Competence In Primary School Children Research Articles

Emotional Competence in Primary School Children: Examining the Effect of a Psycho-Educational Group Intervention: A Pilot Prospective Study.

Emotional competence (EC) is a key component of children’s psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children’s emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) completed the Pictures of Facial Affect (POFA), the Drawn Stories Technique, the Classroom Drawing, and the Colored Progressive Matrices. The total sample was randomly divided into an intervention group (N = 116) who took part in psycho-educational activities and a control (no-intervention) group (N = 84). Both groups were tested at baseline, before the intervention started, and at the end of the intervention (4 months from baseline). Results from mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p = 0.01) and an interaction effect between POFA and group (F = 4.82, p = 0.03). No significant main effect was found for classroom drawing over time (F = 0.81, p > 0.05) or for quality of integration and group intervention. These findings support the importance of developing psycho-educational programmes in school for promotion of emotional health for preventing not only the onset of problematic behaviours at school such as bullying but also the development of clinical conditions linked to difficulties in emotional recognition, expression, and regulation such as alexithymia.

Prognostic competence as a criterion for the mental health of primary schoolchildren with psychological development disorders

IntroductionYounger schoolchildren with psychological development disorders have low cognitive activity, insufficient development of basic school skills, and a low level of educational motivation. In accordance with the requirements of the educational program for students with psychological development disorders, it is important to develop the ability to predict the results of their actions.ObjectivesThe study of predictive competence in primary schoolchildren with psychological development disorders.MethodsThe study involved 60 children aged 8-10 years with a psychological development disorder. To study predictive competence, the methodology “The ability to predict in situations of potential or real violation of social norms” was used.ResultsThe study revealed a low level of the cognitive and speech-communicative spheres of prognostic competence development in primary schoolchildren with psychological development disorders, as well as a deficit in prediction in the field of learning, which includes educational cooperation and educational communication of the child. Generalized statements, a passive position in future situations and pessimistic attitudes prevailed in the predictions of schoolchildren when constructing an image of the future. For schoolchildren with psychological development disorders, the prognosis is presented by monosyllabic answers, with the observable poverty of speech utterances.ConclusionsThe features of prognostic competence revealed in the study make it possible to develop individual programs for the development of the prognostic abilities of schoolchildren with psychological development disorders. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.DisclosureNo significant relationships.

Prognostic competence as a criterion for the mental health of primary schoolchildren with psychological development disorders

IntroductionYounger schoolchildren with psychological development disorders have low cognitive activity, insufficient development of basic school skills, and a low level of educational motivation. In accordance with the requirements of the educational program for students it is important to develop the ability to predict the results of their actions and deeds.ObjectivesThe study of predictive competence in primary schoolchildren with psychological development disorders.MethodsThe study involved 60 children aged 8-10 years with a psychological development disorder. To study predictive competence, the methodology “The ability to predict in situations of potential or real violation of social norms” was used.ResultsThe study revealed a low level of the cognitive and speech-communicative spheres of prognostic competence development in primary schoolchildren with psychological development disorders, as well as a deficit in prediction in the field of learning, which includes educational cooperation and educational communication of the child. Generalized statements, a passive position in future situations and pessimistic attitudes prevailed in the predictions of schoolchildren when constructing an image of the future. For schoolchildren the prognosis is presented by monosyllabic answers, with the observable poverty of speech utterances.ConclusionsThe features of prognostic competence revealed in the study make it possible to develop individual programs for the development of the prognostic abilities of schoolchildren with psychological development disorders, to teach how to predict the development of events in educational activities, to recognize the emotions of the participants in the events. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program.DisclosureNo significant relationships.

