracurricular work. Social assignments, helping comrades, collective affairs - all this should be organized so as not to replace the initiative of the children, but to give schoolchildren the opportunity to show 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. The increased independence of children affects their ability to evaluate the work and behavior of other children.

At this age, children's role-playing games continue to occupy a large place. While playing, primary 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 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.

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.

Great importance for the formation of. younger schoolchildren have feelings of independence in their work activities that are associated with successfully completed work. The child experiences joy, satisfaction from the fact that he is doing something with his own hands, that he is good at this or that thing, that he is helping adults. All this encourages him to be active at work. 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.

Of particular importance for development at this age 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, brings two benefits: firstly, the child is strengthened with a vitally useful and fairly stable personality trait - independence; secondly, it leads to the accelerated development of a variety of other abilities of the child.

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.

3. The leading activity of younger 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. Organizational and pedagogical conditions for the formation of independence in the activities of junior schoolchildren

2.1 Organization of an experimental study of the independence of younger schoolchildren

In order to identify the characteristics of the manifestation of independence of children of primary school age on the basis of secondary school No. 4, a study was conducted among 3rd grade students.

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

The children were divided into 2 groups: group 1 – control – 22 children; Group 2 – experimental – 22 children. A total of 45 children took part in the study.

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.

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

3. Observation, comparison and analysis of data in two groups.

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

The study consisted of 4 stages:

Stage 1 – observing children in lessons, talking with teachers.

Stage 2 – creating conditions that stimulate the independence of schoolchildren.

Stage 3 – observing children in lessons.

Stage 4 – analysis and comparison of the data obtained in two groups.

At the first stage, a number of observations of manifestations of independence in the educational activities of children in two groups were 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 and recorded in protocols (Appendix 1):

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.

The main indicators are reflected in observation protocols, which were filled out both for a group of children and individually (protocols 1 - 2; Appendix 2).

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 main criteria and indicators of the formation of subjective personality traits (initiative, independence, responsibility) of a junior schoolchild are presented in the table (Table 3.1; Appendix 3). 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. Taking 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% of 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%.

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% of students in the control group memorize educational material mechanically, by memorization; are not capable of independent retelling, cannot give examples on their own, or draw conclusions. 58% of students in the experimental group experienced the same difficulties.

When organizing independent work, 36% of students in the experimental group and 27% of 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% of the students in the experimental class have a positive attitude towards independent activity; for the majority of 62% this attitude is indifferent and contradictory.

The observation results are presented in diagram 2.1.1.

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.

2.2 Pedagogical conditions for stimulating the independence of younger schoolchildren

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;

4) 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 2.1.1.

Table 2.1.1 Organizational and pedagogical conditions for the formation of independence of children of primary school age

The incentive mechanism also includes such incentives as parents’ attention to the independent activities of schoolchildren, allowing 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 educational and other independence, recommendations for parents on developing the independence of schoolchildren were developed (Appendix 4).

The main conditions for the manifestation of independence of younger schoolchildren, in our opinion, 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?” etc.

4. Division of 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.

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. During the experiment, didactic games and problem situations were actively used (Appendix 5). In order to form the motivational sphere of the personal attitude of schoolchildren in the experimental group towards independent activity, available tasks were used that supported their confidence in success; conditions were created for positive experiences of success and a reward system.

2.3 Results of studying the independence of younger 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 (4%) of students who were able to set independent goals and plan activities to achieve them increased slightly. In the experimental group this figure increased by 27%.

Awareness of the independent task being performed was demonstrated by 77% of students in the experimental group, which is 32% higher compared to the primary observation results (E1). The indicator of this criterion in the control group increased by 3%.

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

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

Repeated observation data are presented in diagram 2.3.1

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.

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

1. 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.

2. 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.

3. 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 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 developed independence is, 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.

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 qualities of a person, expressed in the ability to set certain goals and achieve them on their 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.

List of used literature

1. Vinogradova, N.F. How to implement student-centered education in elementary school? // N.F. Vinogradova. - Elementary School. – 2001. – No. 9 – P.10–13.

2. Age-related patterns of personality socialization: collection. scientific tr / Belarus. state ped. University named after M. Tanka; Editorial Board: N. S. Starzhinskaya [etc.]; scientific ed. L. A. Kandybovich. - Mn. : BSPU, 2008. - 235 p. : rice.

