With admission to school, the child expands the opportunities for the formation of many personal properties. First of all, it should be said about the complex of special personal properties that relate to motivation to achieve success.

As is known in school age the prerequisites for the formation of this motive are already beginning to take shape. However, the final formation and consolidation of the motivation for achieving success (avoiding failure) as a personality trait occurs in the early school years. What properties are included in the complex associated with the implementation of this motivation?

First of all it should be noted that even more intensified, in comparison with preschoolers, unlimited confidence in adults, mainly teachers, subordination and imitating them. This is expressed so much that, characterizing himself, the younger student necessarily repeats what adults say about him.

Adult assessment has a direct impact on self-esteem Guys. And among younger schoolchildren, unlike preschoolers, self-esteem is differentiated and can be adequate, overestimated, underestimated. This must be taken into account by adults and be careful in their conclusions regarding the abilities, qualities, successes, failures of children of primary school age.

Secondly it is necessary to note such a feature as consciously setting goals to achieve success and volitional regulation behavior which allows the child to achieve it. This suggests that the child has already formed the subordination of goals to the motives of activity. So, children, interested in something, can be carried away by this activity for hours.

The motivation for achieving success (avoiding failure) is directly related to self-esteem (as mentioned above) and the level of aspirations of the individual. This connection is traced as follows. Experimental studies showed that individuals with a strong motivation to achieve success and a low motivation to avoid failures have an adequate moderately high self-esteem, and also enough high level claims. Therefore, in the process of developing the motive for achieving success in children, it is necessary to take care of both self-esteem and the level of claims.

The level of aspirations of a child does not necessarily depend on success in any activity, but also on the position he occupies in the system of interpersonal relationships with peers. Children who enjoy authority among their peers have adequate self-esteem and a level of claims.

Finally, third property a set of properties of achievement motivation is awareness of one's abilities and capabilities, distinguishing between the one and the other and strengthening on this basis the belief in their successes.

An important point is also (in case of realizing the insufficiency of one's abilities) the idea that the lack of abilities can be compensated for by increasing the efforts made and vice versa.

Thus, primary school age is a period of emergence and consolidation of an important personal characteristic, which, becoming stable, determines the child's success in various types activities, that is, the motivation to achieve success (avoid failure). (Nemov, pp. 172-174).

The motivation to achieve success stimulates the development of 2 more personal qualities: industriousness And independence.

industriousness occurs as a result of repeatedly repeated successes with the application of sufficient effort and the child receiving encouragement for this. Favorable conditions for the development of industriousness are created by the fact that at first educational activity presents great difficulties for him, which must be overcome. Due to this important role playing the part of adults is a reasonable system of rewarding the child for success. It should be focused not on those achievements that are easy, but on those that are difficult and are completely determined by the efforts made. Adults should also support the child's belief in their own successes, even if they are not so noticeable at first. This affects self-esteem and the level of claims.

Another condition that favorably affects the development of industriousness is obtaining satisfaction from work. That is, rewards for success should evoke positive emotions in the child.

Independence. Primary school age is a turning point for the formation of this personality trait. In educating this quality in a child, it is important to adhere to the "golden mean", since excessive guardianship on the part of adults can lead to the child's dependence, his lack of independence. On the other hand, an early emphasis on self-reliance and independence alone can breed disobedience and closeness.

Ways and means of developing independence:

1) entrust the child with the independent performance of affairs and at the same time trust him more.

2) It is necessary to welcome any desire of the child for independence.

3) It is important to instruct the child to do homework as independently as possible from the first days of schooling.

4) Creation of socio-psychological situations in which the child is entrusted with a responsible task, performing which he could become a leader for others. (Nemov, pp. 175-174).

The age of 6-7 years is the period of actual folding of the psychological mechanisms of the personality, which together form unity of personality, "I".

Motivational-need sphere. Leading age needs in communication with people, in mutual understanding and empathy. Strong need for play, although the content of the game varies. While playing, children draw, count, write.

Need is characteristic in external impressions(curiosity for the external aspects of objects, phenomena, for new activities), on the basis of which cognitive needs, which, along with the needs of communication, become leading. Most psychologists argue that in younger students the development of needs goes towards the dominance of spiritual needs over material ones (grade 1 - toys, sweets; grade 2 - books, movies, computer games; grade 3 - travel, animal protection, etc.) and social over personal.

