Age characteristics of children under school age. Younger school age and its psychological characteristics. Junior school age

Children grow, develop and change constantly. Quite recently, you ran after your child to the kindergarten, but now he is already 7 years old, it's time to go to school. And the parents have fear. How to behave correctly with younger students? How not to harm the child and make this period as comfortable as possible?

The most important thing is that your child has remained the same, he just has new interests and responsibilities. And to help him, you just need to know the age characteristics of younger students. Brief characteristics are described in the table below.

Junior school age is the period from 6-7 to 10 years old. Now the child is changing physiologically. Features of development in this period - muscles grow, the child wants activity and mobility. Particular attention should be paid to posture - it is formed precisely at the age of 6-7 years. Remember - a younger student can calmly sit at a table for ten minutes at most! Therefore, it is very important to competently organize his workplace, monitor the correct light in order to protect his eyesight.

Particular attention should be paid to the psychological and age characteristics of younger students. Attention at this age is not stable enough, limited in volume. They cannot sit still, a frequent change in the type of activity is required. The main way of obtaining information is still play - children remember perfectly what causes them emotions. Visibility and vivid, positive emotions allow younger students to easily memorize and assimilate the material. Use various tables, pictures, toys when working with your child at home. But everything needs a measure. Small physical education minutes allow you to release muscle tension, relax and switch from study to rest, thereby increasing the motivation for training. Right now, the child's attitude to learning is being formed - faith in oneself, the desire to learn and gain knowledge.

Younger schoolchildren are very active and proactive. But do not forget that at this age they are very easily influenced by the environment. Children recognize themselves as individuals, compare themselves with others, and begin to build relationships with peers and adults. The psychological trait of younger schoolchildren is pliability, gullibility. An important role for children at this age is played by authority. And here it is very important to control the environment in which the child is. Keep track of who your baby is communicating with. But the most important thing should still be the authority of the parents. Communicate with your child, express your point of view, listen to him. Mutual understanding is very important for junior schoolchildren, because right now his own position and self-esteem is beginning to form. And you must fully support him and help him in this.

The younger school age covers the period of a child's life from 7 to 10-11 years.

Younger school age is a very crucial period of school childhood, on the full-fledged living of which the level of intelligence and personality, the desire and ability to learn, and self-confidence depend.

Younger school age is called the pinnacle of childhood. A child retains many childish qualities - frivolity, naivety, a bottom-up look at an adult. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking.

With the child's admission to school, play gradually loses its dominant role in his life, although it continues to occupy an important place in it. Learning becomes the leading activity of a younger student, which significantly changes the motives of his behavior.

Learning for a younger student is a meaningful activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, the whole way of his life are changing.

With admission to school the position of the child in the family changes, he has the first serious responsibilities at home, connected with study and work, and the child goes beyond the family, tk. his circle of significant persons is expanding. Of particular importance are relationship with an adult. A teacher is an adult whose social role is associated with presenting important, equal and obligatory requirements to children, with assessing the quality of educational work. The school teacher acts as a representative of society, a bearer of social models.

Adults begin to place increased demands on the child. All this taken together forms the problems that the child needs to solve with the help of adults at the initial stage of schooling.

The child's new position in society, the student's position is characterized by the fact that he has a compulsory, socially significant, socially controlled activity - educational, he must obey the system of its rules and be responsible for their violation.

The social situation in primary school age presupposes the following:

Learning activity becomes the leading activity.
The transition from visual-figurative to verbal-logical thinking is coming to an end.
The social meaning of learning is clearly visible (the attitude of young schoolchildren to grades).
The motivation for achievement becomes dominant.
The reference group is changed.
There is a change in the daily routine.
A new internal position is being strengthened.
The system of the child's relationship with the people around is changing.

Physiological features of primary schoolchildren

From a physiological point of view, primary school age - this is the time of physical growth when children quickly reach up, there is disharmony in physical development, it outpaces the neuropsychic development of the child, which affects temporary weakening of the nervous system. Increased fatigue, anxiety, increased need for movement are manifested.

The relationship between the processes of excitation and inhibition changes. Inhibition (the basis of restraint and self-control) becomes more noticeable than in preschoolers. However, the tendency to arousal is still very high, so younger schoolchildren are often restless.

The main neoplasms of primary school age
- arbitrariness
- internal action plan
- reflection

Thanks to them, the psyche of a younger student reaches the level of development necessary for further education in secondary school.

The emergence of new qualities of the psyche, which are absent in preschoolers, is due to the fulfillment of the requirements for the student by educational activities.

As the learning activity is formed, the student learns to control his attention, he needs to learn to listen carefully to the teacher and follow his instructions. Arbitrariness is formed as a special quality of mental processes. It manifests itself in the ability to consciously set goals for action and find means to achieve them. In the course of solving various educational problems, a younger student develops the ability to plan, and the child can also perform actions silently, in the inner plane.

Irina Bazan

Literature: G.A. Kuraev, E.N. Pozharskaya. Age-related psychology. V.V. Davydov. Developmental and educational psychology. L.Ts. Kagermazov. Age-related psychology. ABOUT. Darvish. Age-related psychology.

Younger school age is a period of absorption, assimilation, accumulation of knowledge. This is favored by trusting submission to the authority of an adult, increased sensitivity, attentiveness, and a naive, playful attitude towards reality. Age is receptive and impressionable, everything new evokes an immediate reaction. Increased reactivity and readiness for action may be accompanied by impatience and readiness to respond.

Children have a very great focus on the outside world: they memorize facts, phenomena in detail, for a long time they are at the mercy of a vivid fact and image, their experiences are vivid, immediate. At the same time, the seven-year plan does not show any desire to penetrate deep into the phenomenon, to establish its cause and connections with other phenomena. An important mechanism for the personal formation of younger students is imitation - they literally copy the manners, actions, reasoning of the teacher. This feature obliges primary school teachers to be accountable for their behavior. An important age-related feature associated with the beginning of educational activity is a socially-mediated attitude towards reality, a departure from being bound by a specific situation or “loss of immediacy”.

A.V. Monroz identifies the main patterns of age-related changes in the structure of volitional qualities:

The movement is in the direction of complication and greater differentiation of the connections of volitional qualities, as well as a decrease in the orthogonality of the bundles of properties. At the same time, for students of the first grade, this structure consists of two groups of qualities in a workshop, and only in the process of growing up does the third one stand out;

Significant qualitative changes begin to occur in children 8-9 years old, this is manifested in the emergence of a connecting group of qualities, in many respects similar to the moral and volitional regulation of adults. This group of properties becomes more and more important and arbitrary by the age of 10-11.

Thus, initially the ability to master one's own behavior develops - self-control. Then, the development of motivational-volitional regulation - self-determination (I class) becomes of great importance. The ability to build one's behavior in accordance with moral and ethical rules and norms is formed only last.

