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DISTINCTIVE FEATURES OF THE COGNITIVE PROCESSES OF
PRIMARY SCHOOL STUDENTS.
M.A.Melikozieva
QDU v.b. associate professor.
Uzakova Khusnidabonu Vakhobzhan's daughter
Kholdarova Gulsanam Abrorzhan's daughter
students of Kokand State University.
https://doi.org/10.5281/zenodo.15148306
Annotation:
this article analyzes the peculiarities of educational activities
and cognitive processes of elementary students. The article reflects scientific
theories regarding the process of cognition.
Keywords:
the process of cognition, the development of attention, intuition
and perception, reading activity.
The educational process of Primary School students is characterized by the
fact that they are complex pedagogical and psychological staff. Every educational
activity begins with knowing. The cognitive processes of Primary School
students acquire their own characteristics from psychological humor. Johann
Heinrich Pestalotsi, the pedagogue of schwetzar, says that any education should
be based on observation and experience and raised to the level of conclusions
and generalizations, Pestalotstsi says that through observations, vision, auditory
sensations and other sensations are formed in a child, these sensations give rise
to the need for thinking and speaking in a child. The perception that a person
generates about the outside world with the help of sensory organs will not be
initially clear and clear. The task of education is also to organize and define these
visions, to bring them to the level of lucid concepts, to transform "disordered
visions into lucid visions and lucid visions into blatant visions". Education,
firstly, helps the student to accumulate a reserve of knowledge based on the
experiences he generates with the means of his own sensory organs, and
secondly, he grows the mental abilities of the child.
The famous Roman orator Quintilian attaches great importance to taking
into account his natural abilities in the development of the child's personality,
focusing on raising children. In his view, "the pursuit of knowledge depends on
will, no forced teaching" (Quintilian "O vospitanii oratora", Part 1, pp. 3, 8). Even
on the basis of this reasoning, the dressing of the cognitive process is an
important process and the idea that without this process, the learning process
cannot occur.
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Based on the above considerations, it can be understood that the
effectiveness of the educational activities of elementary students is an effective
influence on their cognitive process.
In addition to the fact that the cognitive processes of a primary school
student are markedly different from the cognitive processes of children of
preschool age, it also begins to change qualitatively and develop rapidly. As you
know, attention is considered to be a necessary condition of the reading process.
The fullness of perception, correctness, speed, speed and accuracy of
memorization are due to attention.
Thought processes are clearly logical, meaningful due to attention. Because
the fact that students independently solve the issue and explain this issue is that
before the most they ensure the strength and stability of their attention. To
provide the necessary conditions for the mental activity of students, the teacher
must be well versed in the peculiarities of the attention of younger students. The
processes of excitation and braking make younger students appear very quickly
on the bark of the Cerebral Hemispheres. For this reason, if one excitatory
causes excitation in the child's cerebral cortex, then the second excitatory head
can brake a new excitation furnace in the brain very quickly. This indicates that
the attention of young children can be distracted very quickly and easily. This
feature of students ' attention prevents them from mastering reading materials
in the lesson. For this reason, the teacher, constantly maintaining such features
of the child's attention, must carefully consider each stage of the lesson so that
he can masterfully conduct the lesson by connecting one of its contents with the
other, and not brake these on each other.
Under the influence of the reading process, all the features and qualities of
the attention of younger students grow intensively, and with this the process of
involuntary movement from attention to voluntary attention begins to become
easier. As a junior student, attention grows rapidly–educational work at school
is carried out in classes. Things are new conditions that shape and educate the
child's attention. Since involuntary attention is strengthened with interest, each
teacher seeks to make his lesson interesting and interesting. But it should be
borne in mind that it is necessary to teach students to focus their attention
directly on both interesting and uninteresting things. Otherwise, delicate and
capricious attention will appear. If the reader is used to focusing only on
interesting things, then some element of his activity does not arouse direct
interest, the reader will not be able to mobilize his voluntary attention to these
elements. The relatively strong absence of attention stability is due to its age
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characteristic. This is mainly characteristic of students in grades I and II. The
instability of the attention of students of a small school age is the result of the
weakness of the braking process associated with age. Grade I students, and
sometimes Grade II students, are unable to concentrate on any work for long
periods of time. Their attention is easily distracted. For this reason, they may not
cope with the task themselves, lose the tempo and rhythm of their activity, drop
letters in words, words from sentences.
Studies show that students in grades I and II can sit quietly for 30-35
minutes and maintain their focus. They cannot maintain more than that. Taking
this into account when organizing the lesson, it is necessary to take small breaks
at work. Let's show some ways to educate attention based on the peculiarities of
the attention of Primary School students.
1. In the development of attention, external conditions are of great
importance, which are favorable for the effective passage of training sessions.
