Introduction. The article presents the consideration of the formation of cognitive skills of younger schoolchildren in project activities from the point of view of various scientific approaches: system-activity, personality-oriented and problem-oriented. It was this approach that allowed us to develop a structural and functional model of the process of formation of cognitive skills of younger schoolchildren in project activities.

Materials and methods. The main research methods are the analysis of scientific psychological and pedagogical literature, considering issues related to the formation of cognitive skills and the organization of project activities, modeling, description. The author uses his own pedagogical experience in elementary school.

Results. A model has been developed, the structure of which is represented by four blocks: normative, target, content-organizational, diagnostic-effective. The article provides a detailed description of each block. The process is considered and the stages of designing an individual trajectory of project activity are determined as an activity that embodies project tasks and contributes to the formation of cognitive skills. The components

of project activity support are also highlighted: activity-communicative, cognitive-intellectual and personal-organizational.

Discussion. Based on the structural and functional model, a program for the formation of cognitive skills of younger schoolchildren in project activities was developed. In accordance with the methodological recommendations for the implementation of the model of formation of cognitive skills of younger schoolchildren in project activities in primary school, the implementation of the program includes three stages: propaedeutic, preparatory and basic. The program presents the tasks of the teacher and the student at each stage, the content of project activities, the results of project activities and cognitive skills formed / more developed at each stage.

Conclusion. The implementation of the presented structural and functional model is aimed at the qualitative formation of cognitive skills of younger schoolchildren necessary for successful learning in modern conditions in the process of project activity, and also gives students the opportunity to actively learn about the surrounding reality through project activities in cooperation with classmates and a teacher, allows them to see the real result of their work and realize its value, experience the joy of their success and success of others, which will undoubtedly contribute to increasing the level of motivation for project activities.

The combination of system-activity, personality-oriented, problem-based approaches is the theoretical and methodological basis for building a structural and functional model for the formation of cognitive skills of younger schoolchildren in project activities and provides an opportunity for a deep and comprehensive consideration of the studied problem and the achievement of the research goal;

The development of a structural and functional model for the formation of cognitive skills of younger schoolchildren in project activities allows, through the resource of the project method, to create conditions for the formation of cognitive skills, which, in turn, contributes to the formation of a personality ready for self-education, self-development and effective disclosure of personal potential in changing conditions.

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