Longitudinal association of movement behaviour and motor competence in childhood: A structural equation model, compositional, and isotemporal substitution analysis

ObjectivesThe aim of this study was to analyse the association between physical activity and motor competence in primary school children using traditional and compositional data analysis approaches over time (time 1 and time 2). DesignA longitudinal observational design was used to study 124 typically developed children (45.2% girls), 5–10 years old at baseline. MethodsChildren's objectively measured physical activity and sedentary behaviour, actual and perceived motor competence were assessed at two time points, one year apart. Longitudinal association of movement behaviors with actual and perceived motor competence, in locomotion, ball skills and overall motor competence was explored using structural equation models, compositional analysis, and isotemporal substitution. ResultsWhen adjusted for sex, age, and body mass index, structural equation models and the composition consistently predicted actual and perceived motor competence at time 1 and time 2 (p < 0.01). Reallocation of 10 min from sedentary to light, or to moderate-to-vigorous physical activity, was associated with changes in actual motor competence, which was consistent from time 1 to time 2. Additionally, regarding self-perception, in time 1, isotemporal substitution of sedentary to light physical activity was the only reallocation associated with increases in perceived motor competence. In time 2, however, such positive associations were only found when reallocating time from sedentary or light to moderate-to-vigorous physical activity. ConclusionsAchieving adequate levels of moderate-to-vigorous physical activity, at the expense of sedentary and light physical activity, is associated with increases of actual and perceived motor competence over time.

Perfectionism and affect as determinants of self-perceived motor competence in primary school children

The aim of this study was to analyze the primary school students’ perception of their motor competence in the area of Physical Education, with respect to the affective domain and improvement. The sample consisted of 428 primary school students aged between 8 and 12 years (M=10.43; SD=0.837) (Castilla La Mancha, Spain). Perceived motor competence (PMC) was measured by the Perception of Competence Questionnaire (POC); perfectionism was measured by the three subscales of the Child Perfectionism Questionnaire, and, finally, affectivity was assessed by the PANAS (Positive and Negative Affect Schedule) questionnaire. Positive correlations were obtained between all the dimensions of the PMC and self-improvement (p&amp;lt;.05). Significant gender differences were found in the PMC dimension Peers and Self-Experience, with higher scores in males (p&amp;lt;.05). Differences were also found in the PMC dimension Peers as a function of weight status, being lower in the overweight group (p&amp;lt;.05). Age was related to self-experience being higher the older one was (p&amp;lt;.05). A model was generated that explained 23.7% of PMC with the total dimension of self-improvement and weight status. Three distinct profiles, called high, medium and low self-improvement, were detected. These groups in turn showed an analogy in perceived motor competence, high, medium and low, the result also obtained in the regression analysis (p&amp;lt;.05). These results extend the relationship between perceived motor competence and self-improvement in primary school children and are potentially of interest to the fields of education and psychology.

МОДЕЛЬ ПСИХИЧЕСКОГО И СОЦИАЛЬНО-ЭМОЦИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ ДЕТЕЙ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА (ПО ОЦЕНКАМ РОДИТЕЛЕЙ И ПЕДАГОГОВ)

The paper deals with the role of theory of mind in the development of socio-emotional competence in children of primary school age. The purpose was to study the role of theory of mind in the socio-emotional competence of children aged 7–9 as assessed by parents and teachers. To assess the level of children’s social and emotional competence, teachers and parents have developed a questionnaire aimed at assessing: the recognition and understanding of emotions; the understanding of the mental states of other people and the possibility of using them to predict behavior; the understanding of deception, false beliefs, and misunderstandings in social situations; empathy, pro-social behavior, the understanding of moral and ethical norms and rules; the development of social and communication skills. The development of theory of mind was assessed using the «Reading the Mind in the Eyes» test and the «Faux Pas Recognition Test». The study involved 49 children aged 7–9 (21 girls). When assessing the socio-emotional competence of primary school children, adults mainly rely on social understanding skills such as recognizing emotions and expressing empathy. The results of the study demonstrate differences in the assessments of socio-emotional competence depending on the children’s performance in tests for theory of mind. Significant relationships were found between the children’s recognition of mental states by eye expressions and adults’ assessments. Interestingly, no significant correlations were found between understanding of false beliefs and teachers’ assessments of socio-emotional competence, in contrast to the parents’ assessments. Interpretation of the results suggests a possible difference in the observation of children’s behavior among peers (by teachers) and among adults and siblings (by parents).

