Volume 03 Issue 12-2023
416
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
416-420
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article examines the urgent need for the development of cognitive competence in primary school students of
modern schools. The main focus is on the formation of children's creative abilities, including stimulating creative
thinking, solving atypical tasks and creatively expressing ideas. The importance of developing the ability to learn is
emphasized, including information analysis, independent problem solving, and providing students with opportunities
for independent work and research projects.
KEYWORDS
Primary school, cognitive competence, creativity, learning ability, self-education, universal learning activities,
personality development, primary school age, sense of competence, independence, adaptation, modernization of
education.
INTRODUCTION
In modern primary schools, the focus is not only on the
transfer of certain knowledge but also on the
formation of key competencies among students. One
of the important aspects of the educational process is
the development of the child’s creative abilities. This
includes stimulating creative thinking, the ability to
solve unusual problems, and the ability to express
one's thoughts and ideas in creative ways.
In addition, modern primary schools focus on
developing the ability to learn. This means not only the
ability to memorize facts, but also the ability to analyze
Research Article
THE NEED FOR THE FORMATION OF COGNITIVE COMPETENCE IN
PRIMARY SCHOOL STUDENTS
Submission Date:
December 20, 2023,
Accepted Date:
December 25, 2023,
Published Date:
December 30, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-60
Dоniyor Khudoyberganov
Lecturer, Pedagogical Department Urganch State Pedagogical Institute, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
417
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
416-420
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
information,
highlight
the
main
thing
and
independently look for solutions to problems.
Students are provided with opportunities for
independent work, research projects and experiential
learning.
RESULTS AND DISCUSSION
The ability to self-educate is also becoming an
important aspect of education. Students learn to
independently search for information, analyze it, and
make decisions based on the knowledge gained. This
develops their independence, and responsibility for
their learning process and develops skills that will be
useful in the future.
An important priority is also the formation of universal
learning activities. These are skills that are necessary
for successful learning in various subjects and areas of
life. These include the ability to work with information,
critical thinking, communication skills, problem-solving
skills, etc.
Thus, the educational process in a modern primary
school strives for the diversified development of a
child’s personality, preparing him not only for the
acquisition of specific knowledge, but also for
successful adaptation in a rapidly changing world,
where the skills of thinking, creativity, independence
and learning become important. Junior school age
–
this is the period of the most intensive formation of
educational activity, the nature and effectiveness of
which directly determines the development of the
personality of a primary school student. Successful
study
and awareness of one’s abilities and skills to
perform various tasks efficiently leads to the formation
of a sense of competence - a new aspect of self-
awareness, which, along with theoretical reflective
thinking, can be considered a central new formation of
this age [1].
Educational and cognitive competence as a personally
meaningful experience of successful implementation
of educational and cognitive activities occupies a
priority
place
among
the
key
educational
competencies identified by the federal strategy for the
modernization of education. This competence should
be considered as a factor of the child's social
competitiveness because it allows you to get a high-
quality general secondary education, then master a
profession, achieve the necessary qualifications, if
necessary, change your speciality. The key character of
this competence is also manifested in the fact that it is
necessarily included in other competencies, and their
effective implementation largely depends on the
cognitive component.
According to the dictionary of S.I. Ozhegov
“competence”:
1) a range of issues of which someone is well aware;
2) the circle of someone's authority, and rights.
Volume 03 Issue 12-2023
418
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
416-420
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Competent
–
knowledgeable, knowledgeable, and
authoritative in any field [2].
The competence of a junior high school student is a set
of personal qualities of a student (holistic semantic
orientations, universal educational actions, abilities)
due to the experience of his educational activities in a
socially and personally significant area. A junior student
can be considered competent if he:
has a certain amount and level of knowledge provided
for in the primary education program;
has the skills, abilities and abilities to perform various
tasks of a practical nature efficiently, to achieve the
tasks set;
he can study successfully, is an active subject of
educational activity, is capable of reflexive behaviour;
has adequate self-esteem: aware (feels) I feel
authoritative in my educational activities.