Physiological changes in primary school age are significant, but development occurs smoothly, gradually.

All the bends of the spine are formed, but ossification has not yet been completed, which makes the children's spine vulnerable to deformations, hence the requirements for seating, furniture, and the provision of compulsory physical activity (at least half of the time the child is in school, the child must be in motion).

Ligaments and muscles (especially large ones) get stronger, while small muscles lag behind in development. In seven-year-old children, due to the weak development of the small muscles of the hand, it is possible for it to get tired quickly, and from it - tremor of the hand and "trembling" lines when writing. This fact requires adherence to the writing regime: the duration of the writing of first graders should not exceed five minutes, followed by rest and exercise for the brush. Ossification of the phalanges of the fingers is completed by nine to ten, and the wrists - by ten or eleven years.

The heart muscle grows intensively. The heart becomes more resilient to stress. Intensive supply of blood to the brain, it increases in mass, approaching adult size. The frontal lobes are especially enlarged. The relationship between excitement and inhibition changes in favor of the latter, but the excitability is still great.

By the age of seven, myelination of nerve fibers ends, which increases the resistance of the nervous system and the protective capabilities of the body as a whole: even resistance to colds and infectious diseases increases.

At the age of six to ten to eleven years, a pronounced unilateral dominance of the hand and all symmetrical parts of the body, endowed with autonomous motor function, is established. It has been established that the overwhelming majority of children become right-handed, left-handed people are less common. But if practice indicates clear left-handedness, the child should write with the dominant hand.

In general, by the age of seven, a physiological readiness for learning is noted.

Intensive sensory development at preschool age provides a level of perception sufficient for learning - high visual acuity, hearing, orientation to the shape and color of the object. However, the peculiarities of children's perception are syncretism, as well as high emotionality. Syncretism manifests itself in the perception of phenomena and situations undivided; the perception of "lumps" inherent in the preschooler persists even in primary school age. This feature makes it difficult to perform the analysis operations necessary in educational activities. It is difficult for children to highlight the main thing, to differentiate the differences between objects and phenomena. An illustration of this feature of children's perception is the "mirror writing" of first graders - young students confuse letters and numbers of a similar configuration (for example, 9 and 6).

IN AND. Eidlin notes that the perception of works of art is studied, as a rule, through the analysis of their retelling and subsequent conversation about the content of the read. At the same time, it was established that it is extremely difficult for children to convey the text of these works in their own words. When passing on a text, children are most often able to only cite fragments of it that they have accidentally learned. These fragments can often be quite large in size. Errors that can be detected when reproducing a text are associated with the loss of memory of a word or a fragment of the text; they are not the result of insufficient or erroneous understanding of it.

High emotionality of perception is manifested in the fact that children first of all react to bright, evoking an emotional response (albeit secondary) phenomena and details. For this reason, they are easily distracted. Therefore, the teacher should be very careful in the selection of illustrative visual material, strive to prevent extraneous stimuli in the procedure of training sessions. In general, the perception mechanism is ready, but children do not know how to use it. Learning requires the development of arbitrariness and meaningfulness of perception, orientation to the standard.

At the beginning of training, children's attention is involuntary. The development of voluntary attention is facilitated by a clear organization of the child's actions using a sample, as well as actions of self-control: this can be checking one's own or someone else's mistakes, comparing the result with the correct one, etc.

The volume and distribution of attention remain low, for this reason it is difficult for primary schoolchildren to perform two actions at the same time (listening and writing, as when writing dictations), and the stability of attention remains low. Moreover, stability is higher when performing substantive actions and lower when performing actions in the internal plan. If the stability of attention in first-graders is characterized by the ability to keep it on the object for no more than 10 minutes, then by the third grade this time increases to 20 minutes. In the process of educational work, involuntary attention also develops, and it is already associated with the needs and interests of the child, and not only with the characteristics of the stimuli that attract attention. The teacher should work on the development of post-voluntary attention and rely on it in learning activities as a more gentle form of attention in order to relieve excessive tension in learning activities.

L.V. Cheremoshkina emphasizes that primary school age is known to be sensitive for the formation of learning skills, for mastering the content, means and methods of action and the forms of cooperation corresponding to this action. The development of memory at this age is extremely intensive, since learning activity involves the assimilation of a large amount of information by the child. Mnemic abilities as an instrumental (instrumental) basis of memory are manifested in the process of implementing any cognitive activity, they are expressed in the productivity and qualitative uniqueness of different types of memory and are stereotyped mental processes aimed at memorizing, preserving and reproducing information.

Learning activity as a leading type of activity in primary school age creates fundamentally new conditions for the development of a child's memory. She not only trains functional mechanisms, develops operating ones, but also forms ways of regulating the process of memorization and reproduction.

At primary school age, children still do not master rational memorization techniques. Even by the third grade, only ten percent of students own an arbitrary mnemonic activity, another ten percent independently identify a mnemonic problem, but do not know how to solve it, eighty percent cannot single out a mnemonic problem and even more so solve it. With age, mnemonic activity becomes more arbitrary and meaningful. By the third grade, the productivity of arbitrary memory is higher than that of involuntary memory. Subsequently, both types of memory develop interconnected.

Due to the improvement to the third class of thinking operations, the possibility of more logical and coherent reproduction appears.

Voluntary memory becomes a function on which learning activity is based, and the child comes to understand the need to make his memory work for himself.

At the beginning of schooling, the child's thinking is distinguished by egocentrism, a special mental position - "centralization" or perception of the world of things and their properties from the only possible position for the child. The thinking of younger schoolchildren is by type - visual-figurative, by logic - inductive. The mental operations of younger schoolchildren differ in a number of features. Thus, the operation of comparison in first-graders is replaced by a row position, that is, by a sequential listing of the characteristics of the objects being compared. The comparison is carried out first by the lines of difference, then by the lines of similarity of objects and phenomena. Generalization proceeds according to the type of generalization - on the basis of insignificant features of objects. Abstraction is carried out on the basis of external, striking features.

In the process of educational activity, children receive a lot of descriptive information. This requires them to constantly recreate images, without which it is difficult to understand the educational material. Thus, imagination is included in educational activity, performing a gnostic function. The "building material" for him are representations (images of memory). At first, the imagination of junior schoolchildren is characterized by an insignificant reworking of existing representations. A characteristic feature when creating images of the imagination is reliance on concrete objects, which is supplanted by reliance on the word, later reliance on the inner plan, thought appears. The images themselves from schematic become full, bright, expanded - they include more features. According to J. Piaget, imagination undergoes a genesis similar to that which intellectual operations undergo: at first it is static, limited to the internal reproduction of states accessible to perception; as the child develops, the imagination becomes more flexible and mobile, capable of anticipation, transformation.

