METHODS OF MANAGING THE EDUCATIONAL AND COGNITIVE ACTIVITIES OF YOUNGER STUDENTS

Abstract

The article summarizes scientific findings on the methodological and pedagogical essence of management in school education. It highlights the differences among various types of management and substantiates the advantages of democratic management based on educational partnership compared to administrative and bureaucratic approaches. 

It has been proven that pedagogical management methods differ in their substantive and technological characteristics, depending on the student cohort, their cognitive abilities, and the potential of academic subjects or courses to ensure educational outcomes within the framework of a competency-based approach.   

The article characterizes different, including controversial, perspectives on methods of pedagogical management of the educational and cognitive activities of younger students under varying conditions of educational process organization. 

The effectiveness of indirect management methods, which involve stimulating student initiative and creating success situations for each learner, is emphasized. In contrast, direct management methods, which rely on teacher instructions and directives, may suppress student activity and foster passivity. 

Methodological variants of forms, methods, and techniques that implement the objectives and functions of pedagogical management and meet learning outcome requirements have been developed and tested. 

The productivity of tasks connected to real-life situations that develop practical, systematic, and responsible action capabilities is noted. The tasks’ content should ensure the continuity of purposeful pedagogical influence, diversify forms of student interaction, and promote the acquisition of new experiences. These interactions create opportunities for communication, active participation, and agreement with "others", allowing students to derive life lessons about collaboration, empathy, coordination, and achieving shared goals.   

New normative provisions for primary education emphasize the necessity of moving away from authoritarianism towards cooperative pedagogy, where students not only actively participate but also assume partial responsibility for their learning. Consequently, educational activities, including their evaluative component, become multi-agent, involving both teachers and students. Control and evaluation within the competency-based approach aim to assess the actual state of educational achievements, which are expressed as a multifaceted array of evaluation objects. 

The article identifies and characterizes effective methods for managing the educational and cognitive activities of younger students.