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8PSYCHOLOGICAL SCIENCES
CONDITIONS FOR THE FORMATION OF INFERENCES IN ELEMENTARY SCHOOL
Zak A.
Leading Researcher, Psychological Institute RAE, Moscow, Russia
Abstract
The study was devoted to the study of the conditions for the formation of inferences in children of 8 years old. The developmental program developed by the author on the material of plot-logical non-educational nature acted as the noted condition. As a result of additional classes on the developmental program, the possibilities of increasing the level of formation of inferential actions in children, ensuring the implementation of a consistent conclusion from the proposed judgments, were shown.
Keywords: actions for the implementation of inferences, children of eight years old, developmental program.
1. Introduction
The provisions of the modern Federal Standard for Primary General Education [4] contain requirements for achieving not only subject, but also meta-subject educational results of mastering the basic educational program of elementary school.
In the latter case, it is indicated, in particular, that an important task is to ensure that younger students master the execution of inferences related to logical actions of constructing reasoning, which are formed as a result of mastering the content of primary school programs by children.
The general meaning of our study was to identify the possibilities of solving this problem by organizing additional extracurricular activities and, thereby, to work out the question of the conditions for a more intensive (compared to what is currently happening) formation in children of 8 years old, students in the second grade, logical actions of constructing reasoning.
The study involved two groups of second-graders: control (68 students) and experimental (71 students). For schoolchildren in the control group, the formation of logical actions for constructing reasoning occurred at school hours when mastering the basic educational program (BEP) of elementary school for the second grade. In the schoolchildren included in the experimental group, the formation of the noted actions occurred not only at school hours when mastering the BEP, but also outside school hours. In this case, children for 9 months (September - May) 32 lessons (once a week for 60 minutes with a 10-minute break) were engaged in the "Reasoning" program, built on the material of different types of plot-logical tasks of non-educational content. It should be clarified that the "Reasoning" program is a modification of the "Intellectika" program [1, 3] for the second grade [2].
The specific goal of our experimental work was to determine the possibilities of the formation indicated above - in particular, it was important to find out whether such opportunities are created by classes in the "Reasoning" program.
As a null hypothesis, the statement was accepted, according to which the mastery of BEP and the content of 32 sessions of the "Reasoning" program by second-graders will not provide a significantly higher level of formation of the children in the experimental group of
logical actions of constructing reasoning than the level of formation of the noted actions in children, the control group, who mastered during academic year only the content of the BEP. This statement is based on the fact that the children of both groups take the same BEP for elementary school.
As an alternative hypothesis, on the contrary, it was assumed that the indicators of the formation of the noted actions in the children of the experimental group would differ statistically significantly from the indicators in the children of the control group. This statement is based on the fact that the children of the experimental group, in contrast to the children of the control group, solve specially designed plot-logical tasks of various types of non-educational content in 32 additional lessons.
2. Materials and methods
The present study included three stages. The first stage was connected with diagnostics to determine the characteristics of the formation of the children of both groups of logical actions for constructing reasoning. To this end, the children in the control group and the experimental group were asked to solve a number of gradually becoming more complicated plot-logical tasks of a non-educational nature.
The second stage was connected with the fact that the children of the experimental group during the academic year from September to May participated in the classes under the "Reasoning" program.
The third stage was associated with repeated diagnostics in May with the children of both groups, during which they solved the same tasks as in September.
As noted, in the classes under the "Reasoning" program, children solved plot-logical problems of non-educational content. The program included eight types of such tasks. In addition, each species had four options.
The plot-logical tasks of the four variants in each of the eight types are characterized by the following features.
2.1. Plot-logical problems of the first type
The actions of constructing reasoning in problems of the first type are based on the analysis and generalization of ways to transform a given sequence of any objects (geometric shapes, letters, numbers, etc.) into a given sequence.
The first variant of this type includes, for example, the following task: "Alla and Vera made up words from cubes with letters. First, Alla composed the word HORN. Then she rearranged the cubes and got the word GRO. Vera first put the cubes like this - BOK, and then she rearranged the cubes in the same way as Alla. What happened to Vera?
a) BKO; b) Unknown; c) KOB; d) BKO; e) OBK.
The second variant of this type includes, for example, the following problem: "Vanya and Galya arranged cubes with numbers. Vanya first put the cubes like this
- 6 4 1 5, and then rearranged them in a different way -4 1 5 6. Galya made the same permutation in her cubes
- 7 2 3 5.