The level of imagination of children depends on the teacher's work to accumulate a system of thematic ideas.

Starting school can be a crisis. The crisis of seven years is characterized by transformations of the child's psyche, associated with changes in the real situation of the child, and largely depends on his individual development.

The arrival of a child to school is associated with the restructuring of all systems of his relationship with the outside world. The leading activity of a younger student is educational. A distinctive feature of a student, a schoolboy, is that his study is a compulsory, socially significant activity. The life of a student is subject to a system of strict rules that are the same for all students. The assimilation of knowledge becomes its main content. Mastering the skills of writing, counting, reading, etc., the child orients himself towards self-change - he masters the necessary, inherent in the culture around him, ways of service and mental actions. Reflecting, he compares himself and the present himself. Own change is traced and revealed at the level of achievements.

A.N. Poddyakov notes that higher rates of creativity and intelligence are demonstrated by those children who actively participate in the cultural and leisure activities of the school.

According to D.B. Elkonin, learning activity includes a learning task, learning actions, control action, evaluation action. At primary school age, each of its structural elements has a number of specific features. The educational task is more often set by the teacher, and the student is accepted; educational activities are also organized by adults, and are of a general nature for a group of children. The function of control is the absolute privilege of the teacher; children exercise it as an action according to a model. Any educational activity begins with the fact that the child is assessed. Through assessment, oneself is singled out as an object of changes in educational activity. Educational activity forms in children the ability to subordinate their work to rules that are binding on everyone, the ability to regulate their behavior. The effective formation of educational activity depends on the content of the assimilated material, the specific teaching methodology and the forms of organizing the educational work of schoolchildren. A necessary condition for the developmental impact of educational activity on younger students is the motivation for achieving success: only this motivation contributes to the development of cognitive activity, the manifestation of initiative, independence, and the removal of personal anxiety. According to L.I. Bozovic, who studied the role of educational activity for the development of mental processes and the personality of a younger student, interaction in an organized school team leads to the development of complex social feelings in the child and to the practical mastery of the most important norms and rules of social behavior. In this activity, both the logical thinking of the child and the higher forms of his perception and memory develop. At the primary school age, intellectual development is especially important. Intellect mediates the development of all other functions, there is an intellectualization of all mental processes, their awareness and arbitrariness.

Conclusions on the first chapter

The development of morality in the process of personality formation is a complex and individual process. Questions about the decisive role of moral education in the development and formation of the personality have been recognized and posed in pedagogy since ancient times. According to Ya.A. Komensky, the goal of a single process of spiritual and moral education is to implement the connection between the rules of life and the laws of eternity. The outstanding Swiss educator-democrat G. Pestalozzi assigned the same great role to moral education. He considered moral education to be the main task of a children's educational institution. However, among the classical teachers of the past, K.D. Ushinsky.

In the modern period, a legal society with a high culture of relations between people is being created, which will be determined by social justice, conscience and discipline. The development of morality and spirituality in the process of personality formation is a complex and individual process. In many ways, it depends on the external influence exerted on the child by the family, school, church and society as a whole. In practical terms, spiritual and moral education is, on the one hand, the formation of positive values and the ability to reflect on various negative influences of the environment and resist them. The formation of morality, or moral upbringing, is nothing more than the translation of moral norms, rules and requirements into the knowledge, skills and habits of a person's behavior and their unswerving observance.

One of the key factors in the modernization of the country in accordance with the national educational initiative "Our New School" is spiritual and moral education, defined by the FSES of the second generation as a national priority. In the context of the most important national task and on the basis of the national educational ideal, the goal of modern education is formulated, one of the priority tasks of society and the state is the upbringing of a spiritual, moral, responsible, proactive and competent citizen of Russia. The results of spiritual and moral upbringing should be directly related to the directions of personal development and presented in an activity form. In accordance with the requirements of the FSES of the second generation, at present in the field of moral education, the task of the school is that in the process of self-determination the younger student, on the basis of correlating his system of values with universal value systems, makes a conscious choice and forms a stable and consistent system of value orientations that can provide self-regulation and self-determination of the individual, harmonization of her relationship with the world and with herself.

Younger school age is a period of absorption, assimilation, accumulation of knowledge. The leading activity of a younger student is educational, but at the same time, at this age, play as an activity is of no small importance. In the process of educational activities, the development of mental processes and the personality of a younger student, interaction in an organized school collective, the child develops complex social feelings and provides practical mastery of the most important norms and rules of social behavior.

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MODERN HUMANITIES ACADEMY

Final qualifying work

Topic: Age characteristics of primary school children

Chita 2011

INTRODUCTION

CHAPTER 1. Characteristics of the age characteristics of primary school children

1.2 School readiness

CHAPTER 3. Features of psychodiagnostics of primary school children

3.1 Diagnostics of the formation of self-regulation

3.2 Diagnostics of the formation of voluntary attention

3.3 Diagnostics of the motivational sphere

CONCLUSION

BIBLIOGRAPHY

ANNEXES

INTRODUCTION

The beginning of schooling marks a change in the whole structure of a child's life. This is a fundamentally new social situation of personality development.

First, the child begins to perform socially important activities - he learns, and the significance of this activity is appropriately assessed by those around him, if the parents could interrupt the child's play at any moment, believing that it was time to eat. And that the child has already played enough - that's enough, then adults respect such a thing as "doing homework".

Learning activity, as an activity with a pronounced social significance, puts the child objectively from a new position in relation to adults and peers, changes his self-esteem, in a certain way rebuilds relationships in the family. The Soviet psychologist D. Elkonin notes that “precisely because educational activity is social in its content (it assimilates all the riches of culture and science accumulated by mankind), social in its implementation (it is carried out in accordance with socially developed norms), she is the leading one in primary school age, that is, during its formation.

Secondly, school life requires the systematic and obligatory implementation of a number of rules, for all obligatory ones, which the child's behavior at school obeys. His relationship with the teacher bears little resemblance to intimate contact with parents and kindergarten teachers. The relationship between the teacher and the child is severely regulated by the necessities of their jointly-divided activities, the organization of school life. Submission to these rules requires the child to be able to regulate his behavior, puts forward significant requirements for the arbitrariness of activity, the ability to subordinate it to deliberately set goals.

Finally, and this is the third, systematic schooling is associated with the task of mastering the basics of science, the scientific way of thinking, its special logic, different from the sum of everyday ideas that was formed in a child by the age of seven. The scientific concepts that a child learns at school differ from everyday ideas, first of all, in that they give a scientific picture of the world from an objective social position. What the child previously perceived mainly sensually and fixed in his thinking purely empirically - as a thing with a known set of features, now must receive scientific understanding, that is, imagine what the given object or phenomenon is objectively for human cognition.