Also characterized by the need for movement, activity, etc.

For children in grades 1-2, external motives are characteristic learning activities(to please parents, to receive the promised gift), and after grade 3, internal motives are formed (interest in gaining knowledge).

self-awareness. There is a personality change student position. In connection with the development of educational activities increases adequacy of self-perception. There is a tendency to single out individuality, belonging to a certain group.

Self-esteem in different types activities can differ significantly (more often - orientation towards adults in the assessment). In general, younger students have all types of self-esteem (sustained low, high adequate, inadequate low, high self-esteem).

Closely related to self-esteem level of claims child - the level of achievement that, in the opinion of the child, he can do.

A relationship has been found between the type of self-esteem and the child's academic performance (Sapogova, pp. 314-318).

During the period develops reflection- the ability to look at oneself through other people's eyes, from the outside, as well as self-observation and correlation of one's actions and deeds with universal norms. For example, in the 1st grade, the child sees the failures of teaching in the surrounding circumstances, and in the 3rd grade, the realization comes that the reason for the failures may be hidden in the internal features of his personality.

At primary school age, it is very important to be an excellent student, and this, in turn, affects self-esteem, increasing it. Poor performers often have a decrease in self-esteem, insecurity, and wariness in relationships. This is corrected if the child is compared not with others, but with himself.

Moral behavior, which was laid down in previous ages, is being tested at primary school age, since at school the child for the first time encounters a clear and detailed system of moral norms, requirements, compliance with which is constantly and purposefully monitored. For elementary school student it is important to clarify the meaning of the norms and control over their implementation. If adults are not strict in this control, then an attitude is formed that compliance with the norms depends on the mood of adults, on the prevailing circumstances, that is, their implementation is not necessary. The child may think that the rules must be followed not because of internal necessity, but under the influence of external circumstances (fear of punishment).

At primary school age, the formation of such moral feelings as a sense of camaraderie, duty, love for the Motherland, the ability to empathize (empathy) takes place.

Changes and emotional-volitional sphere. Awareness, restraint, stability of feelings and actions are growing. The implementation of educational activities causes stronger emotions than gaming activities.

But full awareness of the feelings of one's own and other people is not yet available.

In the 1st grade, the preservation of a strong involuntary component in the emotional life is noted, which explains, for example, laughter in the classroom, violation of discipline. But by grades 2-3, children become more restrained in expressing emotions and feelings. Impulsive motor reactions characteristic of preschoolers are replaced by verbal ones.

An optimistic, cheerful, joyful mood is considered the age norm of the emotional life of a younger student. Individuality is growing in the expression of emotions: children are distinguished between calm and restless (affected).

Emotional life becomes more complex and differentiated - complex higher feelings appear: moral, intellectual, aesthetic (a sense of beauty and ugliness), praxic feelings (during dance classes, physical education; making handicrafts) (Sapogova, p. 318-320).

Feelings elementary school student develop in close connection with the will: often they induce the will and themselves become the motive of behavior. Will is the ability to perform actions or restrain them, overcoming external and internal obstacles.

Volitional action develops if:

1) the goals of the activity are clear and conscious;

2) goals are “visible” to the child (not delayed);

3) the activities carried out are proportionate to the capabilities of the child (tasks should not be difficult or easy);

4) the child knows and understands the way of performing actions, activities;

5) external control over the child's action gradually changes to internal.

By the 3rd grade, perseverance and perseverance in achieving goals are formed.

Primary school age is called the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking at an adult from the bottom up. But he is already beginning a childish immediacy in behavior, he has a different logic of thinking. Teaching for him is a significant 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.

Personal development

The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. [Friedman, 2001: 58]

Starting school leads to a fundamental change social situation child development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community increases.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated.

With the beginning of schooling, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking, which occurs in the course of the assimilation of scientific knowledge, restructures all other cognitive processes: "memory at this age becomes thinking, and perception becomes thinking."

