Keyword: «primary schoolchildren»

The article discusses the specifics of work on the formation of geometric concepts in primary schoolchildren. The authors present theoretical aspects and results of research work on the identification and formation of geometric concepts in primary schoolchildren in the process of primary mathematical edu-cation using various types of tasks.

This article examines the issues of developing the communication skills of junior schoolchildren in Russian language lessons. The article will present the relevance of this issue, the theoretical characteristics of communication skills, examples of group work tasks aimed at developing communication skills for stu-dents in Russian language lessons.

The article describes the results of a study of the developmental characteristics of children with normal and speech impairments in primary school. The features of visual-effective and verbal-logical thinking of younger schoolchildren are revealed, and the levels of proficiency in the elements of learning in children are diagnosed. The results of a study of the emotional sphere in children of primary school age are shown.

The article reveals the problem of forming cognitive activity in younger schoolchildren in the process of learning mathematics. The authors of the article describe the theoretical and practical stages of the study related to the formation of cognitive activity in 3rd grade students, and also provide a description of the developed set of mathematics exercises aimed at increasing cognitive activity in primary schoolchildren.

This article explores the importance of developing third-graders' ability to analyze fables in light of the requirements of the Federal State Educational Standard for Primary General Education for the development of meta-subject outcomes. The results of a pedagogical experiment are presented. Three pedagogical conditions for the effective development of this skill are identified: a criterion-based approach; a combination of active learning methods and techniques (problem-based questions, "stop-reading," clusters, cinquain); and the use of a range of teaching tools (worksheets, visual support diagrams, mind maps, educational games, and dramatizations).