Perception of geometric sequences and numerosity both predict formal geometric competence in primary school children

While most animals have a sense of number, only humans have developed symbolic systems to describe and organize mathematical knowledge. Some studies suggest that human arithmetical knowledge may be rooted in an ancient mechanism dedicated to perceiving numerosity, but it is not known if formal geometry also relies on basic, non-symbolic mechanisms. Here we show that primary-school children who spontaneously detect and predict geometrical sequences (non-symbolic geometry) perform better in school-based geometry tests indexing formal geometric knowledge. Interestingly, numerosity discrimination thresholds also predicted and explained a specific portion of variance of formal geometrical scores. The relation between these two non-symbolic systems and formal geometry was not explained by age or verbal reasoning skills. Overall, the results are in line with the hypothesis that some human-specific, symbolic systems are rooted in non-symbolic mechanisms.

Дистанционное патриотическое воспитание в процессе формирования ценностно-смысловой компетенции младших школьников

В статье рассматривается дистанционное патриотическое воспитание в процессе формирования ценностно-смысловой компетентности младших школьников. Актуальность исследования определяется необходимостью формирования ценностно-смысловой компетентности младших школьников, как важнейшего целевого ориентира, заданного ФГОС общего начального образования и научно-практической неразработанностью дистанционных приемов и методов воспитания, способствующих формированию ценностно-смыслового компонента содержания патриотического воспитания в начальной школе. Автор обращает внимание на важность проблемы формирования ценностей и патриотического воспитания на современном этапе, приводя в пример опыт использования дистанционного патриотического воспитания для формирования ценностей в процессе воспитания младших школьников как способа реализации важнейшей педагогической задачи. Целью статьи является научное обоснование дистанционного технологического обеспечения процесса формирования ценностно-смысловой компетентности младших школьников посредством патриотического воспитания. Особое внимание в статье уделяется особенностям взаимодействия школы, родителей, младшего школьника и его социального окружения в современных социокультурных условиях в дистанционном формате. Результаты экспериментальной работы доказывают эффективность дистанционного патриотического воспитания для успешного формирования ценностно-смысловой компетентности младших школьников. Статья предназначена для работников системы образования, руководителей образовательных организаций и исследователей в области педагогики. The article examines distance patriotic education in the process of forming the value-semantic competence of younger students. The relevance of the study is determined by the need to form the value-semantic competence of primary schoolchildren, as the most important target set by the Federal State Educational Standard for general primary education and the scientific and practical underdevelopment of distance learning techniques and methods that contribute to the formation of the value-semantic component of the content of patriotic education in primary school. The author draws attention to the importance of the problem of the formation of values and patriotic education at the present stage, citing as an example the experience of using distance patriotic education for the formation of values in the process of education of primary schoolchildren as a way to implement the most important pedagogical task. The purpose of the article is the scientific substantiation of the remote technological support of the process of forming the value-semantic competence of younger students through patriotic education. Particular attention in the article is paid to the peculiarities of the interaction between the school, parents, primary schoolchildren and his social environment in modern socio-cultural conditions in a distance format. The results of the experimental work prove the effectiveness of distance patriotic education for the successful formation of the value-semantic competence of junior schoolchildren. The article is intended for educators, heads of educational organizations and researchers in the field of pedagogy.

USING THE INTERNET SERVICE OF AUGMENTED REALITY BLIPPAR AS A MEANS OF FORMING THE READING COMPETENCE OF SECOND-GRADERS

The article is devoted to the analysis of methodical features of the use of augmented reality as a means of forming the reading competence of pupils of the second grade of primary school. The paper presents the analysis of recent research on the importance of involving schoolchildren in the reading process. It is determined that in recent years the interest of pupils in reading has significantly decreased, and this in turn has affected the overall comprehensive development of pupils. It has been scientifically proven that reading plays an important role in the formation of a personality. Thus, thanks to reading, a person's horizons expand, their vocabulary is enriched, and their speech activity improves. Recently, the latest computer and Internet technologies have had a significant impact on the lives of the younger generation. ICT has made great changes in the organization of the educational process of the school. Teachers actively use Internet resources to achieve educational goals in various subjects, including reading. A sensitive period in the formation of pupils' reading competence is the period of primary schooling. The article identifies the features of the formation of reading competence of primary school pupils on the basis of the latest computer tools, analyzes the types of augmented reality Internet services that should be used in the formation of reading competence of primary school children: SketchAR, Quiver, BlippAR and others. Criteria, indicators of formation of reading competence of second-graders are developed: perception of works of art of different genres, readability, ability to build and express the opinion, motivation to reading. Based on the certain criteria and indicators, the levels of formation of pupils' reading competence were characterized. The method of formation of reading competence of second-graders by means of augmented reality on the basis of the BlippAR Internet service is offered. The results of the study prove the effectiveness of using the Internet service of augmented reality BlippAr as a means of forming the reading competence of second-graders.

