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ФИО автора:
Aximbetov Sultanbek
Student
Nukus State
Pedagogical Institutes
Название публикации:
«SCHOOL
ADAPTATION AND INTELLECTUAL
ACTIVITY OF PRIMARY SCHOOL CHILDREN»
Annotation: This article provides insights into the mental development,
leadership activities, mental development, and personality formation of a small
school-age child.
Keywords: Small school age, student, learning activity, personal preparation
grammar, arithmetic, N.S. Leites, thinking
Learning activities include intelligence, sensitivity, and development of the ability to
observe, remember and recallb creates important conditions for, forms computational
skills. In the process of education, their knowledge expands, their interests increase,
they become creative develops the ability to search,
increases the activity and
independence of thinking, the activation of the mental capacity occurs. Children of this
age have their own from people of other ages with clarity, fluency, and sharpness of
perception differs sharply. They are able to master the important features of cognition,
because they are devoted to everything and look very carefully. The perception of a 7-
10 year old student is directly related to his behavior, play and work activities. The
student understands his needs, inclinations, interests and behaviors in accordance with
the conditions of life, as well as what the teacher recommends. A child who comes to
first grade can compare things together, knowing the color, shape, and size of objects,
and their placement in space. It is very important for a child to have a high level of
sensory development for school. By school age, a normally
developing child is well
aware that pictures and photographs reflect real life. That is why they try to find out
what is reflected in the pictures and drawings by comparing them to real life. The child
is able to understand that the pictures depict things around them in a smaller way. These
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images develop aesthetic and artistic taste in children. Because through these pictures
the child understands, distinguishes and expresses the beauty of the world, its different
colors. The development of thinking can be seen in the mental health of the child of
primary school age, in his cognitive activity. The child's curiosity is mainly focused on
learning about the world around him. While playing, the child tries to learn about the
mysteries of the world, its causes and effects. For example, the child is independent
can study which objects sink in water and which ones can swim. When a child is active
in mental relationships, he asks a lot of questions to this day, and these questions are
basically different. The child is very interested in how it snows and rains, where the
sun is at night, how the car travels, the distance from the ground to the sky. It's their
"why?", "How ?, through what?" will be aimed at answering questions such as.
Children of this age are mainly able to think more deeply about what they see. The
main type of thinking in children of this age is figurative thinking. The moral
consciousness of primary school students undergoes significant changes during the
first and fourth grades of reading, and the moral qualities,
knowledge, and imagination
are significantly enriched, and the child begins to understand himself. He doesn't know
the good and the bad in himself, but he feels his "I". he realizes that he has a task, a
purpose, that he must do it, that it is his duty to do the homework, to repeat it. Children
of this age are interested in knowledge of many environmental phenomena that are not
included in the school curriculum. These interests are also reflected in the child's
interest
in creative games, which are often overlooked. A 6-10 year old can think
logically, but this is a time when he is sensitive to learning, relying mainly on what he
sees. Of course, in today's society, the mental development of children also depends on
the type of structure of new knowledge, which is formed to a certain extent by adults.
Because mental development is determined by social factors - the individual changes
with social relations. A child's transition to regular schooling leads to a change in his
or her attitude and attitudes toward the things around him or her. The thinking of young
school-age children differs from that of preschool children and adolescents by its
peculiarities, such as logical thinking, reasoning, judgment and inference, and the use
of different methods of comparative analysis. Teaching thinking operations and
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independent thinking in the educational process is a guarantee of the development of
primary school students.
From primary school onwards, children learn a wide range of concepts - grammar,
arithmetic, nature, as well as socio-political concepts.
The range of concepts that
students will be able to master is largely determined by the curriculum in each subject.
Concepts with a specific scientific content are explained to students in a logical way.
Students also learn to describe the content of their concepts, pointing out their gender
and species characteristics. Another characteristic of young school-age children is that
from this period onwards, the first signs of non-mastery of the learning material are
visible. The main reason for not mastering it is that mental development and reading
are lagging behind. According to N.S. Leites, as a person gets older, his level of mental
development increases and his reading decreases. The literacy rate of children of
primary school age is certainly higher than that of adolescents and young adults, but
the mental development of adolescents and young adults is higher than that of primary
school students.
The teacher associates any difficulty encountered in children with its mastery. In
this case, the assessment of the child
is usually in a specific form, excellent, which
means that a good student gets a low grade, a bad student. For example, the parents of
a student who misbehaves at school are called in, and an angry teacher complains to
them that they are treating their children badly, that they are raising them poorly, and
that they are not doing enough for them. Even more sadly,
the teacher insults and
humiliates the child in a loud voice in front of the class. Many try to assess the reason
why even the most experienced teachers do not master the mistake by the laziness,
incompetence, rudeness of the student. The teacher seldom thinks about the real
reasons for not mastering it, and naturally seeks specific measures to eliminate it. The
bottom line is that both parents and teachers are responsible for how well the child
acquires knowledge, attends classes, and has no mental disabilities. Because a child
will achieve high results in the future only if he deepens his knowledge with good
attention from a small school age from the beginning.