3. Harmonization of psychophysical and social development of children: materials of Rep. scientific-practical conf. students and young scientists, Minsk, April 18. 2008 / Belarusian. state ped. University named after M. Tanka; Editorial Board: N. S. Starzhinskaya (scientific editor), D. N. Dubinina (chief editor) [and others]. - Mn. : BSPU, 2008. - 175 p.

4. Guz A.A. Parents and teachers: a step towards: The first step; Educational method. allowance / A.A.Guz; Academician postgraduate education. - Mn., 2004. - 219 p. : ill.

5. Danilov M.A. Fostering schoolchildren’s independence and creative activity in the learning process // Sov. Pedagogy. -1961. - No. 8 .- .32-42 p.

6. Zimnyaya, I.A. Fundamentals of educational psychology / I.A. Winter. – M: Enlightenment. – 1980. – P.39–54.

7. Zharova L.V. Teach independence: Book. for the teacher. - M.: ^, Education, 1993. - 204 p.

8. Ilyin B.S. Formation of a student’s personality (a holistic process). - M.: Pedagogy, 1984. - 144 p.

9. Kolominsky Ya.L., Panko E.A. Psychology of six-year-old children: textbook. – 2nd ed., revised. and additional – Mn.: Universitetskaya, 1999. – 316 p.

10. Cultural and psychological patterns of social development of personality in ontogenesis: collection. scientific tr. : at 2 p.m. Part 2 / Belarusian. state ped. University named after M. Tanka; Editorial Board: L. A. Kandybovich [and others]; resp. ed.: E.I. Komkova [and others]. - Mn. : BSPU, 2009. - 139 p. : table

11. Kushner N.Ya. Formation and development of educational activities in preschool and primary school age // Current problems of preparing children for school: Sat. Art. – Mn, 2002. - p. 20 – 30.

12. Mukhina V.S. Developmental psychology: Textbook for students. Universities - 7th ed. Stereotype. - M.: Publishing Center "Academy", 2003. - 456 p.

13. Nemov R. S. Psychology: Textbook. A manual for higher education students. ped. textbook establishments: In 3 books. - book 3:– 3rd ed. – M.: Humanite. VLADOS Center, 1998. – 632 p.

14. Pidkasisty P.I. Independent cognitive activity of schoolchildren in learning. Theoretical and experimental research. - M.: Pedagogy, 1980. - 240 p.

15. Podlasy, I. P. Pedagogy. New course: Textbook for students of pedagogical universities: In 2 books: Book. 1: General basics. The learning process./ I.P. Podlasy. – M.: Vlados. – 1999. – 576 p.

16. Polomnikova N.A. About the system of education of cognitive independence of schoolchildren // Soviet pedagogy, 1970. - No. 5. -76-83s.

17. Pronicheva E.V. Methods of developing control and assessment independence of junior schoolchildren // Pedagogy. – 3. – p. 110 -115.

18. Rogov E.I. Handbook for a practical psychologist in education. - M., 1996.- 425 p.

19. Commonwealth of Sciences. Baranovichi-2009: materials of the V international. scientific-practical conf. young researchers, Baranovichi, May 21-22, 2009: at 2 p.m. Part 2 / Baranov. state University; Editorial Board: V. N. Zuev (chief editor) [and others]. - Baranovichi: RIO BarSU, 2009. - 305 p.

20. Spivakovskaya, A.S. Game is serious./ A.S. Spivakovskaya. – M.: Pedagogy – 1981. – 144 p.: ill. – (Library for parents).

21. Student Science - 2008: region. scientific-practical conf. university students Mogilev. region, dedicated 95 years old. Moscow State University named after A. A. Kuleshova: materials of the conference. / Mogilev. state University named after A. A. Kuleshova. - Mogilev: Moscow State University, 2008. - 313 p. : ill.

22. Steps of creativity, or Educational games. – 3rd ed., add. – M.: Enlightenment – ​​1990. – 160 pp.: ill.

23. Management of cognitive activity of students / Ed. P.Ya.Galperin and N.F.Talyzina. - Moscow State University Publishing House, 1972. - 262 p.

24. Tsukerman G.A. Joint educational activities as the basis for developing the ability to learn: Abstract of thesis. Dis... Dr. Psychol. Sci. - M, 1992.- 39 p.

25. Shamova T.I. Activation of schoolchildren's learning. - M.: Pedagogy, 1982. - 209 p.

26. Shiyanov E.N., Kotova I.B. Personality development in education: Proc. aid for students ped. universities - M.: Academy, 2000. - 288 p.

27. Shchetinina A. M. Diagnosis of the social development of a child: Educational and methodological manual. – Veliky Novgorod: NovSU named after. Yaroslav the Wise, 2000. – 88 p.

