Introduction. The article is devoted to the diagnosis of cognitive and personal development — imaginative abilities of younger schoolchildren. The article substantiates the relevance of the research problem, defines the pedagogical conditions for the implementation of the methodology of cognitive and personal development of primary school students in Russian language lessons. Diagnostic methods as well as the results of diagnosing younger schoolchildren are reflected in the scientific article. The authors diagnosed the productivity of verbal imagination and the level of development of speech imagination. It is emphasized that the manifestation of imaginative abilities in Russian lessons is not only an indicator of the formation of a full-fledged perception of the text, but also an indicator of the mental development of a younger student. Cognitive and personal development of elementary school student is a process that acts as an effective initiative of the student, on the one hand, and as an effective teacher organizing cognitive activity, on the other. One of the tasks of the modern education is the development of learning, cognition, development of cognitive abilities. It is an important effectiveness of effective learning at school.

Materials and methods. The following research methods were used in the research work: theoretical (review and analysis of scientific literature, comparison, classification, generalization, systematization and others). In addition to theoretical methods, empirical methods (survey, conversation, observation, conversation) have been used. The interpretation of the obtained research results was carried out by methods of quantitative and qualitative analysis.

Results. The article presents the classification of cognitive and personal abilities of children of primary school age, the concepts of "cognitive and personal development", “cognitive abilities”, “imaginative abilities” are considered. The choice of diagnostic methods for the formation of imaginative abilities of primary school students is theoretically justified, pedagogical conditions for the development of the imagination of younger schoolchildren in Russian lessons are determined, language techniques that contribute to the cognitive and personal development of primary school students are proposed.

Discussion. It is actualized that the need for cognitive and personal development of younger schoolchildren in Russian lessons is dictated by the requirements imposed on a primary school graduate. Taking into account one of the fundamental principles of education — the development of initiative, personal responsibility as a condition for its self-actualization — means the formation of a student's desire to develop his personal capabilities, including cognitive activity. The younger schoolchildren are active participants in the educational process with a complex of cognitive abilities, among which there are language abilities.

Conclusion. The article concludes that the development of the methodology and the implementation of the author's program are based on the results of a diagnostic study. The practical significance of the research work lies in the fact that the author's methodology is aimed at improving the educational process in elementary school by expanding the content of Russian language lessons. The program we offer contributes to the successful interaction of participants in the educational process within the framework of the subject being studied due to the high cognitive activity of students.

The cognitive and personal development of children of primary school age was studied;

The concept of “cognitive and personal development of younger schoolchildren in Russian language lessons” was formulated;

A classification of cognitive-personal abilities of elementary school students is proposed;

The pedagogical conditions necessary for the development of linguistic imaginative abilities of younger students are proposed;

Diagnostic methods were chosen to determine the level of formation of imaginative language abilities.

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