Исследовательский потенциал молодых ученых: Взгляд в будущее: Сборник материалов XIV Региональной научно-практической конференции молодых ученых, аспирантов и магистрантов

201 also quickly lose concentration. Since this may lead to a number of mistakes being made (letter dropping, incorrect word order, or misconduct of the task), every 10 to 15 minutes of work is followed by a 1–2-minute rest involving physical exercises. Attention is also conditioned by other factors outside the classroom such as: individual aspects of the environment in which children live, the presence of certain learning difficulties, individual and cultural differences. The mastery of the educator is expressed in knowing these factors and reducing their significance through an individual and differentiated approach to each child. From the point of view of the use of students' independent work in the formation of language competencies, the attention of the pupils is particularly important because the quality of the tasks performed greatly depends on its concentration, volume and sustainability. This calls for the use of such independent work tasks, which maximize the unsustainable attention of young pupils, such as the use of verbal and crossword puzzles. Another necessity is the gradual increase of the complexity and the volume of the assigned tasks, the smooth transition from predominantly reproductive to creative tasks. The memory of the child develops in close connection with the perceptions, because, as E. Vassileva says, "it is remembered what is bright, often not typical, but especially significant for the child at the moment, what is in some way related to the emerging associations in his mind, expectations - determined by the experience "[1, 61]. As a complex mental phenomenon, memory involves three processes: remembering, holding or storing information and reproducing. Other authors call them phases: fixation, retention and reproduction or encoding, storage and retrieval. Young students, especially in the first two grades, tend to mechanically remember without being aware of meaningful connections. Visual memory is more developed in primary school age than verbal-logical. This clearly demonstrates the need for visibility as a basic pedagogical principle, especially at this age. It is extremely important for the teacher to be able to present the complex and abstract linguistic concepts using visual material (pictures, boards, computer presentations) to make it easy for their students to understand and remember them. In the third and fourth grades, when students are able to make comparisons and generalizations independently, they can draw up schemes and patterns of the concepts studied and their categories themselves (again under the supervision and expert guidance of the educator). Such tasks are particularly appropriate in the lessons of solidification and summary of the material studied. And since language competence involves certain linguistic knowledge, skills and attitudes towards language, the importance of memory is essential as much as the need for knowledge to be internalized and become lasting, and skills to be formed on the basis of certain algorithms of action. Students' independent work also requires memory development, as it suggests the presentation of clear and precise instructions from the teacher, according to which the students should subsequently independently solve the task.