During the primary school age, significant changes occur in the development of attention, all its properties are intensively developed: the amount of attention increases especially sharply (by 2.1 times), its stability increases, switching and distribution skills develop. By the age of 9-10, children become able to retain attention for a sufficiently long time and carry out an arbitrarily set program of actions.

At school age, memory, like all other mental processes, undergoes significant changes. Their essence is that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

Primary school age is sensitive for the formation of higher forms random memorization Therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. There are 13 mnemonic techniques, or ways of organizing the memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, recoding, completing the construction of the memorized material, serial organization of the association, repetition.

The difficulty of identifying the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologists who studied the features of oral retelling in younger students noticed that brief retelling is given to children much more difficult than detailed. Telling briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do.

The noted features of the mental activity of children are the reasons for the failure of a certain part of the students. The inability to overcome the difficulties in learning that arises in this case sometimes leads to the rejection of active mental work. Students begin to use various inadequate techniques and ways of performing educational tasks, which psychologists call "workarounds", including rote memorization of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions on the text. Another workaround is to run the new job in the same way that some job was run before. In addition, students with deficiencies in the thought process use a hint when answering verbally, try to copy from their comrades, etc.

At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. At the heart of this type of behavior are moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is connected with the main motive that dominates at this age - the motive for achieving success.

Such neoplasms as planning the results of action and reflection are closely connected with the formation of voluntary behavior in schoolchildren.

The child is able to evaluate his act in terms of its results and thereby change his behavior, plan it accordingly. A semantic and orienting basis appears in actions, this is closely connected with the differentiation of inner and outer life. The child is able to overcome his desires in himself if the result of their implementation does not meet certain standards or does not lead to the goal. An important aspect of the child's inner life becomes his semantic orientation in his actions. This is due to the child's feelings about the fear of changing relationships with others. He is afraid of losing his significance in their eyes.

The child begins to actively think about his actions, to hide his experiences. Externally, the child is not the same as internally. It is these changes in the child's personality that often lead to outbursts of emotions on adults, desires to do what one wants, to whims. "The negative content of this age is manifested primarily in the violation of mental balance, in the instability of the will, mood, etc."

The development of the student's personality depends on school performance, the assessment of the child by adults. A child at this age is very susceptible to external influences. It is thanks to this that he absorbs knowledge, both intellectual and moral. "The teacher plays a significant role in establishing moral standards and developing children's interests, although the degree of their success in this will depend on the type of his relationship with students." Other adults also play an important role in a child's life.

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure.

Certain moral ideals, patterns of behavior are laid in the mind of the child. The child begins to understand their value and necessity. But in order for the formation of the child's personality to be most productive, the attention and assessment of an adult is important. The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life. The social space of the child has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.

Thus, at school age, the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including relationships with peers. Children find new group forms of activity, classes. At first, they try to behave as is customary in this group, obeying the laws and rules. Then the desire for leadership begins, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn how to make friends and find mutual language with different children. Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds that have been established in the child.

Children strive to improve the skills of those activities that are accepted and valued in an attractive company, in order to stand out in its environment, to succeed.

At school age, the child develops a focus on other people, which is expressed in prosocial behavior taking into account their interests. Prosocial behavior is very important for a developed personality.

The ability to empathize develops in the conditions of schooling because the child is involved in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities. [Volkov, 2000: 313]

A child at school age masters his behavior. All this is due to the fact that the younger student more accurately comprehends the norms of command developed by society. These norms determine the behavior of a person and the nature of his relationship with other people. Younger students gradually master their behavior. Starting to express their emotions more restrainedly - discontent, irritation, envy.

At this age, higher feelings develop: aesthetic, social. A special role is played by the formation of social feelings: feelings of camaraderie, responsibility, sympathy for the grief of others, indignation at injustice, etc.

Compared with preschool age, the student is already lower grades enters into a wider circle of social communication, while the society makes more stringent demands on his behavior and personal qualities. Requirements are expressed by the teacher, parents, the nature of educational activities, peers - the entire social environment. Accordingly, the patterns of behavior are set by the school, family, comrades, and specially selected literature.