In a specific situation of study at school, as a rule, many problems arise (difficulties in establishing relationships with teachers and peers, getting used to the discipline regime, the practice of grades, a possible loss of interest in learning, etc.), which we do not specifically consider here. It is important for us in the most general form to determine the place of primary school age in the process of personality development, therefore we will not consider in more detail the nature of the child's life at school, but, on the contrary, will return once again to clarifying the main line of personal development.

The younger school age (7-11 years old) is a special stage in the isolation of a person into a personality. The spiritual world of the preschooler is based on knowledge; the spiritual world of a junior schoolchild marks the beginning of the "ascent to the concept." The next stage of his isolation - the isolation of the individual as a thinking being - is a movement towards the subjectivity of a thinking person, expressing an objective scientific view of the world. Hence the main meaning of the teaching - the transition from sensory contemplation to abstract thinking.

Having mastered abstraction - this most powerful tool of human cognition - the child is able to master a wide range of scientific knowledge, expand his ideas about the world and thereby prepare for future action in the world of human objects and relationships.

The importance of mastering the methods of educational activity also lies in the fact that at the later stages of his development, when other needs and interests are in the foreground, the ability to learn will be necessary for him. So the child has learned to learn. He has already spent three or four years at school. She ceased to be perceived as something new. And a new academic subject no longer seems like something new, but just another one. The child is accustomed to school, his relationships with teachers and peers have improved. The development of the treasury of human knowledge is in full swing. Everything in this ideal model of ours seems to breathe well-being. But we know this is the calm before the storm. After all, childhood is ending, a transitional era is coming in the development of personality - adolescence with its difficulties of growth.

Purpose of the study: to determine the need for personal growth in children of primary school age.

Object of research: psychological characteristics of primary school age on the development of children.

Subject: personal growth of a younger student.

Research objectives: 1. To analyze the literature on the problem under study in order to identify the level of development of the need for personal growth in a younger student. 2. The need for a methodology to identify the mental properties of a younger student. 3. Determine the relationship between the mental properties of a younger student with personal growth. Hypothesis: if the level of mental development of a younger student is average or high, then this contributes to the personal growth of students.

Base of research: school number 6, p.KSC, 4th grade students, 9 - 10 years old.

CHAPTER 1.Characteristics of the age characteristics of children of primary school age

1.1 Features of physical and psychological development

At the age of 7, the child enters school, which radically changes the social situation of his development. The school becomes the center of his life, and the teacher is one of the key figures, largely replacing his parents. According to E. Erickson's concept, an important personal education is formed during this period - a sense of social and psychological competence (under unfavorable conditions of development - social and psychological inferiority), as well as the ability to differentiate one's capabilities. The age of seven is also considered critical. A first grader may exhibit features that are not characteristic of him in ordinary life. The complexity of educational activity and the unusual experiences can cause inhibitory reactions in mobile and excitable children and, conversely, make calm and balanced children excitable. Success or failure in school life determines the inner mental life of a child.

The teacher plays a special role in the life of a first grader. The emotional well-being of the child largely depends on him. The teacher's assessment is for him the main motive and measure of his efforts, striving for success. The self-assessment of a younger student is specific, situational, tends to overestimate the results and capabilities achieved and largely depends on the teacher's assessments. The predominance of failure over success in learning activity among those lagging behind, constantly reinforced by low grades of the teacher, leads to an increase in schoolchildren's self-doubt and feelings of inferiority.

Fair and reasonable assessment of the teacher, given to the student, is important for the formation of a positive attitude towards him classmates.

According to the observations of V.A. Sukhomlinsky, mistakes in the behavior of teachers lead to deviations in the behavior of students. In some they acquire “the character of agitation, in others it is a mania of unjust insults and persecution, in others it is anger, in a fourth - an assumed carelessness, in a fifth - indifference, in sixth - fear of punishment, in seventh - antics and clowning.

However, there are students who, even under the influence of pedagogical errors, do not develop behavioral deviations. the guarantee of the stability of the state of such children is the attitude of the parents to the child. If in early childhood a child feels protected, he develops "immunity" to social stress outside the family. In practice, it is rather the opposite. Communication with the student in the family not only does not compensate for the difficulties that the child has at school, but also exacerbates them. Parents themselves may feel insecure in front of the school, and fears related to their own learning experience may become actualized. In addition, it is not uncommon to expect high results and actively demonstrate their dissatisfaction if they are not achieved. An orientation towards the productive, and not the procedural side of educational activity leads to the fact that the child is trying with all his might to be an excellent student to the detriment of psychological health.

A.L. Hungor identified five main types of unfavorable development of primary schoolchildren:

1. "Chronic failure." Disruptions to performance lead to failure, which gives rise to anxiety. Anxiety disorganizes the child's activities and contributes to the consolidation of failures. The most common examples of “chronic failure” are: insufficient readiness of the child for school; negative "I-concept" of the child as a result of family education; erroneous actions of the teacher; inadequate reaction of parents to the child's natural difficulties in mastering educational activities.

2. "Avoiding activity." The child is immersed in his own fantasy world, goes into his own life, little connected with the tasks facing the primary school student. Reasons: increased need for attention, which is not being met; infantilization as a manifestation of immaturity; a rich imagination that does not find its expression in studies.

3. "Negativistic demonstrativeness". The child breaks the rules of conduct, seeking attention. The punishment for him is deprivation of attention. Reasons: accentuation of character, increased need for attention from others.

4. "Verbalism". Children developing according to this type are distinguished by a high level of speech development, but a delay in the development of thinking. It manifests itself in demonstrativeness associated with an orientation towards achievement, and in the infantilism of communication motives. Reasons: “verbalism” is combined with an increased self-esteem of the child and an overestimation of the child's abilities by the parents.

5. "Intellectualism". This type of development is associated with the peculiarities of cognitive processes. Logical thinking is well developed, speech is less developed, and figurative thinking is poorly developed. Reason: parents' underestimation of the importance of their own children's activities. The reasons for the most frequent requests to a psychologist from parents and requests and a psychologist from teachers are the following:

Cases grouped around disturbing adult individual characteristics of the child: slow, disorganized, stubborn, uncontrollable, uncommunicative, selfish, pugnacious and aggressive, whiny, insecure, deceitful, afraid of everything, etc.;

Cases grouped around the peculiarities of interpersonal relationships with peers: uncommunicative, withdrawn, no friends, does not know how to behave with other children, bad relations with his brother (sister), does not go for a walk, because they are not friends with him, etc.

The task of the school psychologist, together with the teacher, is to ensure a favorable entry of the child into school life, to help him master the position of a student, to contribute to the formation of positive relations in the classroom.

