This article examines the pressing issue of developing algorithmic thinking in primary schoolchildren. Based on a theoretical analysis of domestic and international sources, the authors clarify the concept of “algorithmic thinking” as it applies to primary school and identify its structural components. They substantiate the sensitivity of children in this age group, which allows for the targeted development of these cognitive structures. The pedagogical potential of the CodeMonkey gaming programming environment is revealed as an effective way to develop decomposition, abstraction, and algorithm design in extracurricular activities.
This article discusses the topics, goals, and content of lessons for primary school-aged children on fostering kindness. The provided lesson plan examples can serve as a model for elementary school teachers organizing creative activities for students during extracurricular activities, class hours, and class and school events.
This article examines the organization of educational dialogue by integrating the acquisition of subject content and the development of universal communicative actions in primary schoolchildren, which enables the achievement of meta-subject learning outcomes. It characterizes the pedagogical requirements for organizing educational dialogue, describes methods for developing the structural elements of dialogue, and describes approaches to assessing the verbal dialogic interaction of primary schoolchildren.
This article, based on an analysis of the history of the development of Russian primary education, assesses the advantages and risks of traditional approaches to assessment in the first stage of schooling. The requirements for organizing various types of assessment are discussed. The need for developing regulatory actions for primary school students is substantiated: direct participation in assessing their achievements, analyzing difficulties that arise, and identifying and addressing their causes. Particular attention is given to the discussion of the ethics of assessment and evaluation and the consequences of teacher misconduct.
This article discusses the history of the formation and development of the theory of developing general academic skills and abilities in schoolchildren in Soviet pedagogy from the 1960s to the 1980s. The author confirms the relevance of this educational objective with government documents emphasizing the need to focus more on students’ practical activities and their willingness to independently apply acquired knowledge. Pedagogical and psychological studies are systematically evaluated, revealing the specifics of organizing the cognitive activity of primary schoolchildren with the aim of improving their general academic skills and abilities. It is emphasized that in educational theory and practice from the 1960s to the 1980s, the process of developing general academic skills and abilities was viewed as a crucial means of developing students’ logical thinking, cognitive independence and self-organization, and their ability to process information.
