On the problem of scientific and theoretical research on the development of divergent thinking of primary class students

. In our study, it is important to understand the development process of thinking in primary school children, because in our study we are talking about the formation of divergent thinking of elementary school students in extracurricular activities. Starting from the chosen logic, first of all, we will clarify the essence of the concept of "development", which has various interpretations in the scientific literature. We have made comments on the approach to philosophical understanding of development as an irreversible process aimed at changing material and ideal objects, changing matter and consciousness, and the process of becoming a person undergoing qualitative and quantitative changes under the influence of internal impulses.


Introduction
Due to the fact that the elementary school is engaged in its educational activity, the psychological aspect of the educational activity is the process of acquiring knowledge of different content and level of complexity by the children, as well as the process of mastering the ways .According to I. Yu.Kulagina, creativity in elementary school students is not limited to memorizing individual facts, it is related to combining social experience with personal experience, finding subjective and practical parts in each new fact.Thus, the child's experience is constantly enriched during the learning process.It should be noted that thinking becomes the primary task in primary school age, and the transition from visualfigurative thinking to verbal-logical thinking is completed.It is possible to distinguish two basic stages in the development of the thinking of young schoolchildren.In the first (approximately teaching in the 1st and 2nd grades) the analysis of educational material is carried out mainly in a visual-effective, emotional plan.The conclusion is based on the given visual premises in perception.Conclusive reasoning is not based on logical evidence, but is carried out by the direct connection of the judgment with the received information.The skills of generalization, analysis, and synthesis that are present in the younger student during the acquisition of knowledge are repeated at a certain level.Generalization from a collective set of private, individual objects turns into a set of identical, essentially interconnected properties, separates from the individual, subordinates the particular to the general.In essence, it means that the generalizations made by young students at this stage are based on functional properties, and reinforce the clearly perceived properties of objects and objects General and specific concepts and corresponding forms of abstraction, which play an important role in the classification of scientific fields (plant structures, animal structures , etc.) in the child's thinking, are of great importance.. Consequently, induction and deduction are formed, analysis and synthesis continue to develop new directions.The mental activity of a primary school student goes from a casual connection to an important one.At the same time, the limitation of thinking is mainly associated with external emotional features and signs: more or less important.

The main part
Science is designed for the thinking of elementary school students, because it consists of knowing concrete facts, classifying them, systematizing and empirically explaining them.At this stage of the development of theoretical explanations, abstract concepts, general theories and thinking, some general laws cannot be reached.The unity of representation is also dominated by representation.At this stage of development, all the thinking of a young pupil -concepts, opinions and conclusions that he did not have before him -can be restructured.In the first period of education in a school with this system, while mastering the basics of the knowledge system, young students enter the field of abstraction: they enter it, overcome the difficulties of generalization, and act simultaneously from two sidesgeneral and specific.In a specific case, relying on one of the few reference points acquired by a student in general science, he moves to a special concept and comes to more meaningful generalizations based on the generalization of the special.We share the opinion of scientists who believe that developing the generalization ability of young students is both a necessary condition and a result of their mental activity aimed at mastering the content of scientific concepts [1][2][3][4][5].The level of development of various concepts by young schoolchildren depends on the degree of generalization of the corresponding concept, closeness or distance, visual content, and the quality of its mediation [3].Difficulties appear when defining the concepts that represent the system of relations.Information about the imperfection of the generalizations used by elementary school students and the insufficient understanding of the conceptual content of scientific knowledge in their minds is given in the psychological and pedagogical literature.The main direction of developing the thinking of elementary school students is definitions and it avoids being objective and indirect in revealing the content of the concept.
Research data, in particular, E. Barnes, shows qualitative changes in the nature of primary school students among schoolchildren.He determined that the number of objective definitions (by use) is gradually decreasing and the number of various logical definitions is increasing.Also, according to other studies, among elementary school students, the number of logical definitions increases with the number of objective definitions [5].At the same time, the definitions related to the empirical material are imperfect, and the definitions of complex abstract concepts are still almost non-existent.After the definition in accordance with the intended purpose, it is defined by enumerating the properties through a general understanding.This definition is close to the official definitions.According to some scholars [3; 5], but the description is mainly among teenagers from 7 to 10-11 years old.By the fourth year of schooling, the role of example-checking is gradually decreasing due to the development of general thinking in young students.