The initial period of school life is in the age range from 6-7 to 10-11 years (I-IV grades of the school). Chronologically, the socio-psychological boundaries of this age in a child's life cannot be considered unchanged. They depend on the child's readiness to study at school, as well as on when and how the education starts at the appropriate age. If it begins at the age of 6, as it happens now in most cases, then the age psychological boundaries usually shift backward, i.e. cover the age from 6 to about 10 years, if the skill begins at the age of seven, then, accordingly, the boundaries of this psychological age move approximately one year ahead, occupying the range from 7 to 11 years. The boundaries of this age can also narrow and expand depending on the teaching methods used: more advanced teaching methods accelerate development, and less perfect ones slow it down.

At the same time, on the whole, some variability in the boundaries of this age does not particularly affect the subsequent success of the child.

At primary school age, children have significant developmental reserves. Their identification and effective use is one of the main tasks of developmental and educational psychology. But before using the available reserves, it is necessary to bring the children up to the lower level of readiness for learning.

When the child enters school, under the influence of learning begins

the restructuring of all his cognitive processes, their acquisition of qualities inherent in adults. This is due to the fact that children are involved in new types of activities and systems of interpersonal relations, requiring them to have new psychological qualities. The general characteristics of all cognitive processes of the child should be their productivity, productivity and stability. In the classroom, for example, from the first days of training, a child needs to maintain increased attention for a long time, be quite persevering, perceive and remember well everything that the teacher says.

Psychologists have proven that ordinary children in the elementary grades of school are quite capable, if only they are taught correctly, to assimilate more complex material than that given under the current curriculum. However, in order to skillfully use the child's reserves, it is necessary to solve two important problems in advance. The first of them is to adapt children to work at school and at home as quickly as possible, to teach them to learn without wasting unnecessary physical effort, to be attentive and diligent. In this regard, the curriculum should be designed in such a way as to generate and maintain continued interest among students.

The second task arises due to the fact that many children come to school not only unprepared for a new socio-psychological role for them, but also with significant individual differences in motivation, knowledge, skills and abilities, which makes learning too easy for some. an uninteresting affair, for others extremely difficult (and therefore also uninteresting) and only for still others, who do not always constitute the majority, corresponding to their abilities. There is a need for psychological alignment of children in terms of their readiness to learn by pulling those who are lagging behind to those who are doing well.

Another problem is that in-depth and productive mental work requires perseverance from children, restraining emotions and regulating natural motor activity, focusing and maintaining attention on learning tasks, and not all children are able to do this in primary grades. Many of them get tired and tired quickly.

Self-regulation of behavior is especially difficult for children of 6-7 years of age starting to study at school.

The child should sit still during the lesson, not talking, not walking around the classroom, not running around the school during recess. In other situations, on the contrary, he is required to display unusual, rather complex and subtle motor activity, such as, for example, when learning to draw and write. Many first-graders clearly do not have enough willpower to constantly keep themselves in a certain state, to control themselves for a long period of time.

In the classroom, the teacher asks the children questions, makes them think, and at home the parents require the same from the child when doing homework. Strenuous mental work at the beginning of teaching children at school tires them, but this often happens not because the child gets tired of mental work, but because of his inability to physical self-regulation.

1.2 School readiness

The problem of psychological readiness for school Psychological readiness for school is a necessary and sufficient level of mental development of a child for mastering the school curriculum in conditions of study in a peer group. has recently become very popular among researchers of various specialties. Psychologists, educators, physiologists study and substantiate the criteria of readiness for schooling, argue about the age at which it is most expedient to start teaching children at school. The interest in this problem is explained by the fact that figuratively the psychological readiness for school education can be compared with the foundation of a building: a good solid foundation is a guarantee of the reliability and quality of the future building.

For almost 20 years in our country, there have been two types of primary school education: starting from the G years according to the program 1-4 and starting from the age of 7 according to the program 1-3. The original plan for a quick transition to universal education from the age of 6 failed, not only because not all schools could create the hygienic conditions necessary for students of this age, but also because not all children can be taught at school from the age of 6 ... Supporters of earlier education refer to the experience of foreign countries, where they start going to school at the age of 5-6. But at the same time, they seem to forget that children of this age study there as part of the preparatory stage, where teachers do not go through specific subjects with children, but engage with them in a variety of activities that are adequate for a given age (play, draw, sculpt, whine, read books, learn the basics of counting and teach you how to read). At the same time, classes are held in a free manner of communication, allowing for the direct behavior of a child, which corresponds to the psychological characteristics of his age. In fact, preparatory classes are very similar to preparatory groups that existed in kindergartens in our country, in which children from 6 to 7 years old learned the basics of counting and reading, sculpted, drew, studied music, singing, rhythm, physical education, - and all this in a kindergarten mode, not a school. The kindergarten preparatory program was designed to meet the requirements of first grade students. So why, at first glance, a well-developed system of smooth transition from kindergarten and school decided to replace education and school from the age of 6?

In answering this question, two points can be highlighted. Firstly, the preparation for school in kindergarten was well developed in the programs, that is, theoretically, but in the vast majority of kindergartens it was poorly carried out in practice (there was a lack of not only qualified teachers, but also just educators). The second point was pointed out by D. B. Elkonin (1989), analyzing the situation in elementary school after its transformation from four to three years, which was caused by the complication of secondary school programs, which required one more year of study, which was taken from elementary steps. At the end of the 60s, they studied in elementary school for 3 years, in middle school for 5 years, and in senior school for 2 years. At the same time, the question arose about the excessive overload of students at all levels of the school. The middle school curriculum began to be simplified, and since the primary school curriculum was hollow (the learning outcomes in the lower grades did not meet the requirements for middle school students anyway), it was decided to extend the primary school period again to 4 years. to now, at the expense of his earlier start of schooling. At the same time, the data of child psychology about the age characteristics of six-year-old children, which do not allow them to fit into the existing school system in our country, were ignored. The result is numerous learning challenges for six-year-olds (four-year programs 1-4). On the other hand, children of seven years of age, enrolled in the three-year program 1-3, normally assimilated the required amount of knowledge, provided that they were ready for schooling. Thus, even an additional year of study from 6 to 7 years old gives little to a student if he is not ready for school. This means that the point is not just how to mechanically stretch the volume of the taught material, but so that the student can effectively assimilate the knowledge offered to him.

In 2002-2003. primary school is again moving to a four-year curriculum, but now regardless of the child's age. At the same time, the normative documents for the admission of children to the first grade say that children who, as of September 1, turned 6 years 6 months old, can start studying at school. Theoretically, this means that children from 6 years 6 months to 7 years 6 months get into one class, but in practice it turns out that in one first grade there are students from 6 years to 8 years old. And here the problem of psychological readiness for school arises in full growth. This problem is not new for psychology.

Traditionally, there are three aspects of school maturity:

intellectual;

emotional;

social.