Research Skills in Primary School Students Formation: Developmental and Competence Impact

Objective: The level of research skills of children with inclusion depends on the teacher's research competencies. To develop them, a future teacher must constantly conduct research and practical work in his own learning process. Background: The formation of research competence in primary school children with disorders is formed on the basis of a common desire for knowledge of the world, due to age-related characteristics and social conditions of education. The task of a teacher in this vein is not only to structure the cognitive interest of younger students but also to integrate educational research competence into the age group. Method: In preparing the study, students were required to deeply analyse information regarding the state of the issue, a comparative description of various modelling options and research methods, an analysis of their advantages, disadvantages, and the choice of a model and research method that would be adequate to the assigned tasks. Results: Future teachers' willingness to present the teaching material is considered, and also the willingness to raise discussion questions and thus form additional research material. The authors of the article show that such competence is formed in the process of formation of general research competence and can be expressed in a number of definitions that require additional training of a future teacher. Conclusion: There is a need to form research competency directly with teachers, who shape the future research qualities of “special” schoolchildren, which in turn forms the future of a scientific nature.

Descriptive epidemiology and correlates of children’s swimming competence

ABSTRACT This study examined the swimming competence of primary school children, and how it was related to swimming activity, non-fatal aquatic events, and demographic factors. Primary school students (N = 4959; female = 2705, male = 2241; age range = 5 to 14 years) across 28 schools in the 15 districts of Hong Kong completed the Swimming Competence Questionnaire, and questions about their swimming experience, non-fatal aquatic events, and demographic variables. Descriptive statistics showed that over 60% of children could swim more than 5m, but less than 50% could swim over 25m. Over 50% of children were able to perform some basic swimming skills (e.g., holding breath underwater, floating, poolside/kickboard kicking, and treading water). Swimming competence was positively predicted by the demographic factors (i.e., age, sex, family income, and parents’ highest education level), swimming experience, learning experience, and swimming location. Treading water was the only factor of swimming competence that established asignificant negative association with non-fatal aquatic events. Current results can be used to target key groups to improve children’s swimming competence and reduce non-fatal aquatic events; children from lower socio-economic backgrounds and with less swimming experience should be encouraged to participate in more formal learn to swim lessons.

Формирование межкультурной компетенции младших школьников при обучении иноязычному аудированию

The article is devoted to the issue of teaching how to master listening comprehension skills while learning a foreign language in order to form the intercultural competence of primary schoolchildren. The relevance of the study is due to the need to create a fundamental basis for giving possibility to pupils to master communication skills in order being able to communicate effectively in a foreign language at a cross-cultural level, which is one of the strategic goals of modern linguistic education. The technology of phased work with authentic texts for mastering listening comprehension skills, including the stage of preliminary work and smoothing difficulties, the stage of listening and working with the text, the stage of post-listening and doing creative tasks based on the text is presented in the article. Research methods: scientometric analysis of scientific sources, pedagogical modeling, analysis of educational programs and standards, educational documentation and educational information on research studied, diagnostic methods, such as survey, experimental learning. Results. It is proposed to solve the problem by listening to authentic texts, as a purposeful process of mastering not only the linguistic, but also the cultural code of a foreign language, which is necessary to realize the principle of cultures’ dialogue. The educational goals in teaching primary schoolchildren how to master listening comprehension skills while learning a foreign language, as well as the methodological arguments for teaching listening comprehension as an independent type of speech activity are highlighted. It is concluded that this is not always the case when having a high level of foreign language communicative competence, students can achieve successful interaction at the intercultural level due to insufficient intercultural communication skills.