In this set of factors educational activity plays a leading role. It is the teaching that gives the basis for demanding concentration, strong-willed efforts, and self-regulation of behavior from the child. Children who have sufficiently developed educational motivation, those who want to study at school, easily cope with their duties, and such personal qualities as responsibility, diligence, and strong-willed orientation appear in their behavior. Usually this is due to a great love for the teacher and a desire to earn his praise. With weak educational motivation, the requirements are perceived as external, heavy, the child is looking for ways to avoid trouble. He is punished and sometimes severely enough.

At school it develops new system relationship with reality. The teacher acts not just as an adult, but as an authorized representative of society. His authority is indisputable. It operates on the basis of uniform evaluation criteria, its marks rank the children: this one did "5", this one - "3". And in the eyes of the student, the mark acts as a standard not only for specific knowledge, but also for all personal qualities.

The attitude towards a friend depends on the marks he receives. A weak student, even on the street, can be called a “loser!”. An excellent student is considered a model of all valuable qualities. He is the kindest, most modest, most sensitive ... " because he gets fives". He will be the first to ride in a sled, they try to imitate him. Emotional relationships become mediated, dependent on success, on the assessment of the teacher.

Self-esteem also depends on grades. When entering school, the child is full of hope for his success and evaluates himself somewhat overestimated. But getting threes and twos causes him to underestimate all his qualities. In the experiment, we asked first-graders if they consider themselves modest (sensitive, truthful), and they usually heard:

"No, I sometimes get threes." To the question “What can you do well?” even 3rd grade students only talked about learning skills: “I read well, but my tasks are weak.”

For many students, by the 3rd-4th grade, self-esteem becomes low, and this reduces the motivation to achieve success.

Special work shows, however, the great possibilities of children in the development of an objective, adequate self-assessment. To this end, students were asked to evaluate their homework before the teacher and then compare it with his assessment. After a short time, these assessments began to coincide, the children began to see their work through the eyes of a teacher, which led not only to an increase in academic performance, but also to the development of self-criticism and self-confidence.

Centering on academic affairs and grades can have both bad influence on the personal development of the student. “School selfishness” appears when a child becomes the center of family concerns and requires everyone's attention to himself, without giving anything to others. A kind of counterbalance to this development of events is the participation of schoolchildren in domestic work. Parents, of course, give their children certain instructions, but often this is accompanied by repeated reminders and reproaches. Proactive work caused by caring for loved ones and responsibility to them has a deep personal impact.

In our (together with Ch. T. Osmonova) study of the labor activity of younger schoolchildren, children were asked to keep a self-control notebook, where all feasible types of work were listed, and to keep their own marks of completed tasks daily. Moreover, they agreed to celebrate in different ways the things done at will, at the request of adults or after repeated reminders. A special mark - a sign of quality - was exhibited if the work was praised by adults, thanked if it was done in good faith. Children weekly told the class about household chores, and these included initiative extracurricular reading, and the selection of proverbs about work, and learning unassigned verses, that is, mental labor was encouraged along with physical labor.

And although no marks were given for this work and the children themselves evaluated it according to the specified criteria of initiative, the attention of the teacher, interest in non-academic affairs supported the activity of the children, motivated them to achieve success. This served as a significant factor in the development of such personal qualities as self-regulation of behavior, care for loved ones, confidence in achieving success, and the adequacy of self-esteem.

It is impossible not to note such an aspect of personal development as moral ideas and moral emotions. They are also related to the teacher's personality and learning activities. The opinion and requirements of the teacher are considered as the basis of moral norms. In our study, younger schoolchildren defined moral concepts in a very peculiar way: “modesty is if V. G. said not to brag, then you don’t need to tell anyone”; “sensitivity is if V. G. said to help a friend, then you need to deal with him so that he is not offended,” etc. All moral judgments started from the opinion of a beloved teacher.

However, familiarity with the works fiction takes students out of personal experience. Both altruistic and civic feelings become available to them, they experience the patriotic pages of history, the heroism of their people, and then the personality of the teacher remains “behind the scenes”. Although in this case, much depends on his approval.

During primary education communication between the student and peers develops. At first, this is friendship with those with whom they sat next to a desk or with whom they live next to. But as schoolwork becomes habitual and other pursuits and interests emerge, relationships with comrades become more selective. Ideas about peers go beyond the marks they receive. The experience of joint extracurricular work is accumulating as the basis of personal assessments: “It is not interesting with Kirill. We will come to him - he will capture everything himself, he does it himself, and you stand and look. Fives no longer save Cyril from condemnation. The opinion of comrades by the 3rd-4th grade becomes a regulatory factor in personal development.