What question can be answered by the condition of this problem?
a) What happened to Gali after the reshuffle?
b) What color were Galya's cubes?
c) What size were Vanya's cubes?
d) Who was older, Galya or Vanya?
e) Why did Galya make the same permutation in the cubes with numbers as Vanya did?
The third variant of this type includes, for example, the following task: "Katya and Yura arranged cards with letters. Katya first put the cards like this - K R N T, and then rearranged them differently - T K R N. Yura rearranged his cards in the same way as Katya. What did he get?
What do you need to know to answer this question?
a) Katya had fewer cards than Yura.
b) Yura's cards were larger than Katya's.
c) First, Yura put the cards like this - C P L V.
d) Katya was Yura's sister.
e) The cards were made of blue cardboard.
The fourth variant of this type includes, for example, the following problem: "Misha and Nadya solved the problem: "Alla and Vera made up words from cubes with letters. First, Alla composed the word DOM. Then she rearranged the cubes and got the word MDO. Vera first put the cubes like this - SOK, and then she rearranged the cubes in the same way as Alla. What happened to Vera? Misha chose the answer: "KOS". Nadia chose the answer: "CSR". Who solved the problem correctly?
2.2. Plot-logical problems of the second type
The actions of constructing reasoning in tasks of the second type are based on the correlation of judgments about the similarity and difference of attributes (properties, qualities, actions, etc.) attributed to the characters in the conditions of the tasks.
The first variant of this type includes, for example, the following task: "Sveta, Anya and Galya grew vegetables in the beds. Two girls grew beets, one had zucchini. Sveta and Galya, as well as Sveta and Anya, grew different vegetables. Who had zucchini in the beds?
a) no one knows who; b) Sveta; c) Galya; d) Anya;. e) Marina.
The second variant of this type includes, for example, the following task: "Seva, Lyuba and Marina listened to the performance of songs on the radio. Two folk songs and one pop song were performed. Seva and
Lyuba liked two different songs, and Lyuba and Marina liked two different songs."
What question can be answered in terms of this problem?
a) Who sang folk songs?
b) What songs did Seva listen to?
c) Why did Lyuba and Marina like different songs? d) What time was the broadcast?
d) What was the name of the pop song?
The third variant of this type includes, for example, the following problem: "Ivanov, Borisov and Grishin bought pieces of furniture: two bought a sofa each, and one bought a bed. What did they bring Grishina - a sofa, a bed or a closet?
What do you need to know to answer this question?
a) Ivanov and Borisov had different pieces of furniture.
b) Someone had a wooden bed.
c) Ivanov had a sofa.
d) Ivanov and Borisov had identical pieces of furniture.
e) Borisov and Grishin had different pieces of furniture.
The fourth variant of this type includes, for example, the following problem: "Roma and Grisha solved the problem: "Sveta, Anya and Galya grew vegetables in the beds. Two girls grew carrots, one grew cucumbers. Sveta and Galya, as well as Sveta and Anya, grew different vegetables. Who had cucumbers in the beds? Roma chose the answer: "At Gali." Grisha chose the answer: "At Sveta." Which of the guys made the right decision?"
2.3. Plot-logical problems of the third type
The actions of constructing reasoning in tasks of the third type are based on the correlation of judgments about the place of letters in the compared words.
The first variant of this type includes, for example, the following task: "With a pen, pencil and brush, they wrote the word:
BEZT LEAP BIAS
Words written with a pen and a pencil have the same first letter, words written with a pen and a brush have the same third letter. How could the word LEAP be written?
a) it is not known with what; b) with a pen; c) with a pencil; d) with a brush
The second variant of this type includes, for example, the following task: "The words were written on the poster with different colors:
CANOE FADO CANE
Words written in green and yellow have the same fourth letter, words written in yellow and purple have the same second, words written in purple and green have the same first.
What question can be answered in terms of this problem?
a) Why is the word CANE located to the right than the word FADO?
b) What was the chair made of?
c) Who found the treasure?
d) What color is the word CANE written in?
e) Why were the words CANOE and CANE written in different colors?
The third variant of this type includes, for example, the following task: "For the title of the story, fable and poem, they came up with the word:
DEAF DEBT HEAP
The words for the story and the poem have the same first letter. What word did you come up with for the story?
What do you need to know to answer this question?
a) The words for the fable and the poem have a different third letter.
b) The words for the fable and the poem have the same second letter.
c) The words for a story and a fable have a different fourth letter.
d) The words for the story and the poem have a different fifth letter.
e) The words for the fable and the story have a different sixth letter.
