On the cognitive difficulties faced by children of primary school age, on the level of development of thinking in the process of educational activity

Thought is the main psychological basis of our National Education Concept (National Curriculum). The most important and frequently observed cognitive difficulties encountered by primary school students during educational activities are the difficulties resulting from the level of development of thought. The main purpose of our research is to determine the psychological characteristics of the effect of the current level of development of thought and its processes on the formation of educational difficulties of primary school students. For this purpose, in this article we reviewed thought as a cognitive activity and analyzed the developmental characteristics of their thought and its intellectual processes in education. In particular, we determined that the weak development of abstract-logical thinking is one of the main reasons for the formation of mental difficulties in education.vThe teaching materials that reflect the content of modern education are extremely logical, based on abstract thinking, the development of concrete thinking covers the ages of 6-12, the formation of abstract thinking covers the ages of 12-18. This situation causes the formation of some contradictions in their cognitive activity. Education should carry development, but the successes achieved in the learning process based on a lot of psychological, mental, physical tension, load, psychological pressure are achieved at the cost of their spiritual, physical and psychophysiological exhaustion.In primary school age, their thought processes are characterized by their own unique, individual developmental characteristics, and as the classes grow, their thinking also develops and the difficulty level of education increases.Since the mental plane of thought processes has a gradual character, the difficulty of primary school students in performing any intellectual operations negatively affects the performance of other operations. For example, as a result of the inadequacy of the analysis and synthesis processes, the comparison and classification processes become difficult for them. Since they cannot analyze, they have difficulty in understanding logical connections. In addition, due to the inadequacy of the analysis, synthesis, comparison and classification processes, difficulties are observed in their abstraction processes.