Abstract
One of the important directions of school psychologist work with children is cognitive area development. Development problem, correction and improvement of learners’ intellect abilities are one of the most important in psychological-pedagogic practice. It is fairly considered that its main way of solution is rational organization of all the educational process. Specially organized game training of thinking can be considered as a supplementary. The paper presents a research of primary school children including different methods such as E. Lan dolt rings, Raven matrix, Rubiks cube. Children from the 1st to the 4th grade at the age of 7 to 11, total number 80, participated in the research. The research was conducted on the basis of school No. 6 (Aktau city, Kazakhstan). The conclusion was made that those children with low results have weakly developed image-efficient thinking. Children with average results have demonstrated visual-efficient thinking as average developed. And children with high results have demonstrated high developed visual-efficient thinking. Important psychic functions for primary school children are perception, memory and imagination, but of course the most important at this age is thinking development. None of the psychic functions can be developed without thinking.
Highlights
Teachers’ multiple observations have shown that a child who has not learnt how to study and acquire ways of intellectual activity in primary school usually becomes underachiever at secondary school
According to the results of the research the following conclusion can be made: attention productivity and stability during schoolchildren education process was developing dynamically enough as first two grades have higher per cent of the average level 84% and 65% correspondingly, in the 3rd and 4th grade 85% and 81% have high index. This is connected with the fact that psychic function is not developed enough with 7 - 9 year old children and in this connection most children had average points, but at the age of 9 - 11 this function is nearly formed completely, so most of the children received the maximum number of points on this method
The conclusion can be made from the presented results that those children with low results have weakly developed image-efficient thinking
Summary
Teachers’ multiple observations have shown that a child who has not learnt how to study and acquire ways of intellectual activity in primary school usually becomes underachiever at secondary school. One of the solutions is creating conditions in primary school providing children’s complete mental development connected with the formation of stable cognitive interests, skills and abilities of thinking activity, intellect qualities and creative initiative. How to cite this paper: Almakhan, K., & Manshuk, K. Primary School Children Cognitive Processes Development Research. Development problem, correction and improvement of learners’ intellect abilities are one of the most important problems in psychological-pedagogic practice. It is fairly considered that its main way of solution is rational organization of all the educational process. Organized game training of thinking can be considered as a supplementary
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