The fourth variant of this type includes, for example, the following problem: "Valya and Vera solved the problem:" With a pen, pencil and brush, they wrote the word:
LEMON FACT PICTURE
Words written with a pen and a pencil have the same first letter; words written with a pen and a brush have the same third letter. How could the word FACY be written?
Valya chose the answer: "Brush". Vera chose the answer: "With a pencil." Which of the girls solved the problem correctly?"
2.4. Plot-logical problems of the fourth type
The actions of constructing reasoning in problems of the fourth type are based on the correlation of judgments that characterize the family ties of the characters mentioned in the conditions of the problems.
The first variant of this type includes, for example, the following task: "Mikhail is the father of Margarita. Margarita is Nikolai's sister. Nikolai is Victor's cousin. Who can be Victor Mikhail?
a) no one knows who; b) son; c) grandson; d) nephew.
The second variant of this type includes, for example, the following problem: "Jeanna is Dmitri's daughter. Dmitry is Maria's brother. Maria is Ana-toly's mother. Anatoly is a friend of Sergei. What question can be answered by the condition of this problem?
a) How can Dmitry be related to Antonina?
b) What is Maria's relation to Sergei?
c) Who can Anatoliy be to Jeanne?
d) Who is Zhanna related to Sergei?
e) Sergey can be related to Dmitry?
The third variant of this type includes, for example, the following problem: "Konstantin is the father of Mikhail. Mikhail is Larisa's brother. Who can Nadezhda be to Konstantin?
What do you need to know to answer this question?
a) Nadezhda is Larisa's cousin.
b) Nadezhda works with Mikhail.
c) Mikhail is older than Larisa.
d) Nadezhda is Larisa's friend.
e) Constantine is a relative of Nicholas.
The fourth variant of this type includes, for example, the following problem: "Alik and Borya solved the problem: "Mikhail is the father of Elizabeth. Elizabeth is Yegor's sister. Egor is Victor's cousin. Who can be Victor Mikhail? Alik chose the answer: "Son." Borya chose the answer: "Nephew." Which of the boys solved the problem correctly?"
2.5. Plot-logical problems of the fifth type
The actions of constructing reasoning in tasks of the fifth type are based on the correlation of judgments about the degree of manifestation of the properties of characters in the conditions of the tasks.
The first variant of this type includes, for example, the following problem: "Petya lived in a blue house, Lyosha in a red one, and Dima in a green one. The blue house is higher than the red one, and the red one is higher than the green one. Who lived in the highest house?
a) Lyosha; b) Petya; c) it is not known who; d) Dima,
The second variant of this type includes, for example, the following task: "Artists drew geometric figures. Lena drew a more complex figure than Vadim. Vadim's work was more difficult than that of Evgeny. Nikolay had not such a complex figure as Yevgeny. What question can be answered in terms of this problem?
a) What figure did Lena draw?
b) What color was Vadim's piece?
c) Which artist drew the least complex figure?
d) Which artist is the oldest?
e) How did the artists draw geometric shapes?
The third variant of this type includes, for example, the following problem: "Egor, Dima and Sergey competed in the long jump. Egor's result was worse than Dima's. Which of the guys took first place - Egor, Dima or Sergey?"
What do you need to know to answer this question?
a) Sergey jumped closer than Mikhail.
b) Dima jumped further than Yegor.
c) Egor jumped two meters.
d) Sergei jumped further than Dima.
e) Egor and Sergey showed different results.
The fourth variant of this type includes, for example, the following problem: "Sergei and Victor solved the problem: "Katya lived in a blue house, Lyosha in red, and Gena in green. The blue house is higher than the red one, and the red one is higher than the green one. Who lived in the highest house?"
Victor chose the answer: "Gene". Sergey chose the answer: "Katya". Which of them solved the problem correctly?
2.6. Plot-logical problems of the sixth type
The actions of constructing reasoning in tasks of the sixth type are based on the correlation of judgments about relationships according to the age of the characters given in the conditions of the problems.
The first variant of this type includes, for example, the following task: "Alla, Katya and Sasha are friends.
Now Alla is a little older than Katya. Which girl will be younger in a few years?
a) no one knows who; b) Katya; c) Alla; d) Sasha; e) Masha.
The second variant of this type includes, for example, the following task: "Seryozha and Larisa looked at photographs of their grandparents. Seryozha said: "Maria Ivanovna a few years ago was much younger than Pyotr Kuzmich is now."
