Keyword: «начальная школа»

the article discusses the importance of the system-activity approach for the implementation of the tasks of the federal state educational standard for primary general education.

The problem of the development of logical thinking in primary school students is revealed, their peculiarities of logical thinking are revealed. These data show that it is in primary school age that it is necessary to carry out purposeful work on teaching children the basic techniques of mental operations. Psychological and pedagogical studies of domestic and foreign scientists have proved that the basic logical skills at the elementary level can be formed in children starting from 5-6 years of age.

The content of the article reveals the relevance of this process, its timeliness, in the conditions of increasing risks caused by the peculiarities of the modern society development due to globalization, informatization, technologization. In addition, the need to examine this problem is due to the psychological, pedagogical and age-related prerequisites for the development of children of primary school age. The purpose of the study is a theoretical study of the problem of pedagogical support for the emotional development of primary school children. The methodological approaches that served as the basis for considering the problem of pedagogical support for the emotional development of primary school children are: humanistic, personality-oriented, systemic activity-oriented approaches. The article describes the age characteristics of the emotional development of primary school students (impressionability, spontaneity, frankness of feelings expression, emotional instability, little experience in recognizing emotional states in other people and in themselves, etc.). As a result, the essence of the "emotions", "support" and "pedagogical support" concepts was clarified. In the modern primary school, pedagogical support for the emotional development of the student, as noted by the researchers, takes on new meanings, based on the idea that the implementation of any activity is ensured by the coherence of functioning, the unity of the intellectual and emotional spheres. The theoretical and practical significance of the study correlates with the requirements outlined in the provisions of the Federal State Educational Standard of Primary General Education, which indicate the need to search for directions, forms, methods of pedagogical support for primary school students, expanding the range of subjects participating in the process of emotional development of students (parents, teachers, classmates, peers), organized with taking into account such principles as targeting, personalization, timeliness, consistency, etc.

The article considers the game as a method of teaching preschool and primary school children English as a foreign language. The functions of the game in teaching, the main criteria for its correct implementation by the teacher, as well as the sequence of actions in preparation for such classes are given as an example. Based on the author's pedagogical experience, the experimental game technologies used in the class with the low level of foreign language competence are described and the results of such an experiment are analyzed.