Expanding knowledge and developing realistic thinking play an important role in the development of the opinions of young schoolchildren, which is strengthened by activities at school age.At the initial stage of learning, the cognitive approach to the subject is not deep, and what comes from an authoritative source and therefore seems reliable is easily recognized as truth.The situation changes with the deepening of cognitive access to the subject, and in connection with the growth of consciousness, young students begin to establish internal chemical relationships with the truth of their judgments.The thinking of elementary school students is distinguished by the realism of relationships, the priority of interest in the facts of objective reality.Concrete facts are at the center of intellectual interests of young students, and their opinions are influenced by the content structure.They are occupied by "judgments of existence", "judgments of thinking"; "Conceptual judgments" are expressed mainly by "reality judgments" (assertor), more specifically, judgments based on problematic and unchanging reality (apodictic) [1].A typical "example" of evidence to which a young student refers is related to analogy.
On the basis of systematic educational activity, by the 3rd grade, the nature of thinking of young students changes.The second stage of its development is related to these changes: mastering the general relations between the individual characteristics of concepts, i.e. classification.Elementary school students can often observe the connections between individual elements of the information they are learning, the relationships between concepts through visual images and descriptions.By the end of the second stage, most of the young students are able to analyze and synthesize the ideas that have been developed.The number of judgments in which visual moments are reduced to a minimum and objects are described with more or less complexity is increasing.The result of analytical-synthetic activity is general judgment or generalized knowledge.The analysis of psychological-pedagogical literature allows us to emphasize that the character of the thinking of a young student is the result of a wide-spread problem, such as the inability to open connections and give explanations.It is very easy for young students to establish a connection and accept it as a reliable explanation of any coincidence: it is often accepted as a universal pattern of random and subjective development without any scrutiny.Young students distinguish what can be imagined from reality and begin to see their thoughts as a hypothesis, that is, a proposal that needs to be verified, is included in the process of reasoning and drawing conclusions.
At the initial stage of education of elementary school students, it indicates a change in the perception of their thinking, and at the same time they reveal the limits of this stage of thinking: mental operations do not go beyond the comparison of the closest facts; complex mediation systems are simply not available.Getting acquainted with various concepts of things, events, processes, the thinking of elementary school students is thus prepared to implement the concepts themselves in their properties and relationships.Thus, at this stage of thinking, necessary conditions and opportunities are created to move to the next stage.These opportunities are realized by thorough mastering of the system of theoretical knowledge in the educational process of students at a young age.
In the article, since we believe that the formation of divergent thinking occurs in primary school age, we define the essence of the phenomenon of "formation", and we use the concept of "formation" as a basis for considering the results obtained in education and training, as well as internal and external structure.In contrast to development, which is driven by internal impulses, formation represents the role of external influences that stimulate the internal forces of development and self-development.
Cognitive activity in primary school children is limited.According to D. B. Elkonin, it is legitimate to say that the leadership, which is formed and differentiated in the leader's activity, determines the age-related activity [5], creativity and divergent thinking are under the influence of the educational process.In this regard, divergent thinking is formed due to the constant development of skills and abilities, young students gradually begin to act in a new way with familiar objects, add them to new relationships.In addition, the whole thinking through educational activity is enriched from the point of view of activation of intellectual and mental forces.In his works, Kelayev shows the absence of a relatively independent subsystem of the cognitive organization of the intellect of elementary school students, in which the projective infrastructure of the intellect is revealed: perceptive; is formed dynamically, socially and creatively.The main task of this infrastructure is to coordinate the initial cognitive view of the situation with its spatial or temporal development, that is, with the perception of the situation [4].