What question can be answered in terms of this problem?
a) Who is older - Seryozha or Larisa?
b) Who is younger, Pyotr Kuzmich or Maria Ivanovna?
c) How old is Petr Kuzmich now?
d) How many years does the age of Pyotr Kuzmich and Maria Ivanovna differ?
e) How old was Maria Ivanovna a few years ago?
The third variant of this type includes, for example, the following task: "There were two heroes of different ages in the fairy tale - Vasily and Yerofei. Vasily in a few years will be older than he is now. Erofei was younger a few years ago than he is now. Which of the heroes of the fairy tale is older, Vasily or Erofei?
What do you need to know to answer this question?
a) In a few years, Vasily will be 40 years old.
b) Erofei was 30 years old a few years ago.
c) Vasily in a few years will be many years older than the age that Yerofei has now.
d) Vasily and Erofei are brothers.
e) Erofey was born earlier than Vasily.
The fourth variant of this type includes, for example, the following problem: "Zina and Marina solved the problem: "Anna, Nadya and Dasha are friends. Now Anna is a little older than Nadia. Which girl will be younger in a few years? Zina chose the answer: "Anna". Marina chose the answer: "Nadia". Who solved the problem correctly, Zina or Marina?
2.7. Plot-logical problems of the seventh type
The actions of constructing reasoning in tasks of the seventh type are based on the correlation of judgments about the spatial relations of objects (in particular, words) mentioned in the condition.
The first variant of this type includes, for example, the following task: "The words were written on the board with colored crayons:
DRUM COLLAR PALMA
The red word is to the left of the blue, and the green word is to the right of the blue. What word is red?
a) COLLAR; b) it is not known which one; c) DRUM; d) TV.
The second variant of this type includes, for example, the following task: "The words were written with a brush and felt-tip pen:
BOOK TREASURE
The word that was written with a felt-tip pen is located to the right of the word that was written with a brush.
Which questions fits the proposed condition of the problem:
a) What color was the marker?
b) How long was the brush?
c) What word is written with a brush?
d) What was newer, a brush or a felt-tip pen?
e) Where did you buy the writing instruments?
The third variant of this type includes, for example, the following task: "One word was translated into English, one word into Spanish, one word into German:
TREE
CAROUSEL FROG
The English word is above the Spanish word and the German word is below the English word. What language was the word CAROUSEL translated into?
What do you need to know to answer this question?
a) The English word is higher than the German word.
b) The Spanish word is below the English word.
c) The German word is to the right of the English
one.
d) The Spanish word is to the right of the German.
e) The English word is to the left of the Spanish.
The fourth variant of this type includes, for example, the following problem: "Vova and Gena solved the problem:" On the board they wrote the words with colored crayons:
TABLE SOFA ARMCHAIR
The red word is to the left of the blue, and the green word is to the right of the blue. What word is red? Vova chose the answer: "Sofa". Gena chose the answer: "Table". Which of them solved the problem correctly?
2.8. Plot-logical problems of the eighth type
The actions of constructing reasoning in tasks of the eighth type are based on the correlation of judgments about mutually exclusive attributes (for example, actions or activities) of characters given in the conditions of the tasks.
The first variant of this type includes, for example, the following task: "Misha, Vanya and Lenya are athletes: some of them were boxers, some were wrestlers, some were gymnasts. On the first day of the competition either Misha or a boxer competed, on the second day it was either a boxer or Vanya. What kind of sports did Lenya do?
a) gymnastics; b) it is not known which; c) boxing; d) wrestling.
The second variant of this type includes, for example, the following task: "Lena, Katya and Natasha were given clothes on different days: someone - a raincoat, someone - a jacket, someone - a coat. First, they made a gift either to Natasha, or a coat. Then they gave either a coat, or Katya".
What question can be answered in terms of this problem?
a) What size was the coat?
b) What did they give Natasha?
c) To whom did they give the cloak?
d) Who received a coat as a gift?
e) What did they give Katya?
The third variant of this type includes, for example, the following task: "Fifth graders, sixth graders and seventh graders planted fruit trees. On Monday, either fifth graders or apple trees were planted. What did the seventh graders plant?
What do you need to know to answer this question?
a) The sixth graders did not plant plums.
b) Apple trees were planted either on Monday or Tuesday.
c) Fifth graders did not plant pears.
d) On Tuesday, either sixth graders or apple trees were planted.
e) Seventh-graders did not plant plums.
