Formation of cognitive interest in primary school children

The formation of cognitive interest is the teacher's encouragement of children's desire to learn. The desire of a child to receive and analyze information, to seek its application in his life is the most valuable result of learning. The formation of cognitive interest affects the character of the student, especially the development of his behavioral stereotypes. They, in turn, affect the level of education in the future. In learning, interest plays three of the most important roles:

1. It can be considered as the main reason for learning. The teacher should think about how to strengthen attention to his subject. In this case, the formation of cognitive interest in the probable direction of the child's future activity is the goal of education.
2. It is necessary for the assimilation of knowledge: without attention to the subject, there will be no benefit from classes. Then the pursuit of knowledge is a means of learning.
3. When the formation of cognitive interest is completed, the student's curiosity becomes the result of the educator's work.

When teaching, it is necessary to develop in children the desire for knowledge, which is always accompanied by independence in performing tasks, entrepreneurship, a tendency to perform more difficult tasks that develop the child to a greater extent. The teacher's responsible attitude to this duty has a beneficial effect on the formation of cognitive interests of younger schoolchildren. A positive attitude towards the educator contributes to the development of optimism in the child, love for people, an active life position, creates a good mood.

Ways to activate the cognitive interests of primary school children

• The artistry of the teacher, a link to interesting stories, historical facts or sources of information related to the topic.
• The organization of classes that awaken the spirit of competition and initiative, the playing of thematic scenes in which everyone is assigned their own role.
• Creating a creative atmosphere, so that children can implement their ideas on the current topic and receive encouragement for it.
• The teacher's interest and respect for the students' experience.
• A call for the assimilation of information due to the fact that it will be necessary for future, more complex classes.
• Examples, topics that point to a real benefit.
• The use of tasks of varying complexity in the lesson.
• Deliberate emphasis on the increased complexity of the "special" task.
• Gradual increase in the overall level of complexity of tasks from one lesson to another.

Formation of reader interest

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