Educational activity requires constant activity from elementary school students, which leads to the rapid development of their mental abilities: observation, imagination, attention, memory, and stable social qualities of the individual.This set of qualities and characteristics forms the basis of creativity and diverse thinking -it is characterized by activity, but in elementary school, a somewhat unsystematic, rather stable system of connections between mental processes is developed.It is mainly based on imagination, cognitive motivation.The content of creativity at this stage is based on the educational material and the daily life of young students, who are observed from a different point of view by the teacher in the course of their educational activities.V.N.In his works, Kelayev shows the absence of a relatively independent subsystem of the cognitive organization of the intellect of elementary school students, in which the projective infrastructure of the intellect is revealed: perceptive; is formed dynamically, socially and creatively.The main task of this infrastructure is to coordinate the initial cognitive view of the situation with its spatial or temporal development, that is, with the perception of the situation [4].
Educational activity requires constant activity from elementary school students, which leads to the rapid development of their mental abilities: observation, imagination, attention, memory, and stable social qualities of the individual.This set of qualities and characteristics forms the basis of creativity and diverse thinking -it is characterized by activity, but in elementary school, a somewhat unsystematic, rather stable system of connections between mental processes is developed.It is mainly based on imagination, cognitive motivation.The content of creativity at this stage is based on the educational material and the daily life of young students, who are observed from a different point of view by the teacher in the course of their educational activities.In clarifying the views on the essence of thinking, first of all, it is important to briefly explain the views of some philosophers, and by way of example, to outline the history of the formation of this concept.For example, according to Plato, thinking is a process of remembering [3].For Descartes, thinking is the only attribute of the soul, which marks the permanence of thought processes, the intellectual joy of knowledge [1].
A comprehensive analysis of philosophical, psychological and pedagogical literature allows us to emphasize that the initial period of research of this concept is characterized by real identification with logic and only conceptual and theoretical thinking as the only type that should be studied.The ability to think is considered innate, and therefore, as a rule, it is considered outside the issue of the development of the human psyche.Forms and laws of thinking are also considered a subject of logic in philosophy.We found that from the point of view of science, "thinking in the broadest sense is a set of mental processes (attention, perception, process of associations, formation of concepts and judgments) that are the basis of cognition."More precisely, he can analyze and synthesize concepts and form general judgments and conclusions.
There are the following definitions in the explanatory dictionaries of Uzbek: "thinking is the ability of a person to understand the content of real events, connect them, compare them and draw conclusions from them; the process of comparing events with them"; "Thinking is thinking, the ability to think is the property of a person" [4].At the same time, representatives of biology, medicine, genetics, cybernetics and other sciences are also related to the research of thinking, expanding knowledge about human thinking and complementing each other.Each of these sciences has its own questions, they refer to the problems of thought, their conceptual system and, accordingly, their theories of thinking.Sciences such as psychology and pedagogy contribute greatly to the idea of human thinking.
Let's consider the concept of thinking from the point of view of psychology.We have analyzed the theories of thinking in Western psychology, it is as follows: in all forms of thinking in associative empirical psychology, it is reduced to associations, the connection of the past and the present to the images obtained from the outside world (H.Gartley, D. Priestley).Thinking activity, its creative nature, in our opinion, is the main problem that cannot be solved by this theory.Therefore, its supporters assumed that creative abilities of intelligence are related and not related to the innate abilities of the mind a priori.Therefore, supporters of the associative theory stopped considering thinking as a connection (association) of ideas.
Representatives of the Würzburg school A. Binet, F. Brentano, K. Bühler, E. Husserl, O. Selts, in contrast to the subjectivism of associative psychology, put forward a position on the subject orientation of thought and emphasized its importance.The significance of the theoretical conclusions of these school psychologists for our research is that they showed the orderly, focused nature of thinking and revealed the importance of the task in the thinking process.