The fourth variant of this type includes, for example, the following problem: "Natasha and Sveta solved the problem:" Misha, Vanya and Lenya are athletes: one of them was a boxer, someone was a wrestler, someone was a gymnast. On the first day of the competition either Misha or a boxer competed, on the second day it was either a boxer or Vanya. What kind of sports did Lenya do? Natasha chose the answer: "Gymnastics." Sveta chose the answer: "Boxing". Which of the girls solved the problem correctly?
2.9. Features of the "Reasoning" program
Describing the Reasoning program, in particular, the use of four variants of plot-logical tasks in each of the eight types, it should be noted that these variants make it possible to create additional conditions conducive to the formation in children of logical actions for constructing reasoning (see, for example, our research [3]).
Thus, the meaning of the first option for constructing a problem, which is the main (and often the only one) in learning, is to find (choose) an answer related to the conditions of the proposed problem and corresponding to its question.
The meaning of the second option for constructing tasks, which (unlike the first option) is relatively rarely used in training, is to find (select) a question that matches the condition of the proposed task. Such a variant of the task construction creates conditions for a meaningful analysis of the task conditions.
It should be clarified that, on the one hand, a question corresponding to the condition will be one that does not repeat what is given in the proposed condition of the problem. For example, for the condition of the problem, "Petya, Vasya and Misha were swimming across the river. Misha swam faster than Vasya, and Vasya swam faster than Petya," the question is: "Who swam faster than Vasya?" will repeat what is given in the given condition.
On the other hand, a question corresponding to the condition of the problem should not be addressed to such information that is not specified in the condition of the problem. For example, for the condition of the problem, - "Larisa is Igor's mother. Igor is Nikolai's cousin," the question "How old is Nikolai?" will be incorrect, because it cannot be answered based on the information contained in the problem statement.
The meaning of the third option for constructing tasks, which, like the second option, is also rarely used in training, is to find (select) the missing (given) part of the condition, based on the part of the condition that is given, and on the proposed question. This variant of task construction creates conditions for a more meaningful correlation of the task condition (more precisely, part of the condition) and the question than it happens
in the case (i.e., with the first variant of task construction) when the full condition and question are given.
The meaning of the fourth option for constructing problems, which, like the second and third options, is also rarely used in teaching, is that the student can take a reflexive position in relation to the logical actions of constructing reasoning. Such a position creates opportunities for the student to check and evaluate the actions of another person in building reasoning. This is useful for the student, since mastering the reflective position allows you to improve your own mental activity.
2.10. Diagnosis of logical actions for constructing reasoning
As noted, before the classes on the Reasoning program (in September) and after their completion (in May), group diagnostics of children from the control and experimental groups were carried out.
At the diagnostic lesson, it was proposed to solve eight plot-logical tasks of the "Conclusions" task placed on the form. This task includes progressively more difficult tasks where it is required to draw a conclusion from given judgments. Such tasks were not solved by the children of the control group in the course of mastering the BEP and the children of the experimental group when mastering the content of the "Reasoning" program.
A group lesson on the material of the diagnostic task "Conclusions" is carried out as follows.
The teacher brings to the class forms with the tasks "Conclusions" and blank sheets for answers. First, the children are given blank sheets in which the children write their last name and the date of the lesson.
After that, the teacher distributes worksheets with tasks and says: "Today we will solve interesting problems. Consider, for example, such a problem. There were two rabbits: white and grey. Some of them ate carrots, some cabbage. The white rabbit ate a carrot. What did the gray rabbit eat?"
Who guessed? .. Carrots? .. No, this is the wrong decision, because the white rabbit ate carrots. Cabbage? ... That's right, a gray rabbit ate cabbage.
You have many similar tasks on your worksheet. Each of them must be read carefully several times in silence so as not to disturb anyone. Then you need to think carefully and figure out what is known and what needs to be known. After that, on a blank sheet where your last name is written, you write the number of the problem and next to it the answer - what is asked in the problem. You need to solve problems in a row, from the first to the eighth.
Think carefully and independently.
FORM
1. Masha and Tanya had a dog each. One dog was called Volchek, the other - Belka. What kind of dog did Tanya have if Masha had Belka?
2. Misha and Vitya spent the summer in different places: some in the village with their grandmother, some in a camp for children. Where was Misha if Vitya did not rest in the camp?
3. Kolya, Vanya and Seryozha read books. One boy read about travel, another about war, and a third about sports. Who read about anything if Kolya did not
read about sports, and Vanya did not read about war and sports?
