Keyword: «cognitive activity»

In the article attention is paid to the methods of activization of cognitive activity of junior schoolchildren by means of application of technology of critical thinking development on the lessons of literature cognitive activity of junior schoolchildren through the use of technology of critical thinking development at the lessons of literary reading (TCRM). A brief description of its stages is given and fragments of lessons developed for elementary school students are presented.

The article discusses the essence of research skills of primary school students in teaching mathematics, the components and directions of formation. Pedagogical methods are also presented, with the help of which research skills are formed. The inclusion of research methods in the educational process allows students not only to master subject competencies, but also to develop the ability to think analytically and independently search for solutions.

The article examines the age-specific characteristics of primary school children as a key resource for developing their research activity. It provides theoretical justification that psychological characteristics of primary school age, such as cognitive activity, the predominance of visual-figurative thinking, and the development of voluntary regulation, internal plan of action, and reflection, create a favorable foundation for engaging children in research activities within the educational process in primary school. Drawing on L.S. Vygotsky's cultural-historical approach and the theory of learning activity by D.B. Elkonin and V.V. Davydov, the article demonstrates that research activity not only aligns with the mental development of primary school children but also serves as an effective means for developing their cognitive abilities and personal qualities. Practical approaches for utilizing the age-specific characteristics of primary school children in primary general education are proposed, including examples of tasks aimed at developing research skills and a tiered approach to their organization. The conclusion emphasizes the necessity for primary school teachers to transition from the traditional role of knowledge transmitters to that of organizers of research activity.