From the point of view of psychoanalysis (3.Freud), the thinking of the individual ("I"), which cannot be attributed to consciousness, is a weapon of multidirectional influences: the true demands of the unconscious ("he").humanizing culture ("super-I").In these cases, thinking has a common function: to act as a process aimed at finding a way to realize unconscious aspirations, taking into account certain social and cultural conditions.On the other hand, thinking works as a mechanism to control the actions taken to achieve the goal.
According to D. Watson's hypothesis, both thought and speech are formed as a result of the same movement activity.The difference is that the thought dialogue is the thought compared to the speech.Behavioral psychologists do not present mental activity as a set of complex chains of cognitive abilities formed according to the "stimulus-response" scheme.The shortcoming of this theory of thinking is that thinking is always accompanied by action, even though "thoughts are richer than speech, even my friends are not verbalized." In the science of local psychology, it is interpreted in different ways, based on the doctrine of the nature of the activity of the human psyche, and it is understood as a guide to cognitive activity.The contradiction between the theoretical and practical intellect, the subject and the object of knowledge was discussed in the context of the development of the category of activity in the psychology of thinking.Thus, for our research, a new connection was opened between activity and thinking, as well as between different types of thinking, it was possible to raise and answer questions about the genesis of thinking, its formation and development in children.Target learning result, in this regard, when thinking in the theory of activity, it is understood the ability to solve various problems aimed at revealing its hidden aspects from direct observation and to change reality in a purposeful approach.
In S. L. Rubinstein's understanding of the concept of thinking as an activity, two aspects can be distinguished.Firstly, to mark thinking as one of the creative activities, and secondly, to show that according to the principle of determinism, external causes in mental activity act only interdependently.According to S. L. Rubinstein, mental activity is determined directly by its object, through its specific patterns (goals, motives).This or that external reason helps to solve a mental problem only to the extent that the internal conditions of its thinking are formed, in other words, depending on how independent the problem is analyzed.With the help of mediating the role of conditions (goals and thinking motivation).
In addition, A.N. Leontiev's theory of thinking activity needs to be addressed.Leontiev showed the arbitrary nature of the higher forms of human thought, their origin from culture and the possibility of development from social experience.In the significance of Leontiev's research, he determined the existence of analogies and relationships between external, organizational behavior and internal, organizational thinking, activity structures.Internal, intellectual activity is an external, practical product, in which individual replaceable elements -actions, operations can be distinguished.Thinking, as a phenomenon that provides the general characteristics of a person, arises from sensory and emotional cognition that reflects the external world on the basis of practical activity in his psyche.The essence of thinking consists in performing some cognitive operations with the images in the inner picture of the world.Without these operations, it is possible to indirectly draw conclusions or to construct and complete a changing model of the world.
The problem of determining the laws of the emergence, formation and development of thinking is one of the most complex problems in modern society and is studied in many disciplines, including pedagogy and psychology.Approaches to understanding thinking in foreign and local psychological schools differ significantly (thinking in foreign psychology is often considered as a process, in local psychology -as a type of activity).Some of the theoretical principles, for example, the associative theory, have been developed without being written or sufficiently proven.Internal, intellectual activity is the result of external, practical, internal activity.It is possible to engage in mental operations and actions outside of mental, theoretical activity, and practical activities, as opposed to practical activities.
The analysis of modern scientific literature allows us to emphasize that at this stage, the following, somewhat conditional classification of types of thinking is accepted and distributed on various bases: the genesis of development, the nature of the tasks being solved; the level of location, the level of novelty and originality, means of thinking, functions of thinking were studied and analyzed.
Summarizing the above, we can say that when we come to thinking, we understand the individual nature of the activity, the human creative activity, which is the subjective images of the objects, the meaning and the reflection related to the change of the meaning.Like any other activity, thinking is directly determined by the object, through internal patterns, goals, motives, and people are encouraged to solve real contradictions in their life conditions, to form their new goals, and to discover plans to achieve goals through new means.
