Activating the Cognitive Process of Schoolchildren Through a Gender-Based Approach to Learning

Abstract

Introduction / Relevance. The strategy of thinking, the type of attention and memory, as well as the mechanisms of assimilation of information are associated with gender differences in all children. The preparation of didactic tasks taking into account the gender aspects of children in preparation for educational activities, i.e. ensuring the gender orientation of the lesson process, contributes to the harmonization of individual profiles of lateralization of the teacher-educator and children, understanding and assimilation of educational information by children. To do this, it is necessary that educators diagnose the peculiarities of the organization of children's cognitive processes based on gender characteristics and conduct the educational process based on its results. Gender orientation of the educational process can be an effective step in ensuring gender equality of students.

Methods. The method "Your Style of Learning and Thinking, SOLAT" was used to determine the preferred hemisphere of children, which was developed by the American psychologist E.P.Torrens (co-authored with C.R.Reynolds, T.Riegel, O.E.Ball); in the context of gender differences, the children's thinking strategy was determined using the test "Local diagnosis of hemispheric functions The brain" was developed by A.L. Sirotyuk, and the preferred representative systems are the "Methodology for the development of the leading modality". Indicators of the formation of children's knowledge and skills in elementary mathematics were determined on the basis of didactic tests, conversations and the method of purposeful pedagogical observation.

Results. Gender characteristics are linked to the physiological and socio-psychological traits of an individual and are reflected in how their emotional and volitional processes function, as well as their perception mechanisms, thinking systems, attention, and memory. Experimental work has confirmed our scientific hypothesis that organizing educational activities for older preschool children using a gender-based approach increases their cognitive activity.

Conclusions: Gender equality in education means that girls and boys should receive the same opportunities and quality education, regardless of their background or abilities. To achieve this, teachers must adopt a gender-inclusive approach in their teaching methods. The gender approach of education is a methodological approach that takes into account the unique characteristics of each child, including their thinking strategies, perception, and information assimilation mechanisms. This approach aims to help develop each child's unique personality, while also helping to mitigate gender differences and free them from limiting gender stereotypes. In order to organize educational activities based on a gender-sensitive approach, it is necessary to identify the student's individual characteristics, including gender-specific traits. This involves diagnosing their thinking strategies, utilizing neuropedagogical diagnostic methods, and identifying their specific features in terms of how they perceive and assimilate information. Based on the results of these assessments, appropriate forms, methods, and learning tools can be selected and applied throughout the learning process. The formation of creative thinking and cognitive activity in preschoolers, as well as the possibilities for children to adapt to social life and the modeling of the educational process with consideration for gender characteristics, all contribute to increasing their social and cognitive abilities.