28. Elkonin D.B. Psychology of teaching primary schoolchildren. - M. 1974. -142 p.

DEVELOPMENT OF INDEPENDENCE IN JUNIOR SCHOOL CHILDREN

BPOU RA "Gorno-Altai Pedagogical College",

teacher of psychological and pedagogical disciplines Lomshina T.V.

In line with the formation of the developmental learning paradigm, the direction of ideas is shifting from issues of organizing independent activity to the problem of achieving independence by the student, taking into account his interests and capabilities. M. A. Danilov notes that it is possible to stimulate the development of independence by modeling students’ learning difficulties and creating problem situations.

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. 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, i.e. The main task of the teacher is the formation of components of educational activity. At the same time, formation does not mean “violent” activity “from the outside,” but the creation of conditions for organizing and managing students’ independent activities. 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 guidance;

student independence;

completing a 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. When performing various tasks or analyzing completed tasks, students’ attention is constantly drawn to reminders, recommendations, and algorithms. This helps them quickly master the necessary skills, learn a certain procedure and some general ways of organizing their activities. Control is very important performing independent work. 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 to create 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.

Independence as a personality quality is characterized by a high level of conscious activity that a child carries out without outside help.

Analysis of research data shows that when identifying the conditions and means for developing independence, many authors attempt to identify as many different factors as possible, which are far from clear from the point of view of the development of independence in children. Thus, Yu. N. Dmitrieva identifies five components of the manifestation of independence: 1) circle and system of knowledge; 2) mastery of methods of mental activity; 3) mastery of certain organizational technological skills; 4) strong-willed determination; 5) the individual’s focus on solving problems related to his needs.

N.A. Polovnikova substantiates the following levels of manifestation of independence by junior schoolchildren: copying and reproducing, combined and creative:

Level I – students independently perform exercises, assignments and tasks for the purpose of training according to the shown, ready-made model, where children’s knowledge is not “rebuilt”, but reproducing actions are performed with minimal mental effort;

Level II - characterized by the fact that children perform more complex actions to transfer knowledge and skills (as if making a transition from “ignorance” to “knowledge”), i.e. carry out independent activities;

Level III – the ability to creatively use existing knowledge and skills in new conditions, when solving various problem situations, demonstrating readiness to practically use knowledge in life at the level of creative activity on a topic given by the teacher, as well as at the level of creative activity on an independently chosen topic.

Thus, the independence of a primary school student is a generalized personality trait, manifested in initiative, criticality, adequate self-esteem and a sense of personal responsibility for one’s activities and behavior, expressed in the ability to set certain goals and achieve them on one’s own.

Bibliography:

Gavrilycheva, G. Education of independence [Text] / G. Gavrilycheva // Education of schoolchildren. – 2008. – No. 6. – P. 33-38.

Danilov, M. A. Fostering schoolchildren’s independence and creative activity in the learning process [Text] / M. A. Danilov. – M.: Education, 2008. – 82 p.

Dmitrieva, Yu. N. Psychological foundations of independence as a personality trait [Text] / Yu. N. Dmitrieva // Scientific notes. – M.: MSU, 2004. – 657 p.

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

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FORMATION OF INDEPENDENCE

IN CHILDREN OF PRIMARY SCHOOL AGE

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

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

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

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

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

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

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

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

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

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

List of used literature

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

Development of independence in children

Nikiforova Inna Nikolaevna,

teacher of the first qualification category

Municipal budgetary educational institution "Secondary school No. 169" of the Sovetsky district of Kazan

Independence is not born on its own; it is nurtured and developed. Primary school age occupies a special place in this process. Independence is a complex quality; it is expressed in freedom from external influences and coercion. This is the ability to subordinate one’s behavior to one’s own views, the willingness to carry out activities without relying on outside help.

The analysis shows that independence among younger schoolchildren is relatively limited. For example, when preparing homework, most children, in case of difficulties, willingly and without hesitation rush to their elders for help. When performing housework duties, children strictly follow the received instructions and do not go beyond its boundaries. Lena ran to the bread store for a loaf of bread and returned empty-handed: “There was no loaf of bread for 8 rubles, they were only for 6.50,” she explained to her mother the futility of her trip. Misha swept the floor (the teacher asked him to), but did not erase the blackboard. To the question: “Why did the board remain dirty?” - the boy answered in bewilderment: “Maria Alexandrovna didn’t tell me about this.”