Use of drama techniques in teaching elementary communication in German to primary school children

In the article, the rational for using drama techniques in teaching elementary communication in German to primary school children and the need for special training for students/teachers in using such techniques in foreign language studies is explained. Four types of elementary communication in foreign language which are typical for primary school children (quasi-, proto-, para- and metacommunication) are identified and described in the context of the development of elementary foreign language competence in primary school children at A1.1 and A1.2 levels. The imitation was found to be a main tool for foreign language learning at A1.1 first level of the development of elementary foreign language competence which provides for receptive and imitative oral German language learning based on perception, understanding and reproduction of foreign linguistic units with no modifications and with minor modifications. In the context of initial two of these four types of elementary communication in foreign language (quasi- and protocommunication), most appropriate drama techniques are selected for successful implementation of suggested foreign language learning mechanisms in primary school children, such as «hear and act», «magic mirror», «dramatic identification», «kaleidoscope», «sculptures», finger drama games, puppet theater, fairy tale games. Four groups of drama techniques are selected based on established language activities, namely those aimed at the development of the following skills in students: perception and understanding of German linguistic units; reproduction of German language models based on imitation without modifications; reproduction of German language models with minor modifications; building short German phrases based on analogy. Implementation method for selected techniques is demonstrated using examples from German language school books and from teaching practices.

Pedagogical Conditions of Young Learners’ Social Competence Formation in the Educational Process of Modern Ukrainian Primary School

Up to date, there are growing appeals for the Ukrainians’ social security and protection under the conditions of increasing technogenic and growing informational load, leading to the risk of destroying personality. Previous studies have emphasized that social competence becomes more complicated as children grow older, and most intervention efforts for this age group target individual skills, the family, and the classroom setting. It is of critical value to nurture physically robust and socially developed full-fledged citizens, since there is a lack of the national rigorous study in the relevant domain. The aim of the research is to further extend and design social interaction research, the theoretical discourse and practical vision of fostering and improving primary schoolchildren’s social competence in the new Ukrainian school setting. Taking a broad view on different approaches to the concept of social competence, we consider it a person’s integrative capacity, formed in the process of his/her socialization experience. Thus, sharing societal norms and expectations, motives, values, emotional and practical skills, and knowledge, a person gains effectiveness of interaction with other people, independently finds constructive solutions to problems in real life situations, and rapidly adapts to new living conditions. Fostering and improving social competence in primary schoolchildren in the New Ukrainian School setting should become an indispensable part of school-parents’ partnership in designing a variety of strategies and practices for improving schoolchildren’s social knowledge and skills, and respectively making young learners balancing studies and social life.

Efficacy of a 7-week dance (RCT) PE curriculum with different teaching pedagogies and levels of cognitive challenge to improve working memory capacity and motor competence in 8–10 years old children

ObjectivesThis study examined how learning a dance choreography with different teaching pedagogies and different cognitive challenge influenced the development of working memory capacity and motor competence in primary school children. DesignRandomised-controlled trial. MethodsEighty primary school children (8.8 ± 0.7 years old; 61% females) were recruited and randomly assigned to two experimental groups – a high-cognitive and a low-cognitive group – and a control group. The two experimental groups practiced dance for 7 weeks, twice a week, learning a choreography, while the control group participated in the school standard PE curriculum. In the high-cognitive group, the dance teachers limited visual demonstrations and encouraged children to memorise and recall movement sequences to increase the cognitive challenge. ResultsWhile the pre-to post-test improvements did not statistically differ between experimental groups, the analysis showed that the high-cognitive group statistically improved their working memory capacity (p < 0.01; d = 0.51), while the low-cognitive (p = 0.04; d = 0.48) and control groups did not (p = 0.32; d = 0.17). All three groups improved their motor competence from pre-to post-test, and there was a significant group*time effect (p < 0.01, ηp2 = 0.13) with the high-cognitive group showing larger improvement than the control. ConclusionsThe results of this study provide initial support that dance practice coupled with a high cognitive challenge could improve working memory capacity and motor competence in children; however, the difference between groups was not statistically significant, and future research is necessary to examine the generalization of this finding.

