DEVELOPMENTAL GAMES AS A MEANS OF ACTIVATING OF COGNITIVE INDEPENDENCE AND CREATIVE ACTIVITY IN ENGLISH LESSONS IN PRIMARY SCHOOL

In connection with the updated content of education in the Republic of Kazakhstan, one of the priority tasks in teaching is the development of critical thinking, communication and cooperation skills, as well as increasing the motivation of students. The learning process has maximum efficiency in case of genuine interest and motivation of students to master the learning material. For this purpose, it is necessary to address to the leading form of activity of primary schoolchildren - game.

The main purpose of teaching a foreign language is the practical mastering of the language system, its active application in authentic speech - respectively, the development of all types of speech activity: listening, speaking, reading and writing. And, as practice shows, game activity is one of the most effective teaching methods at English lessons in primary school.

The peculiarities of using developmental games in English lessons were considered in the works of D. B. Elkonin, M. F. Stronin and E. I. Passov. I. Passov. Also, a necessary condition for the effective application of this method is the study of psychological and pedagogical characteristics of primary schoolchildren (V. V. Davydov, L. S. Vygotsky), peculiarities of motivation of cognitive independence (J. O. Kamensky, P. I. Pidkasisty) and peculiarities of development of creative activity (O. M. Kazakevich, K. A. Zhirkova). However, despite the available theoretical and methodological basis, the research topic remains relevant and requires detailed study within the framework of modern requirements to education. Hence, the research problem – the resolution of the contradiction between the need to organise the use of developmental games as a means of activating of cognitive independence and creative activity in English lessons at primary school and the lack of development of this topic in the conditions of the updated content of education in the Republic of Kazakhstan. In connection with the chosen topic and the problem of the research the aim of the research is defined - to theoretically substantiate and practically prove the influence of developmental games on the process of activation of cognitive independence and creative activity at English language lessons in primary school.

A developmental game is a form of activity aimed at stimulating and supporting the mental, emotional and social development of an individual through active participation in the game process. [1]

From a psychological point of view, developmental game helps children develop cognitive skills such as attention, memory and thinking, as well as emotional skills including self-regulation and empathy. Through play, children learn to explore the world around them, make decisions, and interact with others. From a pedagogical point of view, developmental game serves as an effective learning tool by integrating knowledge and skills in the context of game activities. It fosters learning motivation, develops critical thinking and creativity, and helps to absorb information through active participation. Thus, developmental game combines educational goals and personal development, creating conditions for the harmonious development of the child.

Let us consider the above-mentioned functions of developmental games with regard to their application in English lessons at primary school:

1. Motivation for learning. Games create a positive atmosphere and increase interest in learning the language, which contributes to greater involvement of students.

2. Development of cognitive skills. Game activities stimulate thinking, memory and attention, allowing students to learn new vocabulary and grammatical structures better.

3. Social interactions. Games encourage co-operation and teamwork, developing communication skills and the ability to interact with other participants.

4. Emotional development. Games help develop emotional intelligence by promoting self-regulation and empathy, which is especially important in a multilingual environment.

5. Practising language in context. Games provide opportunities to use English in real or simulated situations, which promotes natural acquisition.

The key factors of the study are cognitive independence and creative activity of students, their qualitative and quantitative changes in the conditions of application of developmental games in English lessons at primary school. Let us consider these terms in more detail.

Cognitive independence is the ability of students to independently organise and carry out the process of gaining knowledge, searching for information and solving learning problems. In English lessons at primary school, cognitive independence is manifested through children's active participation in the learning process. This may include searching for new words, composing sentences, performing tasks without constant help from the teacher. Students learn to set goals, plan their actions and evaluate the results. This approach develops critical thinking and confidence in their abilities.

Creative activity is the manifestation of students' initiative and imagination in the learning process, aimed at creating new ideas, solutions or products. In English lessons in primary school, creativity can be manifested in creating their own stories, role-plays, dialogues and other activities where children can express their thoughts and feelings in English. This promotes creativity, originality and confidence in using language in non-standard situations. [3]

The information obtained in the course of studying the literature on the topic and analysing the existing experience served as a theoretical basis for conducting the experimental part of the study.

The experimental part, as a constituent part of the study, was carried out during 2 months and included 4 stages: preparatory, research, training and control (see Table 1). The purpose of the experimental work was the active application of educational games in the learning process as a means of activating cognitive independence and creative activity of junior schoolchildren.

The pedagogical experiment was conducted on the basis of CSI "General Education School №23 named after M. Kozybaev of Education Department of Kostanay" of the Education Department of the Akimat of Kostanay region.  48 students of 1 “M” and 1 “A” grades participated in the experiment. The number of students in the experimental class (1 "M") was 23, and in the control class (1 “A”) - 25 students.

Table 1.

Stages of the experiment

To determine the initial level of formation of cognitive independence and creative activity in children of primary school age we identified criteria and defined indicators based on the analysis of relevant literature: V. V. Guzeev, Z. Ya. Gornostaeva, S.Y. Kurilova, V.M. Blaginin, V.A. Odintsova, K.T. Omarova, N.V. Paskevich, I.P. Pidkassisty, G.I. Shukina (table 2).

Table 2.

Criteria and indicators

In order to determine the most accurate data, diagnostics was carried out separately for each of the criteria of the formation of cognitive independence and creative activity level of younger students (table 3).

Table 3.

Organizing and carrying out diagnostics according to the criteria for cognitive independence and creativity of primary school students

Table 4.

Overall diagnostic results of the learning stage

For the experiment we selected developmental games that promote cognitive independence and creative activity of younger students in English lessons, among which the following 5 games proved to be the most effective: “Children’s pictures”, “Draw and guess”, “Pantomime”, “Act as you say”, “Magic Box”.

Table 5.

OVERALL DIAGNOSTIC RESULTS OF THE CONTROL STAGE

Analysis of the data obtained during the experiment showed the following data: the number of students in the experimental group with high level of motivational criterion increased by 8.87%, high level of voluntative criterion by 4.35%. Also, the number of students with low level of motivational criterion decreased by 13.06%, low level of content-operational criterion by 21.74%, low level of voluntative criterion by 13.05%. The results of the re-diagnostics of the control group showed the level of small deviations from the results of the primary diagnostics. There were no significant changes in 1 “A” grade. Consequently, the students of 1 “M” grade showed a higher level of cognitive independence and creative activity in English lessons.

The research highlights the significant advantages of using developmental games in English lessons for primary schoolchildren. These games serve as an effective tool to stimulate cognitive independence and foster creative activity, enhancing the overall learning experience. Key benefits identified in the study include:

1. Increased Motivation: Games create a positive, engaging environment that makes students more interested in learning, encouraging active participation and a greater willingness to learn the language.

2. Cognitive Skill Development: Through game activities, children improve essential cognitive skills such as attention, memory, and thinking, which are crucial for mastering a foreign language.

3. Enhanced Social Interaction: Games promote collaboration and teamwork, improving students' communication skills and their ability to work effectively with peers.

4. Emotional Development: Games help children develop emotional intelligence, self-regulation, and empathy, fostering positive emotional experiences in the learning process.

5. Language Practice in Context: Games provide opportunities for children to use English in real-world or simulated situations, making language acquisition more natural and practical.

The results of the study demonstrate that developmental games significantly boost students' cognitive independence and creative activity, leading to improved language learning outcomes. The experimental group showed measurable improvements, such as increased motivation and creative initiative, highlighting the effectiveness of games as a pedagogical method in primary school English lessons.