Good teachers purposefully shape public opinion in class. For a mess at a break, garbage or an unopened window, they ask the duty officer so that he demands from the guilty. At the end of the lessons, they listen to short reports from the attendants, encourage their exactingness and those who obeyed them. This leads to a generalization of moral norms and rules of behavior, which is so necessary when moving to secondary school.

Topic 6. Psychological development at primary school age

1. Physical and mental development of a younger student.

2. Personal development of a younger student.

1. Physical and mental development of a younger student

Chronological framework (age boundaries). From 6-7 to 10-11 years.

social situation. Transition to educational activity. The child develops in a complex environment social environment, in the conditions of education and training. The sphere of social relations is changing, the “child-adult” system appears and is differentiated: the child is a teacher; child is an adult; child - parents; children. The reference group is changing.

Physical development. There is a uniform physical development up to adolescence. The growth and maturation of the bones of the skeleton continues, although the speed of these processes is different in different children. “Strong” and “dexterous” muscles grow, physical strength, endurance and dexterity increase in both boys and girls.

The frontal lobes of the brain, which control the processes of thinking and other mental processes, function more efficiently, which helps to engage in increasingly complex activities that require high coordination of movements.

A very important factor in the physical development of a child is health, which allows children to be more actively engaged in physical (physical education and labor) and mental activities. Turned out of motor activity child 4-5 hours should be compensated by specially organized physical exercises.

Leading activity- educational activity is an activity directly aimed at the assimilation of science and culture.

The child has two spheres of social relations "child - adult" and "child - children". These systems are connected by game activity. Relations exist in parallel, they are not connected by hierarchical links.

At primary school age, the game does not disappear, it acquires new forms and new content. Characteristic games for children of primary school age are games with rules that regulate the balance of power in a playing children's team (role-playing games).

Mental development. Feeling, perception. The perception of a younger student is determined by the characteristics of the subject itself: they notice not the main thing, but what catches the eye, often perception is limited only to recognition and subsequent naming of the subject.

The current perceived situation already mediates mental operations to a lesser extent than at preschool age.

There is a transition from involuntary perception to purposeful observation of the object. By the end of the age, a synthesizing perception appears. Children in grades 1-2 confuse objects that are similar in one way or another, their perception is characterized by little differentiation (fusion).

Attention. Educational activity requires a long concentration of attention, switching from one type of work to another - the development of arbitrariness of attention, occurs at the peak of volitional effort (specially organizes itself under the influence of requirements).

Involuntary attention prevails. Holding attention is possible thanks to strong-willed efforts and high motivation. Attention is activated, but not yet stable.

Direction of development of attention: from concentration of attention to self-organization of attention, distribution and switching of its dynamics within the task and the whole working day. Younger students can focus on one thing for 10 to 20 minutes. There are significant individual differences in the development of attention.

Memory. Younger students begin to isolate and realize the mnemonic task. Arbitrary memory develops, children are already able to memorize material that is necessarily of interest to them. Memory processes are characterized by meaningfulness (connection of memory and thinking). Susceptibility to mastering various mnemonic devices. They have a good mechanical memory. Improvement of semantic memory. All types of memory develop in educational activities: long-term, short-term and operational. The development of memory is associated with the need to memorize educational material. Reproduction begins to be used when memorized. Memorization techniques serve as an indicator of arbitrariness. They reproduce based on the text, they resort to recall less often, because. it is related to stress.

Memory is concrete-figurative in nature. Arbitrary and involuntary memorization has its own characteristics.

Involuntary memorization	Arbitrary memorization
Plays an important role in the educational process.	Not yet formed. Actively formed.
The speed and accuracy of memorization is strongly influenced by emotions and feelings. Poems that evoke vivid images and strong feelings are quickly remembered.
The volume of memorizing interesting texts, fairy tales increases. Memorization increases.	In the 1st grade: lack of self-control: The quantitative side of the repetition (how many are given); At the level of recognition.