FORMATION OF PUPILS’ ECOLOGICAL COMPETENCE WITH SPEECH DISORDERS AT MATHEMATICS LESSONS

The article reveals the issue of formation of ecological competence of students with speech disorders in mathematics lessons, substantiates the pedagogical conditions of formation of ecological competence of students with speech disorders in mathematics lessons. At the same time, environmental education is considered as the basis of a new paradigm of the modern educational system, which is based on personalityoriented and humanistic approaches to the organization of educational activities of students with speech disorders. The authors of the article single out the pedagogical conditions that proved to be effective for the formation of ecological competence of students with speech disorders in mathematics lessons: the use of problem situations for the formation of ecological competence of students with speech disorders in mathematics lessons; increasing the readiness of teachers to use innovative methods in combination with traditional ones in working with students with speech disorders; establishing interaction with parents to consolidate the acquired knowledge about nature. The authors proceed from the fact that in the formation of environmental competence of primary school children it is important to combine traditional educational methods with active methods of education, which require the child a higher level of independent cognitive activity. The article proves that the presence of students' interest in nature and their activity in learning about the environment plays a significant role in the formation of ecological culture. Attention is also paid to the formation of a number of research skills in students (to see the problem, to analyze the described situation, to make hypotheses about ways to solve the problem, to test their statements, to prove their own opinion, etc.).

Formation of National-Patriotic Competence of Primary School Children (Based on the Artbook “The War That Changed Rondo”)

Formation of National-Patriotic Competence of Primary School Children (Based on the Artbook “The War That Changed Rondo”)

Дитячий фольклор як засіб формування комунікативної компетенції у дітей молодшого шкільного віку

Today, the issues of creativity, the disclosure of the creative beginning of each child as a real subject of life, are gaining a new sound. Society today desperately needs people who think creatively, are able to create culture, live р р, develop р. Therefore, the formation of an educated, creative personality р one of the priority tasks of education reform р Ukraine. Under the conditions of the national revival of the spirituality and culture of the Ukrainian people, oral folk art can р an effective means of forming communicative competence. Therefore, younger students should р offered the best examples of folklore. After all, they are close to the children’s world. The ред of oral folk art during the educational process with children has its own methodology and sequence, which takes into account the specifics and features of the child’s age, compliance with which will contribute to the development of speech р general and the formation of speech and communicative competence. Also, one of the important, effective ways to develop verbal creativity р junior high school has always been a folk tale, as one of the varieties of folklore. After all, р р a fairy tale that best activates children’s imagination and creative thinking, serves as a model of literary language and a means of developing coherent speech, a source of images and plots. Listening to fairy tales allows you to expand, enrich your vocabulary, lay a solid foundation for coherent speech and communicative competence. After all, fairy tales, as a rule, include repetitions, repeated listening to which helps to memorize words and individual expressions and, consequently, replenish the passive vocabulary.The teacher needs to create appropriate conditions for the full speech development of students. After all, by systematically using various genres of oral folk art р the educational process, significant results can р achieved. Oral folk art provides an example of literary correct, pure language, significantly enriches the passive and active vocabulary, forms knowledge about the environment, as a result р the basis for the formation of both language and speech competence of primary school children.

The Stability of Perceived Motor Competence of Primary School Children from Two Countries over One Year

ABSTRACTChildren’s positive perceived motor competence (PMC) provides motivation for physical activity. Theoretically young children (<8 years) have inflated PMC but as children cognitively develop, perceptions are hypothesized to decrease. This study investigated strength of PMC association over time, whether any change was negative (i.e. PMC decreased) and sex differences. A total of 198 children participated, 88 (44.4%) girls and 110 (55.6%) boys, aged 8.37–11.3 years at time point one (T1). Test–retest reliability using intraclass correlation was moderate for locomotor and moderate-to-good for object control perception. Hierarchical regression analysis showed PMC at T1 positively predicted significant variance one year later (T2) for locomotor (23.1%) and object control skill (5 items: 37.7%; 7 items: 39.9%). Whilst boys and girls differed on perception level there was no interaction between PMC and sex. Incongruent with previous theoretical perspectives this study identified stability in children’s PMC across an important developmental period.

Использование математических задач для развития у младших школьников навыков исследовательской деятельности

The article deals with the formation of research competence of primary schoolchildren through the use of heterogeneous mathematical tasks. The author analyses the types of classifications of mathematical tasks of different types that contribute to the activation and development of thinking in younger schoolchildren: creative tasks and tasks, the solution of which leads to the emergence of a new idea. It justifies the conclusion that&#x0D; the work on the development of logical thinking and the formation of a non-standard approach to solving problems in the course of teaching mathematics can and should start from the first grade.