Keyword: «younger schoolchildren»

In the conditions of an information civilization, the processes of globalization and the simultaneous humanization of society, rapid transformations are taking place in the education system. A modern school that legitimizes the right of every child, including those with health impairments, to receive education does not have time to provide the technological component of the multilevel process of learning and upbringing. Younger schoolchildren living through the period of reaching a new level of personal development and adapting to the new requirements of society are particularly vulnerable. Almost all students with health impairments at the initial stage of training have a disorder of school skills in the form of violations of writing (dysgraphia), reading, and general underdevelopment of oral speech. The purpose of our research was to work out a training program that, in addition to speech therapy technologies, would include didactic tools capable of influencing intentional acts of students’ consciousness, thus regulating cognitive activity, and increasing the effectiveness of speech technologies to overcome dysgraphia. The article analyzes interdisciplinary approaches to teaching younger schoolchildren with dysgraphia from the positions of didactics, psychology, logopedics, and neuropsychology. The didactic potential of sense techniques in the form of “sense tasks” is considered. The method of didactic modelling was chosen as the main method of experimental work to assess the effectiveness of the dysgraphia overcoming program using “sense tasks”; among the methods of the empirical level are observation, experiment, and comparison. The research results showed the possibility of a corrective effect on the speech characteristics of younger schoolchildren with dysgraphia by means of a didactic program using “sense tasks”. The best dynamics had schoolchildren with regulatory dysgraphia according to neuropsychological classification, demonstrating the effectiveness of meaning techniques in influencing the emotional, volitional, and cognitive sphere of schoolchildren, ultimately improving the characteristics of programming activities and self-control. Improvements in writing performance were observed in groups with acoustic dysgraphia and dysorthography. The article is of interest to methodologists and teachers of primary education, speech therapists, and neuropsychologists of secondary schools.

This article is devoted to the development of the imagination of younger students in the process of studying the subject «World around». Indeed, in modern society there is a need for an independent, free, diversified personality capable of creatively transforming reality. Only individuals with a well-developed imagination and creative thinking will find it easier to adapt and develop in the modern information world. The development of the imagination of the younger generation is the key to the success of this process. We consider diagnostics of the development of the imagination of younger schoolchildren, give practical recommendations for organizing work aimed at increasing the level of development of imagination within the framework of the subject «The World Around» in classroom and extracurricular activities.

The article presents the results of experimental work on the formation of cognitive independence of younger schoolchildren in the classroom of the surrounding world. The role of the teacher as an organizer of effective cognitive activity of younger schoolchildren is defined, during which students' interest in independent search for new knowledge develops.

This article examines the issues of continuity between a preschool educational organization and an elementary school in the aspect of the formation of mathematical representations in children. The authors present the results of the research work, as well as a brief description of the organization of work aimed at maintaining continuity between a preschool educational organization and an elementary school in the aspect of the formation of mathematical representations in children.