Development of cognitive activity of primary school students through didactic games

Анотація

Modern education is oriented not only towards gaining knowledge, but also towards the development of students‘ personality, their active participation in training process and the ability to think independently, analyze and make decisions, as well. In this context, the use of game technologies specially the games that enhance learning activity, is relevant as one of the most effective means of activating the learning process for younger schoolchildren. Primary school is considered the main stage in the development of a child's cognitive activity, motivation for learning and the foundations of independent learning. During this period, students express high emotional sensitivity, game-oriented behavior and interest in activities that contain elements of competition, innovation and creativity. Therefore, the inclusion of didactic games in the learning process not only facilitates the assimilation of training material, but also stimulates the active participation of students in the cognitive process, develops attention, memory, thinking and imagination processes. Didactic games are a special form of organizing education the content of which is learned through game activities. Unlike traditional games, their structure is guided by the goals and objectives of the training. The main components of didactic games are: goal, game task, game actions, rules, result, and evaluation of participants' performance. The main feature of a didactic game is that it combines learning and entertainment, creates a positive emotional environment, and encourages students to engage in an active learning process. In primary school, didactic games are used at various stages of the lesson: when explaining new material, consolidating knowledge, monitoring and correcting the learned material. It is important to take into account the age, level of development and interests of younger students during the use of game-based methods. The effectiveness of the game largely depends on its compliance with the objectives of the lesson, the logical presentation of the material and the level of preparation of students. It is also important that the game does not become an end in itself, but, on the contrary, organically integrates into the structure of the educational process, performing a teaching and developmental function. Studies show that the use of game-based methods significantly increases students' cognitive performance. Through games, children more easily acquire complex material, show passion, strive to achieve results and overcome difficulties. Games create an atmosphere of success, build self-confidence, develop emotional and volitional skills and cognitive independence. Didactic games also promote children's socialization: through group activities, they develop skills such as cooperation, mutual assistance, listening to others and expressing their opinions. Studies show that the use of game-based methods significantly increases the cognitive activity of students. Of particular importance here is that the game-based approach ensures individual learning, as each child participates in activities according to their abilities and interests. Modern information and communication technologies provide new opportunities for the use of digital didactic games. Interactive games, training programs, tasks and online quizzes make the learning process more dynamic and attractive, increase students’ motivation and participation. However, it is important to maintain a balance between traditional and digital game forms in order to maintain lively communication and emotional interaction between teacher and students. Thus, didactic games are effective pedagogical tools that help to increase the effectiveness of learning for young children. They combine the cognitive, emotional and communicative components of learning, create a persistent interest in knowledge and develop children's thinking and creativity. The effective use of didactic games in the learning process helps to make learning more meaningful, motivating and individually meaningful for each child. As a result, it should be noted that didactic games are not only a methodological tool, but also an important component of the modern education system, aimed at developing the child's personality and his active participation in the learning process.  Through the game students' cognitive culture, readiness for independent learning and successful adaptation to the knowledge society are formed.