Intellectual maturity is judged by the following criteria:

Differentiated perception (perceptual maturity), including highlighting the figure from the background;

Concentration of attention;

Analytical thinking, expressed in the ability to comprehend the basic connections between phenomena;

Logical memorization;

Sensorimotor coordination;

Ability to reproduce a sample;

Development of fine hand movements.

We can say that intellectual maturity, understood in this way, largely reflects the functional maturation of brain structures.

Emotional maturity is said to be:

Decrease in impulsive reactions;

The ability to perform for a long time not very attractive

Social maturity is evidenced by:

The child's need for communication with peers and the ability to subordinate

their behavior to the laws of children's groups;

Ability to fulfill the role of a student in a schooling situation.

Discussing the problem of psychological readiness for school, L. I. Bozhovich (1968) considers two aspects of it: personal and intellectual readiness. At the same time, several parameters of the child's mental development are distinguished, which most significantly affect the success of schooling:

1) a certain level of the child's motivational development, including cognitive and social motives of learning;

2) sufficient development of voluntary behavior;

3) a certain level of development of the intellectual sphere.

The main criterion of psychological readiness for school in the works of L. I. Bozhovich is the new formation of the "internal position of the school student", which is a new attitude of the child to the environment, arising as a result of the fusion of cognitive needs and the need to communicate with adults at a new level

D. B. Elkonin, discussing the problem of readiness for school, put the formation of psychological prerequisites for mastering educational activity in the first place. He attributed to the most important premises:

The child's ability to consciously subordinate his actions to a rule that generally defines the mode of action;

The child's ability to be guided by the system of rules and work;

Ability to listen to and follow instructions from an adult;

Ability to work according to the model.

All these prerequisites follow from the peculiarities of the mental development of children in the transition period from preschool to junior school age, namely: loss of immediacy in social relations; generalization of experiences associated with the assessment; features of self-control

In the process of learning, under the influence of learning activities, significant changes occur in the starting readiness, leading to the emergence of a secondary readiness to learn at school, on which, in turn, the child's further progress begins to depend. The authors note that already at the end of the first grade, the success of training depends little on the starting readiness, since in the process of mastering knowledge, new educationally important qualities are formed that were not in the starting readiness.

In all studies, despite the difference in approaches, the fact is recognized that school learning will be affective only if the first grader has the qualities necessary and sufficient for the initial stage of learning; which then, in the educational process, are developed and improved. Based on this provision, we can formulate a definition of psychological readiness for school.

We can say that the basis of readiness for schooling is taken as a basis of development, without which the child cannot successfully study at school. In fact, work on psychological readiness for school is based on the position that learning follows development, since it is recognized that one cannot start learning at school if there is no certain level of mental development. But at the same time, in the works of L. I. Bozhovich, D. B. Elkonin and other representatives of the school of L. S. Vygotsky, it is shown that learning stimulates development, that is, the idea of L. S. Vygotsky is confirmed that learning goes ahead of development and leads he follows him, while there is no unambiguous correspondence between learning and development - “one step in learning can mean a hundred steps in development”, “learning ... can give in development more than what is contained in its immediate results.

It turns out to be a certain contradiction: if learning stimulates development, then why is it impossible to start school education without a certain initial level of mental development, why cannot this level be achieved directly in the learning process? Indeed, the studies carried out under the leadership of L. S. Vygotsky showed that children who successfully study at school, by the beginning of their education, that is, at the time of entering school, did not reveal the slightest signs of maturity of those psychological prerequisites that should have preceded the beginning of education. according to the theory that learning is possible only on the basis of the maturation of the corresponding mental functions.

Further, Vygotsky shows that a child who begins to learn to write does not yet have motives that induce him to turn to written speech, and after all, it is motivation that is a powerful lever for the development of any activity. Another difficulty that arises in mastering writing is that written speech presupposes developed arbitrariness. In written speech, the child must be aware of the sound structure of the word and arbitrarily recreate it in written signs. The same applies to the construction of phrases when writing, here also arbitrariness is necessary. But by the beginning of schooling, volition in most children is in its infancy, volition and awareness are psychological neoplasms of younger school age (L. S. Vygotsky, 1982). Having studied the process of teaching children in elementary school, LS Vygotsky comes to the conclusion: “By the beginning of teaching written speech, all the basic mental functions underlying it had not finished and had not even begun the present process of their development; learning is based on immature mental processes just beginning the first and main developmental cycles.

Revealing the mechanism underlying such education, L.S. defined by adult-led tasks and in collaboration with smarter companions

The zone of proximal development determines the capabilities of the child much more significantly than the level of his actual development. Two children who have the same level of actual development, but a different zone of proximal development, will differ in the dynamics of mental development in the course of learning. The difference in the zones of proximal development at the same level of actual development can be associated with individual psychophysiological differences in children, as well as hereditary factors that determine the rate of development processes under the influence of learning. Thus, the “zone” of some children will be “wider and deeper” than that of others, and, accordingly, they will reach the same higher level of actual development at different times at different rates. What today is a zone of proximal development for a child will tomorrow become the level of his actual development. In this regard, L. S. Vygotsky pointed out the inadequacy of determining the level of actual development of children in order to clarify the degree of their development. He emphasized that the state of development is never determined only by its matured part, it is necessary to take into account the maturing functions, not only the current level, but also the zone of proximal development, and the latter is assigned the leading role in the learning process. According to Vygotsky, it is possible and necessary to teach only what lies in the zone of proximal development. It is this that the child is able to perceive, and it is this that will have a developing effect on his psyche.

It is this remark that makes it possible to understand the contradictions that exist between experimental works confirming the principle of developmental learning and theories of psychological readiness for school.

The point is that training corresponding to the zone of proximal development is still based on a certain level of actual development, which for the new stage of training will be the lowest threshold of training, and then it is already possible to determine the highest threshold of training, or the zone of proximal development. Between these thresholds, learning will be fruitful. School programs are designed in such a way that they are based on a certain average level of actual development, which a normally developing child reaches by the end of preschool age. Hence, it is clear that these programs do not rely on pathological functions, which are new formations of primary school age and which appeared in Vygotsky's works as immature, which nevertheless did not prevent students from learning writing, arithmetic, etc. functions are not the lowest threshold on which school curricula rely, and therefore their immaturity does not interfere with children's learning.

The works of L. I. Bozhovich and D. B. Elkonin were precisely devoted to identifying that level of the actual development of the first grader, without which successful education at school is impossible. It seems that here again there is a contradiction with the theory of the zone of proximal development. But this contradiction is removed when we remember that we are talking not just about readiness for learning (when an adult deals with a child individually), but about readiness for schooling, that is, teaching 20-30 people in a class at once according to one program. If the level of actual development of several children is lower than provided for by the program, then learning does not fall into their zone of proximal development, and they immediately become lagging behind.