The fact that the room in which the student is engaged does not have
distractions, triggers (noise, excessive chatter, unnecessary items to
work)should be observed in the appropriate hygiene conditions, sufficient
availability of pure air, light.
2. To educate involuntary attention, it is necessary to expand the scope of
his imagination to develop interests in the knowledge of schoolchildren. The
higher the overall mental development of the child, the stronger the involuntary
attention will be developed.
3. In the first weeks of school classes, the teacher's reading of stories and
fairy tales serves as a good tool for educating attention.
4. A good organization of the lesson is an important condition for attracting
and maintaining attention. To do this, it is necessary for the teacher to
conscientiously prepare for the lesson, correctly think over the plan of classes
and their proper distribution, etc.
5. At the beginning of the lesson, it is useful to inform the purpose of the
lesson so that teachers can understand their tasks, know what to do.
6. In order to voluntarily attract involuntary attention, the content of
educational materials and the forms of its statement are of great importance for
the lively, bright, as impressive as possible story of the teacher, bringing specific
issues, showing pictures, applying pointing weapons.
7. The presence of hesitation and distraction of attention, fatigue of children
requires the bot–bot to rest, spend moments of rest, as well as alternating
activities with each other.
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8. It is necessary that the statement of the material itself is not in one tone
and the same, but in a lively vibrant character.
9. To attract attention, it is necessary to faoalize the educational work of
children. They have to do all the things they can do on their own, so that they
think more. 10.In the development of attention, it is of great importance for the
student to understand what is being taught to him. If something becomes
ambiguous for him, his attention may fade.
11. In order to develop the voluntary attention of the student, it is
necessary to educate in him a conscious attitude to study, a sense of duty,
responsibility for his work and behavior. Voluntary attention will depend
especially on the character and will of the child.
12.It is also necessary to educate children that they strive to end prejudice,
to show perseverance and diligence even at a time when correspondence work
or lesson is interesting and not easy.
Only when, in order to attract two types of attention when working with
children, as much as possible, replacing them with each other, creating the focus
after voluntary attention, will the teacher be able to successfully solve both the
educational task and the educational task. Also, the teacher should make good
use of the child whatever type of attention he is busy with. Because if it is
required that the child always sit with the necessary attention, the child is
quickly exhausted. Reading activity in elementary grades initially stimulates the
development of psychic processes, that is, the development of perception and
perception – the tevarak – directly knows the surrounding world. The
development of intuition and perception in small school children.
Analyzers in children of school age will be composed of batomom, but
their development will continue even at school age. Analyzers do not develop
uniformly. At a small school age, the sharpness of the eye increases at a slightly
slower pace, while in adolescents this pace increases again. At the same time in a
small school-age student, the ability to distinguish triggers related to vision and
hearing develops rapidly. During this period, the skill of quickly correcting the
visual apparatus in a different way is also significantly improved in order to look
at objects that are nearby (notebook, book) and objects that are standing some
distance away (Class Board, card on the wall). Children come to school knowing
the basic colors. In female children, the color perception trait will be developed
somewhat more strongly than in male children. This is because gaming activities
girls are more interested in the color of things than boys.
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When it comes to hearing acuity, it must be said that this ability will
have grown in younger school-age students for some time compared to
preschool children. In the first years of school education, the ability to hear
words is especially developed, which is helped by learning to read and write. In
turn, phonemic hearing is sufficiently developed, reading is more successful.
One of the important tasks of the teacher of primary classes at school is to
carefully look at the characteristics that are hos to the intuition of students and
take care of their increased sensitivity. The teacher should know which of his
students can not see clearly (see clearly what is near or far) and which one can
not hear well enough. It is necessary to show children with defects in the
sensory organs to the healer, and in the classroom they should be passed on so
that they can see and hear better. At the same time, the teacher should also take
care of the development of sensations in children. To some extent, his
involvement in painting, music, singing, the development of sensations in the
embrace of nature, the Association of excursions to museums, photo exhibitions,
etc. Children of small school age differ in sharpness and purity of perception.
The perception of students differs in originality. This can be explained by the age
characteristics of the higher nervous activity and the relative superiority of the
first signaling system. A small school–age student perceives in front of him a
tevarak-the surrounding world with lively interest, which every day reveals
some kind of novelty. However, this perception of the student at the beginning of
the school year allows us to talk about his shortcomings in terms of age. The
most characteristic aspect of the perception of children of small school age is its
low differentiation. Students of lower school age distinguish similar objects
ambiguously and erroneously: sometimes similar letters and words in terms of
writing or pronunciation do not differ from the image of similar objects and
similar objects and confuse them. This circumstance is due to the age-specific
weakness of the function of laying in perceptioThe most characteristic aspect of
the perception of children of small school age is its low differentiation. Students
of lower school age distinguish similar objects ambiguously and erroneously:
sometimes similar letters and words in terms of writing or pronunciation do not
differ from the image of similar objects and similar objects and confuse them.