4. Lisa, Galya and Nina lived in three different houses. House No. 1 was red and stone, No. 2 - red and wooden, No. 3 - yellow and stone. Who lived in house number 2, if Galya and Nina lived in red houses, and Nina and Lisa lived in stone houses?
5. Zina, Liza and Larisa embroidered: someone -leaves, someone - mushrooms, someone - flowers. What did Zina embroider if Liza did not embroider leaves and mushrooms, and Larisa did not embroider leaves?
6. Katya, Marina and Nina bought boots. Some boots were high and yellow, others were low and blue, and others were low and yellow. Katya and Nina had low boots, and Nina and Marina had yellow boots. Who had high and yellow boots?
7. Fedya, Vova, Gena and Lenya planted fruit trees: someone - apple trees, someone - pears, someone - plums, someone - cherries. What trees did Fedya plant
if Vova did not plant cherries, Gena did not plant apple and cherry trees, and Lenya did not plant cherries, plums and apple trees?
8. Katya, Masha, Nina and Lisa read different books. Someone read poems about nature, someone -stories about sports, someone - a fantasy novel, someone - stories about nature. Nina and Katya read about nature, Nina and Lisa read stories. What did Masha read?
In the course of processing the results of solving eight diagnostic tasks obtained in September and May, all groups of children were taken into account: those who did not solve a single problem and solved one problem, two, three, four, five, six, seven, or all eight problems.
3. Results
The results of children who successfully solved all the tasks in September and May are presented in the table.
TABLE
The results of solving the problems of the "Conclusions" methodology by students control and experimental _groups in September and May._
Groups of schoolchildren Diagnostic period
September May
Control 9 (13,24%) 16 (23,51%)*
Experimental 8 (11,37%) 30 (42,81%)*
Note: *p < 0.05.
According to the table, the level of formation of logical actions for constructing reasoning in May (compared to September) increased in both groups: in the control group by 10.27%, in the experimental group by 31.44%, which is 21.17% higher than the growth in the control group. In September, the difference in the results of the groups was small - 1.87%, and in May it became significant - 19.3% (the difference in the indicators of the groups under discussion is statically significant - at p <0.05).
Thus, the obtained results indicate that the content of the developing program "Reasoning", built on the material of plot-logical tasks of a non-educational nature, can significantly increase the formation of logical actions for constructing reasoning among second-graders.
4. Conclusion
The performed experimental work confirmed the alternative hypothesis put forward by us. Indeed, as the results showed, the level of formation of logical actions for constructing reasoning in children of the experimental group significantly (statistically significantly) exceeds the level of formation of the noted actions in children of the control group.
It is necessary to pay special attention to the fact that the noticeable influence of developmental activities on increasing the formation of children's logical actions of constructing reasoning is associated with the features of the tasks that make up the content of the "Reasoning" program: non-standard plot-logical tasks presented in eight types, each type is given to children
in four options: select an answer to this condition and the proposed question, select a question to this condition, select the missing part of the condition to the rest of the condition and the proposed question, evaluate and check the proposed answers.
Of great importance for the successful implementation of the developmental program are the characteristics of additional activities with children after school hours. 32 classes were organized and held for nine months, starting in September and ending in May, once a week. It is important to note that each lesson consisted of three parts and lasted 60 minutes. The first part of the lesson was devoted to introducing children to the content and construction of tasks of the type (and, accordingly, of the variant) that were solved in this lesson. The second part was aimed at conducting independent work of children on solving 10-12 tasks of the type that was analyzed in the first part of the lesson. The third part was connected with checking the results of solving problems in the framework of independent work and the teacher's instructions about what mistakes are made when solving problems of the type under consideration and what reasons lead to the discussed errors.
In general, as a result of the study, new knowledge was obtained about the conditions for increasing the level of formation of logical actions for constructing reasoning among schoolchildren of the second grade and, more broadly, among elementary school students. This knowledge enriches the ideas of developmental psychology about the possibilities of intellectual development of younger schoolchildren. In the future, it is
planned to test the developmental capabilities of the "Reasoning" program in working with children in the third and fourth grades of elementary school.
References
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2. Zak A.Z. Intellectika grade 2. Notebook for the development of mental abilities. - M.: Intellect-center, 2003 - 2019. 96 p. [in Russian].
3. Zak A.Z. Thinking of a junior student. St. Petersburg: Assistance, 2004. 828 p. [in Russian].
4. Federal State Educational Standard of Primary General Education. Moscow, Prosveschenie, 2019. 78 p. [in Russian].