1.3 Development of functional processes in primary school children

Perception. The rapid sensory development of the child leads to the fact that the younger student has a sufficient level of development of perception: he has a high level of visual acuity, hearing, orientation to the shape and color of the object.

The learning process makes new demands on its perception. In the process of perceiving educational information, students need arbitrariness and meaningfulness, they perceive various patterns (standards), in accordance with which they must act. Arbitrariness and meaningfulness of actions are closely interrelated and develop simultaneously. At first, the child is attracted by the object itself, and first of all by its outward bright signs. Children still cannot concentrate and carefully consider all the features of an object and highlight the main and essential in it. This feature is also manifested in the process of educational activity.

Studying mathematics, students cannot analyze and correctly perceive the numbers 6 and 9, in the Russian alphabet - the letters E and Z, etc. By the end of the 1st grade, the student is able to perceive objects in accordance with the needs and interests that arise in the learning process, and their past experience.

All this stimulates the further development of perception, observation appears as a special activity, observation develops as a character trait.

The memory of a younger student is the primary psychological component of educational cognitive activity. In addition, memory can be viewed as an independent mnemonic activity aimed specifically at memorization. At school, students systematically memorize a large volume of material, and then reproduce it.

The mnemonic activity of a younger student, like his teaching in general, is becoming more and more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization.

The most important memorization technique is dividing the text into semantic parts, drawing up a plan. Numerous psychological studies emphasize that when memorizing, students in grades 1 and 2 find it difficult to break the text into semantic parts, they cannot isolate the essential, the main thing in each passage, and if they resort to division, then they only mechanically divide the memorized material in order to make it easier to memorize smaller pieces of text. It should also be noted that without special training, a junior schoolchild cannot use rational methods of memorization, since they all require the use of complex mental operations (analysis, synthesis, comparison), which he gradually masters in the learning process. The mastery of the reproduction technique by younger schoolchildren is characterized by its own characteristics.

Attention. The process of mastering knowledge, skills and abilities requires constant and effective self-control of children, which is possible only if a sufficiently high level of voluntary attention is formed.

So, the attention span of a younger student is less than that of an adult; his ability to distribute attention is also less developed. The inability to distribute attention is especially vivid when writing dictations, when you need to simultaneously listen, remember the rules, apply them and write. But already by the 2nd grade, children show noticeable shifts in the improvement of this property, if the teacher organizes the educational work of students at home, in the classroom and their public affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, great instability of attention is also manifested. Developing the stability of attention of primary schoolchildren, the teacher should remember that in grades 1 and 2, the stability of attention is higher when they perform external actions and lower when they perform mental ones. That is why methodologists recommend alternating mental activities and classes in drawing up diagrams, drawings, drawings.

Imperfect in younger students is also such an important property of attention as switching. So, the development of students' attention is associated with their mastery of educational activities and the development of their personality.

Imagination. In the process of educational activity, the student receives a lot of descriptive information, and this requires him to constantly recreate images, without which it is impossible to understand the educational material and assimilate it, i.e. recreating the imagination of a junior schoolchild from the very beginning of education is included in a purposeful activity that contributes to his mental development.

For the development of the imagination of younger students, their ideas are of great importance. Therefore, the great work of the teacher in the classroom is important to accumulate the system of thematic representations of children. As a result of the constant efforts of the teacher in this direction, changes are taking place in the development of the imagination of the younger schoolchild: at first, the images of imagination in children are vague, unclear, but then they become more precise and definite; at first, only a few signs are displayed in the image, and among them insignificant ones prevail, and by the II-III class the number of displayed signs increases significantly, and among them essential ones prevail; the processing of the images of accumulated ideas is initially insignificant, and by the third grade, when the student acquires much more knowledge, the images become more generalized and brighter; children can already change the storyline of the story, quite meaningfully introduce conventions; at the beginning of learning, for the emergence of an image, a specific subject is required (when reading and telling, for example, reliance on a picture), and then reliance on the word develops, since it is this that allows the child to create a mentally new image (writing an essay based on a teacher's story or read in a book)

This knowledge forms the basis for the development of creative imagination and the process of creativity and in their subsequent age periods of life.

Thinking. The peculiarities of the mental activity of a younger student in the first two years of schooling are in many respects similar to the peculiarities of the thinking of a preschooler. In a younger student, it is clearly pronounced specifically

figurative nature of thinking. Thus, when solving mental problems, children rely on real objects or their images. Conclusions, generalizations are made on the basis of certain facts. All this manifests itself in the assimilation of educational material. The learning process stimulates the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same takes place in Russian lessons when mastering a word that is not initially separated by him from the designated subject. but gradually it itself becomes the subject of special study.

As a result of a number of studies, it was revealed that the mental capabilities of the child are wider than previously assumed, and when the appropriate conditions are created, i.e. with a special methodological organization of training, a younger student can learn abstract theoretical material. Galperin P.Ya., Elkonin D.B. To the analysis of the theory of J. Plazhe about the development of children's thinking // Afterwords to the book: J.H. Flavell. Genetic psychology of Jean Plaget. - M., 1967 .-- p. 616.

CHAPTER 2. Formation of personality at primary school age

2.1 Development of motivation to achieve success

A child's admission to school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for a person's personal growth. Psychologists have repeatedly noted that during this period of time, educational activity becomes the leading one for the child. This is true, but requires two clarifications in relation to the development of activities. The first of them concerns the fact that not only educational, but also other types of activity in which a child of a given age is included - play, communication and work affect his personal development. The second is due to the fact that in learning and other types of activity at this time, many business qualities of a child are formed, which are clearly manifested already in adolescence. This is, first of all, a complex of special personal properties, on which the motivation for achieving success depends.

At primary school age, the corresponding motive is fixed, it becomes a stable personality trait. However, this does not happen immediately, but only by the end of primary school age, by about III-IV grades. At the beginning of training, the rest of the personal properties necessary for the realization of this motive are finalized. Let's consider them.

A feature of children of primary school age, which makes them related to preschoolers, but intensifies even more when they enter school, is boundless trust in adults, mainly teachers, submission and imitation to them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments. Even characterizing himself as a person, the younger student basically only repeats what the adult says about him.

This directly applies to such an important personal education, which is fixed at a given age, as self-esteem. It directly depends on the nature of the assessments given to the adult child and his success in various activities. Younger schoolchildren, in contrast to preschoolers, already have self-assessments of various types: adequate, overestimated and underestimated.

Trust and openness to external influences, obedience and diligence create good conditions for the upbringing of a child as a person, but they require from adults and teachers great responsibility, careful moral control over their actions and judgments.

