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Characteristics of cognitive processes of primary school students, "…

- - - - Based on inevitable requirements
    - - Based on the directional reflex - human response to new/sudden/unusal thing → Childrens are distracted by external impressions → Cannot distinguish the basic and essential thing
      - Associated with childrens' level of thingking → heavily visual-figurative
  - - - Is still weak + their ability to consciously regulate their attention is not yet strong. BUT formed only when students enter the learning activity
      - Can be strongly developed in early primary school age under adults' appropriate direction
      - Properties
        
        Distribution of attention: weak, do not know how to properly distribute their attention to different objects during the activity
        
        Sustainability of attention: not stable, have not been able to maintain their attention to objects for necessary time without mentioning that their attention is very easily distracted by other objects
        
        Attention amount: Notice a very small number of subject matters
        
        Attention movement: cannot know how to quickly move attention from one object to another → depends on their interests and needs and external characteristics > learning goals and tasks
    - - Is the most common type of attention in early primary school age
      - Keeps growing throughout primary school and plays a certain role in childrens' learning
  - - - Weak and Cold → passive and quite → not actively raise their hands BUT verry attentive and provide very good answers
      - Vibrant and Energetic → over activity → move all the time, talk to their peers, search things BUT not confused by the questions
- - - - Get confused between teachers and subjects matters of learning that are close to each other in a certain relationship
      - The incorrect perception of sound-based texts
      - May not know how to control their perception and cannot analyze things themselves
    - - Perception
        of time
        
        The insufficient time reflexes formed in primary school students → are less able to accurately judge a certain period → most perceive the time to be shorter than the actual length
        
        Is related to the nature of the organization of children's lives activities → implementation timetable (support should be given to them to break a sign down into smaller constituents and again construct the sign from them)
      - Perception of
        shape and space
        
        The perception of pictures with content is perfected → can see the spatial relationships and interrelationships → depends not only on age but also on the content and perceptual experiences
        
        Their measurement activities in math, labor, physical education, and learning about the natural-social environment
        
        Different children may perceive, at different times, either of these 2 factors better
        
        Confuse 3D and 2D shapes + Fail to recognize geometric shapes of they are placed slightly differently
    - - 1 graders: feel confused with the names of the things with their subsequent analysis → seem to disturb their perceptual processes
      - 2 and 3 graders: words perform a different function, that is naming things, and children can describe them in words
  - - - Not only perceive the separate properties of objects but also reflect their visual, concrete, external characteristics and spatial and temporal relationships
      - Is the process of reflecting objects directly through the senses