This circumstance is due to the age-specific weakness of the function of laying in
perception. The superficiality of perception leads to The superficiality of
perception leads to the fact that students of small school age do not perceive
certain signs of their subject well, do not associate them with each other and do
not see its most important qualities. Bright, large, moving everything attracts
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their attention. Therefore, what is clearly visible to the eye is better perceived by
children than abstract abstract material. But year after year, the perception of
small school-age students becomes much more mature, complete. The second
level in the subject to be perceived goes to theThe second level in the subject to
be perceived goes to the next plan, the important, the main thing is clearly
visible. In children's perception, there is often a lack of analysis and synthesis, at
the age of which perception becomes tightly connected with emoing".
One of the important tasks of an elementary school teacher is to
carefully consider the characteristics inherent in the perception of students and
take care of their increased sensitivity. The teacher should know which of his
students cannot see clearly (see clearly what is near or far) and which ones do
not hear well enough. Children with a defect in the sensory organs should be
shown to the healer, and in the classroom they should be transferred so that
they can see and hear better. At the same time, the teacher should also take care
of the development of emotions in children. His involvement in painting, music,
singing, the development of emotions in the embrace of nature, the Association
of excursions to museums, photo exhibitions, etc.
Children of small school age differ in the accuracy and purity of
perception. The perception of students differs in its originality. This can be
explained by the age characteristics of high nervous activity and the relative
predominance of the first signaling system. A small school - age student takes
tevarak in front of him-the world around him with lively interest, which reveals
some kind of novelty every day. However, this perception of Sagittarius at the
beginning of the year of Sagittarius allows us to talk about its shortcomings by
age. The most characteristic aspect of the perception of small school-age
children is its low differentiation. Students of lower school age distinguish
similar things vaguely and incorrectly: sometimes letters and words that are
similar in writing or pronunciation do not differ from the image of similar things
and similar things and confuse them. This condition is due to the age-specific
weakness of the cognitive function, the most characteristic aspect of the
perception of young school-age children is its low differentiation. Students of
lower school age distinguish similar things vaguely and incorrectly: sometimes
letters and words that are similar in writing or pronunciation do not differ from
the image of similar things and similar things and confuse them. This condition
is associated with an age-specific weakness of the function of laying perception.
The superficiality of perception leads to the superficiality of perception, students
of small school age do not perceive certain signs of their subject well, do not
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associate them with each other and do not see its most important qualities.
Everything bright, large, moving attracts their attention. Therefore, what is
clearly visible to the eye is better perceived by children than abstract abstract
material. But from year to year, the perception of students of a small school age
becomes much more mature, complete. The second level in the subject to be
accepted goes to the second level in the subject to be mentioned goes to the next
plan, the important, the main thing is clearly visible. Children's perception often
lacks analysis and synthesis, at the age of which perception becomes closely
related to emoing".
Third-younger school-age students will not yet have a good grasp of
speech, especially in grades I–II. It will be easier for them to tell the general
meaning of the material in their own words; Fourth younger school-age students
many are not yet able to understand the meaning and organize memorization:
they do not know how to divide the material into groups according to its
meaning, use logical tables, allocate supporting points for memorization, and
draw up a logical plan of TEKS, which is associated with changing materials
again. Logical memory, the ability to remember and recall the meaning, essence,
thoughts, arguments, foundations, logical tables and reasoning of a material,
develops in the educational process and gradually arises. It is the duty of
teachers to stimulate the development of logical memory in every possible way,
to encourage children to realize its meaning in order to remember the material
well, to rebuild the material and teach it to interpret in their own words while
retaining its main content. The effectiveness of voluntary memorization is
determined by the level of intellectual activity of students of a small school age.
The level of intellectual activity is directly related to the organization of
memorization of students of a small school age and the acquisition of control
tools. Studies have shown that effective methods of memorization consist of
conducting readings by replacing them with self-control, self-examination, and
an attempt to reconstruct the material being remembered. Observations show
that students of small school age use only one simple way to remember more or
less independently–the repetition method. Individual memory differences are
also prominent in children. Due to the high level of memory readiness of the
same children, they can quickly remember something and give the necessary
answers. Others are slow to master, fast and not easily recalled. The teacher's
haste, his inability to persevere, and his inability to allow the student to think,
gather his thoughts together can lead to a misjudgement of the child's
knowledge. This creates in him a negative attitude towards the teacher and can
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undermine his confidence in his own forces. In conclusion, the learning and
discovery of the cognitive processes of Primary School students by the teacher
provides a factor in the educational and educational process.
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Yuldasheva Malahat Erkinovna. Kokand State Pedagogical Institute, senior
lecturer. https://www.gejournal.net/index.php/IJSSIR/article/view/1278.
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3. B.Khadjayev. ”Theory and practice of general pedagogy".2017. Psalm-
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