Psychological and pedagogical conditions for activating pupils’ cognitive activity

Анотація

In the context of modernizing the education system, the problem of activating the cognitive activity of younger schoolchildren emerges during the theoretical study of the principle of activity in the learning process. This requires, first and foremost, the creation of legal frameworks that ensure effective teaching, diagnostics and the full development of children's abilities. The societal demand for creative and active individuals capable of flexibly and independently applying acquired knowledge in real-life situations and solving problems in specific conditions significantly influences the development of the entire education system, particularly primary education. Pupil engagement and awareness in the learning process stem from the nature of education as a process of understanding and mastering the material. The implementation of this principle requires: developing pupils' need for knowledge acquisition, applying various methods to activate cognitive activity (posing questions, encouraging conclusions based on factual analysis, etc.), expanding independent work for understanding and mastering materials, conducting observations, organizing practical activities, analyzing, summarizing, drawing conclusions, and stimulating creativity. These mental activities play a crucial role in educational development. As a key factor in the continuous education system, the specific characteristics of each age group define different approaches and methods for activating cognitive activity. The early school years are directly related to the teaching of primary schoolchildren. During this period, significant physical changes occur in children. The general development of their motor system increases their mobility, enthusiasm for play, and difficulty maintaining one position for extended periods. Increased excitability and reactivity to external stimuli, accompanied by rapid fatigue, require careful attention to their psychological state and the ability to transition smoothly between different activities. In this regard, implementing musical breaks, ensuring classrooms have fresh air, conducting relaxation exercises during recess, and other supportive activities are essential. Young pupils can quickly adapt their movements to logical rules, explain their actions rationally, shift between different situations, and make more objective evaluations. At this stage, children begin to understand relative concepts such as smaller, shorter, less, which help characterize the properties of studied objects more clearly. Since mechanical memory prevails in young schoolchildren, it is essential to teach them how to consciously absorb material and develop voluntary attention. The behaviour and actions of children at this age are largely imitative, which is why the educational process requires a structured pedagogical approach to foster self-awareness and self-analysis.