An important point is also the conscious setting by many children of the goal of achieving success and volitional regulation of behavior that allows the child to achieve it. The child's conscious control of his own actions at primary school age reaches a level when children can already control behavior based on a decision, intention, long-term goal. This is especially clear when children play or do something with their own hands. Then, being carried away, they can spend hours doing an interesting and favorite thing. In these acts and facts, there is also a clearly visible tendency to the subordination of the motives of the activity: the adopted goal or the arisen intention controls the behavior, not allowing the child's attention to be distracted by extraneous matters.

No less striking differences are observed in the area of cognitive interests. A deep interest in the study of a subject in the elementary grades is rare, usually combined with the early development of special abilities. There are very few such children who are considered gifted. Most junior schoolchildren have cognitive interests that are not of a very high level. But well-performing children are attracted to different subjects, including the most difficult ones. They situationally, at different lessons, when studying different educational material, give bursts of interest, rises in intellectual activity. The motivation for achieving success is the desire to do well, to complete tasks correctly, to get the desired result. And although it is usually combined with the motive for receiving a high assessment of one's work (marks and approval of adults), it nevertheless orients the child towards the quality and effectiveness of educational actions, regardless of this external assessment, thereby contributing to the formation of self-regulation. Motivation for achieving success, along with cognitive interests, is the most valuable motive, it should be distinguished from prestigious motivation.

2.2 Assimilation of norms and rules of communication

With the child's admission to school, there are changes in his relationship with the people around him, and quite significant changes. First of all, the time allotted for communication increases significantly. Now children spend most of the day in contact with people around them: parents, teachers, other children. The content of communication changes, it includes topics that are not related to the game, i.e. stands out as a special business communication with adults.

About 30 years after J. Plaget published his first works on the development of moral judgments in children, L. Kohlberg, with whose concept of the moral development of children we have already met, expanded, concretized and deepened Plaget's ideas. He found that at the pre-conventional level of development of morality of children, it is true that behavior is more often assessed only by its consequences, and not on the basis of an analysis of the motives and content of a person's actions. From the number of moral realists, masses of people are usually recruited who support official power under despotic regimes.

Behavior, communication. Boys are characterized by great relaxedness, "sweeping" behavior, great mobility and restlessness in comparison with their peers. They are more distracted in the classroom, and their thoughts often wander far from what they should be doing. Girls are neater, more diligent, more conscientious, more executive. Even if in general a boy thinks not worse, but better than a girl, it is more difficult to make him think, to think in class than a girl. The restlessness of boys, their lower ability to withstand static load is manifested in more noisy behavior at recess. Less attention to oneself and everyday activities is reflected in the fact that it is much more difficult for a boy to teach him to keep his workplace in order, and when he comes from the street, neatly fold his clothes and put shoes in place.

Boys pay much less attention to their clothes than girls, except when the features of the clothes offered to them somehow affect their ideas about how a boy (as opposed to a girl) should dress, which causes strong protest. And the fact that the clothes are dirty or torn affects them less than girls.

Communication in the primary grades is characterized by the awareness of only some of the signs, since the teaching cannot yet penetrate into the essence of the subject.

On the basis of the development of mental operations, forms of thinking also develop. At first, the student, analyzing individual cases or solving some problems, does not rise on the path of induction to generalizations; he is not yet given a system of abstract inferences. Further, the younger schoolchild, when acting with an object, as a result of personally accumulated experience, can make correct inductive inferences, but still cannot transfer them to analogous facts. And, finally, the conclusion is made by him on the basis of knowledge of general theoretical concepts.

Deductive inference is more difficult for a younger student than inductive inference. There are several stages in the development of the ability to draw a deductive conclusion.

At primary school age, children become aware of their own mental operations, which helps them to exercise self-control in the process of cognition. In the process of learning, the qualities of the mind also develop: independence, flexibility, criticality, etc.

2.3 Parenting and early childhood education

The formation of the character of a preschool child takes place in games; in interpersonal communication and in housework, and with the beginning of schooling, learning is added to these activities. Objective problems can be conventionally called “material resistance”. It appears when a child takes up some business and for some reason he does not succeed. A preschooler, for example, decided to make something with his own hands: build, design, draw, dazzle, etc., but failed. Without despair, he again and again gets down to business and eventually gets his way. In this case, we are talking about the fact that this child has a character.

Both in the field and in the field of education, there are pedagogically neglected children who require active psychocorrectional work. This also applies to the character of the child. With a child pedagogically neglected in terms of character development, one must work in the same way as with a child pedagogically neglected in the field of cognitive development, i.e. returning to the previous stage of development, catching up and working off lost time. This means the need to organize and conduct special work with children on character development in relatively simple activities and interpersonal communication.

1. In choosing a type of activity for a child, it is necessary to gradually move from more to less immediately attractive. At the same time, the significance - the perceived value of this type of activity for the child's own psychological development - on the contrary, should gradually increase.

2. The degree of difficulty of the activity should also gradually increase. At the beginning it can be a relatively easy job, 100% ensuring the child's success without much effort on his part, and in the end it can be a difficult activity that guarantees success only with perseverance and expressed effort.

3. Initially, the activity should be offered to the child by adults, and then he himself should move on to an independent and free choice of activity.

Education in domestic work. Their participation in domestic work is important for the upbringing of preschool and primary school children. From the age of four to five years old, the child should have constant responsibilities at home, and this should be considered the norm, a matter of course, and obligatory for the personal development of the child. In domestic work, accuracy, responsibility, hard work and many other useful qualities are brought up. He is needed not only to help parents around the house, but also to successfully teach in the future. The active participation of a child of preschool and primary school age in homework is a good school of general psychological preparation for an independent future life. Children of preschool age themselves need to participate in equipping their place for play, recreation, and for children of primary school age - also places for learning. Each child in the house should have his own, at least a small, working corner.

The transitions between play and work activity in preschool and primary school age are very conditional, since one type of activity in a child can imperceptibly pass into another and vice versa. If the educator notices that the child lacks certain personality traits in learning, communication or work, then first of all it is necessary to take care of the organization of such games where the child discovers the corresponding personality traits well in learning, communication and work, then on the basis of these qualities you can build, create new, more complex game situations that advance its development forward. It is no coincidence that teachers and psychologists recommend conducting classes with children of 5-7 years of age in the senior groups of kindergarten and in the elementary grades of the school in a semi-game form, in the form of educational didactic games. V.I. Asnin In terms of the reliability of a psychological experiment // Reader on developmental and educational psychology - 4.1. - M., 1980.

In order for a given level of psychological development, the child must understand that it is necessary to evaluate and praise people not so much for their abilities as for the efforts made, that there are complementary, compensating relationships between efforts and abilities. With low abilities, a high result can be achieved due to diligence, and in the absence of due diligence, due to highly developed abilities. Awareness of this fact, which usually occurs at the beginning of adolescence, becomes a strong incentive for self-improvement and a reliable conscious motivational basis for self-education.

Irina Bazan

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