If the competence of a younger student is considered
a systemic personal quality (a set of qualities and
abilities of a personality), then the following
components can be distinguished:
motivational and creative activity and orientation:
curiosity, creative interest, a sense of passion,
emotional uplift, the desire for creative achievements,
leadership, the desire to receive high marks, a sense of
duty, responsibility, personal significance of the
creative activity, the desire for self-education and self-
education;
intellectual and logical abilities: the ability to analyze,
compare, highlight the main thing, describe
phenomena, and processes, ability to explain, prove,
justify, systematize and classify;
intellectual-heuristic, intuitive abilities: ability to
generate ideas, imagination, associativity, critical
thinking, transfer of knowledge, skills, ability to make
value judgments;
self-management abilities in educational activities:
goal-setting, purposefulness, ability to plan, self-
organization, self-control and self-esteem, ability to
reflect and correct, diligence;
communication skills: the ability to accumulate and
creatively use the positive experience of others, the
ability to cooperate, the ability to defend one's point of
view;
individual personality traits that contribute to
successful educational activities: the most typical pace
of activity, and efficiency [3].
The competence of primary school children is an
integral quality that combines various aspects and
elements of a child's personality. This complex concept
includes not only cognitive, that is, mental, aspects, but
also other areas of personality, such as value,
motivational, emotional and behavioural components.
Volume 03 Issue 12-2023
419
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
416-420
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
1. Cognitive component:
Mental skills: Competence includes the ability to
assimilate and understand new information, analyze,
compare, synthesize and apply knowledge;
Critical thinking: Developing the ability to think
critically, evaluate information, and identify cause-and-
effect relationships.
2. Value component:
Moral
values:
Formation
of
moral
beliefs,
understanding and respect for cultural, social and
ethical norms;
Self-determination: Developing an understanding of
one's own values, and setting personal goals and
aspirations.
3. Motivational component:
Interest in learning: Developing an interest in learning,
striving for self-development and achieving personal
goals;
Self-regulation: The ability
to control one's
motivations, manage one's behavior and actions.
4. Emotional component:
Emotional stability: The ability to cope with emotional
trials, the development of emotional intelligence;
Empathy: Understanding and respecting the feelings
of others, developing social competence.
5. Behavioral component:
Social skills: Formation of communication skills,
cooperation, respect for others;
Independence: The development of the ability to
independently perform tasks, taking responsibility for
their actions.
It is important to note that these components are
interconnected and interact with each other in the
learning process. The formation of the competence of
younger schoolchildren takes place in the context of
their learning, interaction with teachers and peers, as
well as through independent practices and experience
that they acquire in various educational situations.
At each age stage, a child develops and reaches a
certain level of development of some kind of
competence. In order for a younger student to
successfully develop educational and cognitive
competence, by the beginning of school education, he
must have formed socio-psychological competence.
Socio-psychological competence is the formation of
qualities in preschoolers, thanks to which they can
communicate with other children and teachers. A child
comes to school, to a classroom where children are
engaged in a common cause, and he needs to have
sufficiently flexible ways of establishing relationships
Volume 03 Issue 12-2023
420
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
416-420
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
with other children, be able to enter a children's
society, act together with others, be able to give in and
defend himself.
Socio-psychological competence, having been formed
at preschool age, continues to improve during
schooling. It is the foundation for the formation of the
educational and cognitive competence of a younger
student.
CONCLUSION
Educational and cognitive competence includes the
following skills:
the ability to set a goal and organize its achievement,
the ability to explain your goal;
organize planning, analysis, reflection, and self-
assessment of their educational and cognitive
activities;
the ability to ask questions about observed facts, to
find the causes of phenomena, to indicate one's
understanding or misunderstanding about the
problem being studied;
the ability to set cognitive tasks, choose the necessary
means and ways to solve it, describe the results, and
formulate conclusions;
the ability to carry out detailed and reduced types of
control throughout their educational activities;
the ability to move from working with natural objects
to working with symbols; to compose test tasks.
Thus, by the end of primary school, a junior student
should become competent in educational activities:
master a set of theoretical knowledge and be able to
apply this knowledge to solve specific tasks and
problematic situations.
REFERENCES
1.
Erickson E.G. Childhood and society. /E.G.Erikson-
St. Petersburg: Speech, 2000.- 416 p.
2.
Ozhegov S.I. Dictionary of the Russian language.
/S.I.Ozhegov, N.Y.Shvedova.- M., 1989.
–
650 p.
3.
Sirotkin L.Yu. The younger schoolboy, his
development and upbringing: an educational and
methodical
manual
/
L.Yu.Sirotkin,
A.N.Khuziakhmetov - Kazan, 1999.- 226 p.
4.
Matyukhina M.V. Motivation of the teaching of
younger schoolchildren. / M.V.Matyukhina.- M.,
1984.
–
200 p.
5.
Vygotsky
L.S.
Pedagogical
psychology.
/L.S.Vygotsky, V.V.Davydov. - M., 1991.- 400 p.
