Open AccessPSYCHO-PEDAGOGICAL CONDITIONS TO INCREASE COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN
Author(s) -
Л. Г. Дмитриева,
А. А. Насырова,
Н. А. Колесникова,
М. С. Бунакова
Publication year - 2017
Publication title -
vestnik kemerovskogo gosudarstvennogo universiteta
Language(s) - English
Resource type - Journals
eISSN - 2078-8983
pISSN - 2078-8975
DOI - 10.21603/2078-8975-2017-2-129-134
Subject(s) - empathy , cognition , psychology , adaptation (eye) , curriculum , cognitive development , process (computing) , developmental psychology , mathematics education , pedagogy , social psychology , computer science , neuroscience , operating system
The article is devoted to the role of increase of junior schoolchildren’s cognitive activity as an important condition for the development of cognitive abilities of learners. Psycho-pedagogical support should be focused on the development of cognitive functions of junior schoolchildren, and psychologists and parents should be involved in this process, as well as the teachers. Traditionally, psycho-pedagogical support at primary school focuses on the child's adaptation to the new educational environment. We consider that a child needs the same support in the process of mastering the curriculum. There is no true support without an emotional involvement and empathy, and as a result cognitive activity of a child might suffer greatly. It was proven by empirical results obtained in an ordinary school, where no innovative teaching methods are used. At the end of primary school pupils have a significantly reduced motivation, teachers express no serious interest in problems of junior high school students. Not entirely satisfactory educational environment also could not provide a positive influence on the development of cognitive sphere.