Keyword: «fourth-graders»

. In modern society, it is necessary to develop organizational skills and abilities, starting from primary school age. This is possible under specially created psychological and pedagogical conditions: inclusion of fourth-graders in the cooperative creative activity of the teacher and students, creation of a personality-oriented educational environment, taking into account the age characteristics of students. The purpose of the article is to reveal the psychological and pedagogical conditions for the development of organizational skills in fourth-graders. The theoretical significance of the research is in description of the organizational skills development among fourth-graders in the creative workshop. The practical significance of the study lies in working out and implementation of a series of measures aimed at developing organizational skills in fourth-graders.

the article substantiates the relevance of developing fourth-graders' knowledge of their native land through problem situations. The three-component structure of knowledge (cognitive, value-based, emotional) is revealed. A typology of problem situations in relation to local history material (situations of contradiction, choice, hypothesis, discrepancy) is presented. It is proved that problem situations comprehensively affect all components of knowledge, contribute to the transition from formal memorization to understanding and the formation of a value-based attitude towards the small homeland.

the article presents the results of a theoretical and empirical study of the problem of developing knowledge about the native land among fourth-grade students. A theoretical analysis of regulatory documents, the School of Russia educational and methodological complex, and extracurricular activity programs allowed us to identify the cognitive, activity-based, and value-emotional components in the structure of knowledge about the native land. The ascertaining experiment revealed that only 4-8% of students had a high level of knowledge, 46-52% had an average level, and 40-50% had a low level. Typical difficulties were identified: ignorance of small rivers, disproportion in knowledge of crafts, and inability to name fellow countrymen. Based on the analysis of the causes of the identified shortcomings, two key pedagogical conditions were theoretically substantiated: the use of diverse local history materials and the organization of practice-oriented tasks

This article examines the theoretical and practical aspects of developing knowledge about the rights and responsibilities of a citizen of the Russian Federation in fourth-graders in world around us lessons using a workbook. The results of an experimental study are presented, confirming the effectiveness of the developed workbook, "My Rights and Responsibilities," in developing legal knowledge, a value-based attitude toward the law, and a willingness to apply norms in everyday situations. The study's findings may be useful for primary school teachers and supplementary education providers.