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Август 2020 10-қисм
Тошкент
CHILDREN’S DEVELOPMENT INTERNAL MEANS OF SELF- CONTROL OF
EDUCATIONAL ACTIVITY
Turdaliev Obidjon Sodiqjon o‘g‘li
A student of TSUOS
Mirahmedova Muhsimaxon Abduhalimovna
A teacher of primary children at School
27 in Fergana region, Bagdad district
Annotation:
From the first days of schooling, high demands are placed on the child’s attention,
especially in terms of its arbitrariness and controllability. Children who come to school do not yet
know how to purposefully hold attention. In this article children is about to learn how to develop
self-control in primary children and the impotance of primary schoolchildren’s teacher during this
process.
Key words:
involuntary attention, development of attention, rational techniques
From the first days of schooling, high demands are placed on the child’s attention, especially in
terms of its arbitrariness and controllability. Children who come to school do not yet know how
to purposefully hold attention. First graders are unable to concentrate on work for a long period
of time, they are easily distracted, and they need to change activities frequently. Children pay
their attention mainly to what is bright and attractive, what is directly interesting to them, that
is, involuntary attention remains predominant at the first stages of learning. In order to keep the
student’s voluntary attention during the lesson, the teacher must constantly attract elements of
involuntary attention: use visual elements, highlight important details with bright colors, change
forms of work and methodological techniques, use elements of play and competition. Under the
influence of the teacher, children develop internal means of self-regulation of educational activity.
Voluntary attention becomes an element of self-control. This is facilitated by a clear order of
control actions, the requirement to follow this order at home and at school. Gradually, the child
learns to direct and purposefully maintain his attention on important and necessary phenomena
and objects, and not just on those objects that are outwardly attractive. In the second and third
grades, many students already have voluntary attention, concentrating it on any material that the
teacher explains or is in a book. The arbitrariness of attention, the ability to purposefully direct it
to one or another task is an important acquisition of students of primary school age.
The development of attention is also associated with the expansion of the scope of attention
and the ability to distribute it between different types of actions. Therefore, it is useful to set
educational tasks so that the student, while carrying out his work, can observe the work of his
classmates. Some children are scattered in the classroom precisely because they do not know how
to distribute their attention: while doing one thing, they lose sight of others. The teacher needs to
organize work in the classroom in such a way that children are accustomed to the simultaneous
control of several actions.The memory of primary school students develops in two directions
- arbitrariness and meaningfulness. Children of primary school age involuntarily memorize
educational material that is interesting to them, presented in a playful way or associated with vivid
visual images. But, unlike preschoolers, they are also able to purposefully memorize material that
they are not interested in. Every year more and more teaching is based on arbitrary memory. It
is important that younger schoolchildren (just like preschoolers) have good mechanical memory.
Many of them are able to mechanically memorize educational texts, and then verbatim reproduce
what they have memorized. A younger student can successfully memorize and reproduce a text
he does not understand, so adults must control not only the result (the accuracy of the answer, the
correctness of the retelling), but also the process itself - how, in what ways the student remembered
it. Overuse of mechanical memorization can lead to significant difficulties in the middle grades: as
the material becomes more complex and larger in volume, it becomes more difficult to memorize
mechanically. Improving semantic memory at primary school age makes it possible to master a
fairly wide range of mnemonic techniques, that is, rational methods of memorization. When a
child understands educational material, comprehends it, he also remembers it at the same time.
Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are
inextricably linked. Therefore, it is important that the teacher in primary school teaches children to
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