Studying the classification of thinking on the basis of the recommended scientific principles led us to the idea of the need for a detailed analysis of the productive type of thinking (expressed on the basis of creative imagination), which, in our opinion, makes us sure to understand the essence of divergent thinking.We present this analysis in order to determine the characteristics of the phenomenon of divergence, and then acquire the basis for studying the concept of type -divergent thinking.Divergence is derived from Latin divergence, and in modern dictionaries and encyclopedias it is interpreted as mathematical, biological or linguistic, etc.There is no general understanding of the phenomenon in modern sciences.For example, in the "Explanatory Dictionary of the Russian Language" edited by S.I.Ozhegov, divergence is interpreted as a special scientific phenomenon and "denotes the type (or types), special quality, characteristics of the activity, the existence and development of objects of any kind, the property or ability of an integral object that can be divided.
The processes of divergence and convergence occur endlessly in the process of biological evolution, anthropogenesis, ethnogenesis, social culture, humanism and thought, development of social life, knowledge, science and other developments.in the further history of the methods of scientific thinking, the specific mechanisms that explain the phenomena and development of information, first of all, mathematics, formal logic, mechanics, biology, synergetics and others are revealed.
Divergence is very important in that part of all physics called classical mechanics and kinematics.It is interpreted as the existence and dynamics of objects, systems and network structures, as well as structural relations in the form of limited changes of parts with extensions at one of the points, that is, division by time and co-creation.
In the image of mathematicians (the term divergence was introduced by U. Clifford), the concept we are studying is the limit of the vector field current surrounding a given point and the volume bounded by it [4].
The emergence of the concept of "divergence" in biology belongs to Charles Darwin.From the point of view of this science, divergence is considered, first of all, as the differentiation of the characteristics and characteristics of previously related organisms in the process of evolution, which leads to the emergence of new characteristics and characteristics.Analyzing the phenomenon of divergence, let's pay attention to the approximate scheme of communication and interaction of various types of objects, which generally include three elements.All objects with different qualities and characteristics undergo internal development.At some point of their internal causes and external conditions, unity and wholeness come to be divided into parts, that is, another quality or aspect appears.This is a new quality; at first simplification, at least duality.In the second stage, it passes to the stage of simultaneous, parallel coexistence of new objects with unique characteristics.At this stage of development, these objects ensure their sovereignty, independence, stability, a separate direction of changes, new intensity and environmental harmony.At the next stage, under favorable conditions, in the process of further changes and development, these objects will come closer.We emphasize the existence of divergence, convergence and intermediate unstable state(bisection) and the continuity of their intervals is different.
After studying the ideas about the phenomenon of divergence from the point of view of divergent scientists, we consider it logical to move to the analysis of the ideas of modern pedagogical and psychological concepts in order to understand the terms and their interaction: creative and divergent thinking.
The concept of creative, effective, creative thinking is the subject of our next study.We found that these terms have been used as synonyms for a long time in educational psychology.Turning to the analysis of scientific literature, we set ourselves the task of determining how the greatest representatives of psychological and pedagogical theories define the concept of "creative thinking" and how they solve the issue of relations between the productive and productive structural parts of the activity.
The study of scientific sources has shown that in any case, when it comes to thinking, it is said about the emergence of the new, but the nature of the new is shown differently in different theories.In the theories of reproductive thinking, "new" complexity appears as a result of recombination, mainly the similarity of the existing elements of past experience, the implementation of the direct connection between the task requirements and the existing subjectively identical elements.We emphasize the existence of divergence, convergence and intermediate unstable state (bisection) and the continuity of their intervals is different.
After studying the ideas about the phenomenon of divergence from the point of view of divergent scientists, we consider it logical to move to the analysis of the ideas of modern pedagogical and psychological concepts in order to understand the terms and their interaction: creative and divergent thinking.
The concept of creative, effective, creative thinking is the subject of our next study.We found that these terms have been used as synonyms for a long time in educational psychology.Turning to the analysis of scientific literature, we set ourselves the task of determining how the greatest representatives of psychological and pedagogical theories define the concept of "creative thinking" and how they solve the issue of relations between the productive and productive structural parts of the activity.