The reasons for such phenomena lie in the psychological and age-related capabilities of children. The psyche of younger schoolchildren is different instability and inconsistency They readily get down to business, but insufficient development of will leads to impulsiveness, a tendency to act under the influence of random impulses. Therefore, children cannot always fulfill their plans; they lack persistence and perseverance in overcoming difficulties. Among children, it is rare that no one does not want to have an assignment, but having received it, many quickly lose interest in it.

Many adults often do not realize the importance and significance of developing independence for personality development child. For example, to the questions: “Do you notice independence in your children?”, “Do you teach them this?” - parents of primary school students answer: “No, I don’t particularly notice”, “They don’t want any independence”, “What kind of independence is there - they are still small.” To the second question, the majority gave a positive answer, but immediately added that they do this occasionally, not systematically: “There is no time to do this.” At the same time, adults often complain that schoolchildren are not independent: “You have to lead them all by the hand,” “They have to “chew” everything.”

The development of independence in children is a complex and contradictory process. Nevertheless, we can talk about a certain logic, highlight main stages:

First stage. Children act according to a certain pattern with the help of adults and elders, copying their actions (imitation stage).

Second phase. The children are able to complete parts of the work independently and find some ways to implement them (stage of partial independence).

Third stage. Younger schoolchildren perform certain work independently in repetitive situations, in their favorite, most significant activities (the stage of more complete independence).

Here are some examples family education situations nia , which encourage children to demonstrate independence.

A mother complains to the teacher about her daughter: “Nadya is used to her grandmother doing everything for her, but now her daughter demands the same “service” from me.” But I work, I can’t take care of her. And I don’t want to, because she has to learn something. After all, she will have to live alone: ​​her mother and grandmother will not always be there.” “What exactly can’t she do?” " Never mind. He cannot hold a broom in his hands. Will not fit into the outlet. He's afraid to even light a match. You can’t imagine how much effort you spent teaching her how to light matches! But still, she doesn’t heat up dinner herself, she waits for me until the evening!”

Respected adults forget that their self-care skills have been developed over many years from the smallest operations. Moms and dads do not attach importance to these habits and think that these skills are a trifle and that a child can master them right from the cradle. That’s why they often repeat, turning to the child: “Well, is such a little thing really beyond your power? Weren’t you able to do this nonsense?” But the child really was not able to cope with this “trifle”: something bothered him, something scared him away. He wasn't sure about something, he was afraid of something. So, in developing independent skills you need benevolent patience parents, multiple repetitions, encouragement, joy with the children that at least something has already begun to work out. And under no circumstances - no screaming, irritation, or reproaches. When you scream, you destroy all the results of your upbringing, and grounds for hostility are born. Imagine that you are doing some work for the first time or recently, and someone is standing “over your soul” and constantly urging you, getting irritated and shouting. How will you feel? It doesn’t matter... That’s how it is with a child whom you want to teach something and don’t have enough patience.

Any child strives for some maximalism. And parents, as a rule, put him in the position of an errand boy: “bring”, “give”, “pour out”, “rinse”, “close”, “run away”.

In such conditions it is difficult to become independent. At some time and as early as possible we need to move to transfer to the child wholefunctions: clean the entire room, prepare breakfast, prepare your brother or sister for kindergarten.

When Nadya was asked to get up early and prepare breakfast, she expressed the following consideration: “Okay, when you get up, breakfast will be on the table.” Of course, none of the adults slept that morning: everyone was wondering how she managed with semolina, salad, and tea. And the little housewife was most concerned about how to be on time and how to ensure that none of the adults came to the kitchen before the due date. “When we were invited to the table, not a trace remained of our helpless Nadenka. A real housewife was bustling around in the kitchen. She was waiting for our grades. And we were not stingy with praise. True, the porridge was slightly burnt, but we didn’t notice it.”

Of course, there was something of a game in the preparation of breakfast itself. But this is exactly the kind of game that is needed in family communication. It is this kind of game that creates a pleasant and joyful tone in relationships, leads to a system of non-game actions that turn into a skill and become a habit.

So - more trust, more independence and encouragement - These are the simple rules for developing a child’s independence in household chores. The child must feel that everything is not “make-believe”, that his work is really needed by someone and is beneficial. Then, by performing it many times, he will form a stable skill and will want to do it.

Of course, in one short conversation it is impossible to talk about all possible methods of developing independence. Moreover, this is hardly possible. After all, each family, as the child grows up, masters its own educational secrets, and this is wonderful.

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 to create 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 conditioning 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.