The study of scientific sources has shown that in any case, when it comes to thinking, it is said about the emergence of the new, but the nature of the new is shown differently in different theories.In the theories of reproductive thinking, "new" complexity appears as a result of recombination, mainly the similarity of the existing elements of past experience, the implementation of the direct connection between the task requirements and the existing subjectively identical elements.The solution of the problem itself continues on the basis of the mechanics of study and error, and then on the basis of determining the correct solution found by chance or clarifying a certain system of pre-arranged operations.
According to scientists, thinking cannot be effective without relying on past experience, and at the same time, it can go beyond it and discover new knowledge.It is always the ability to solve new, more complex problems.In thinking, its productive and productive components are woven into a dialectical contradictory unity, and their specific weight in a certain mental activity may vary.It should be noted that there are objections against distinguishing different types of thinking in local scientific literature: productive and productive.At the same time, the majority of scholars who study thinking believe that such a division is inappropriate.In the literature, the parts (parts, components) of mental activity are named differently.The synonyms of the concept of "product of thinking" are: creative thinking, independent, heuristic, creative, divergent.So, in our opinion, the main feature of creativity in divergent thinking is an intellectual activity that combines two components: cognitive and motivational.However, in the context of the problem of the formation of divergent thinking, we consider it necessary to distinguish the personality aspect of mental activity, which is unique in developing adequate means of psychological-pedagogical influence.Our opinion is as follows: if the personal-emotional aspect is related to the necessary conditions of the thinking process and takes precedence over the assignment of the task accepted by the subject, then the personal-reflexive aspect takes precedence in the process of finding an accurate solution.Approaches to management of the thinking process with values, motivational, and emotional aspects do not lead to a noticeable increase in the efficiency of solving problems, and therefore divergent thinking cannot be the basis for developing training procedures.In this case, the reflection that ensures the organic connection of cognitive and personal aspects of thinking and the single functional area will be more adequate.Divergent thinking involves the inclusion of the problem of formation and constructive resolution in the content of the task, and the implementation of the activity in the situation.Therefore, in our opinion, it is appropriate to highlight the third component -the personal-reflexive aspect of thinking in solving problems.

Conclusion
We can come to the conclusion that divergent thinking in primary school has an internal connection between the procedural component and the personal-organizing part, which increases the independence of children.
A unique feature of the creativity of young students is the subjective novelty of the product of this activity.According to its objective meaning, "discovery" can be new, unusual, but it can be implemented according to the instruction of the teacher, according to his idea, with his help, and therefore it cannot be essentially creative.In addition, young students can offer a solution that is already known, used in practice, but as a result of conclusions, without knowledge, they have worked out.In this case, we engage in a creative process based on guesswork, intuition, and independent thinking. .Here, the psychological mechanism of activity is important, and the ability to perform non-standard and non-standard tasks is formed from it.
In our opinion, we highlight another important feature of developing divergent thinking in young schoolchildren: it is inseparable from the development of executive skills.The more sophisticated and perfect the students' skills, the more rich their imaginations, the more realistic their ideas, the more complex tasks the students will perform.From these: 1.The analysis of scientific literature has shown that it is appropriate to rely on the interpretation of the phenomenon of "thinking" in this article as a feature of the activity of the human psyche, which makes it possible to raise questions about the uniqueness of the human psyche.
2. It has been proven that human ability to think differently is the main part of creativity.The uniqueness of the divergent thinking of elementary school students is determined, it consists of blurring the boundaries of object symbols, their "flow" into each other, and the adaptation of concepts in the process of creative activity.These characteristics make it possible to define the primary school as sensitive to the formation of divergent thinking.\ 3. It has been proven that the different thinking of elementary school students at the initial stage of systematic education in an educational institution is directly related to the lack of personal activity of the student in the cognitive activity that is encouraged and directed to their life experience.4.This is why it is necessary to give them the opportunity to have social and personal experience, which combines all types of activity of schoolchildren (outside of education), choice, self-education, voluntariness, development of intellectual and creative abilities of schoolchildren, and increasing their opportunities in life.