Thinking becomes dominant, there is a transition from visual-figurative to verbal-logical thinking. The student's logically correct reasoning is based on specific visual material (Piaget's stage of development of concrete operations). Thanks to educational activities and the assimilation of scientific concepts, theoretical thinking develops in children.

By the end of primary school age, individual differences in thinking appear. There are: "thinkers", "practitioners" and "artists".

In the learning process, scientific concepts are formed (the foundations of theoretical thinking), the ability to go from the specific to the more general, as well as in the opposite direction.

Imagination. The main directions in development are the transition to a more correct and full reflection reality based on relevant knowledge. Imagination goes through 2 stages: recreating (reproductive), productive.

Productive images-representations appear (the result of a new combination of some elements).

Imagination (in grade 1) is based on specific objects, but over time the word dominates. From 1st to 2nd grade, the realism of children's imagination increases. This leads to an increase in the stock of knowledge and the development of critical thinking.

With age, imagination becomes a more manageable process and images arise in connection with the tasks of the child's activity.

Features of the development of imagination in primary school age are shown in the table.

Imagination Featureszheniya	1st class	2nd grade	3rd grade	4th grade
	An imaginary image of individual parts-fragments. Minor revision of existing views.			Link separate parts of the image Controllability of the process of imagination.
Imagination imagesnia	Vagueness, obscurity. A lot of extra stuff comes in. The image reflects 2-3 details.	Additional details are not included. The image reflects 3-4 details.		More precise and specific. The image reflects 4-5 details.
reworkedka images	Minor			More generalized and vivid image.
			May change story line story, a convention is introduced.
image support	Recreating the verbal situation:
	Based on a specific subject, action.		Based on the word mental image.

Rewhose mediates the development of thinking and other cognitive processes.

Speech plays an important role in solving the problems of educational activity (teaching children to reason aloud contributes to success). When learning, the child easily masters sound analysis words. Lexicon increases to 7 thousand words. The need for communication determines the development of speech.

2. Personal development of a younger student

Individual psychological features. There is an increase in individual differences between children, temperamental differences are manifested in activities and behavior. Conditions and leading activities are favorable for the development of such personal qualities as diligence, independence, and the ability to self-regulate.

The development of abilities is evidenced by a steady interest in a particular type of activity, the formation of an appropriate cognitive motive. Old motives and interests lose their motivating force, new motives come associated with educational activities. For a child who has come to school, the most significant social motives are self-improvement (to be cultured and developed) and self-determination (to continue studying after school, to work well). Educational activity can be motivated by the motive: the motive of getting a high mark; social motives of teaching; educational and cognitive motives; motives for achieving success; avoidance motives; prestigious motivation. There is a restructuring in the hierarchical motivational system, achievement motivation becomes dominant.

In developing the motivation for learning in a younger student, it is necessary to use motives associated with the learning process. In terms of content, this interest can be directed both to specific facts and to the theoretical content of knowledge. It is important to teach the child to experience satisfaction from the very process of analyzing things and their origin.

Types of motives	Characteristics of motives
The motive of duty and responsibility.	Initially, the student is not aware, although all the requirements and tasks of the teacher, as a rule, are fulfilled.
Well-being motives (narrow-minded).	The desire and desire to get a good grade at any cost, praise from the teacher, parents.
Prestigious motives	Stand out among comrades, take a certain position in the class.
Educational and cognitive motives.	They are embedded in the educational activity itself and are associated with the content and process of learning, with mastering the methods of educational activity. The development of a motive depends on the level of cognitive needs (the need for external impressions and the need for activity). The internal motivation of cognitive processes is the desire to overcome difficulties, the manifestation of intellectual activity.
Broad social motives (self-improvement, self-determination).	Be smart, cultured, developed. After school to continue their studies, work well. As a result: "accepted" distant motives determine a positive attitude towards learning activities and create favorable conditions for the start of learning. But ... the younger student lives mainly today.

Personal development. With admission to school, the whole system of personality changes. The orientation of the individual is expressed in his needs and motives.

The transition to learning means accumulation, the transition to the systematic accumulation of knowledge, the expansion of horizons, the development of thinking, mental processes become conscious and manageable. And most importantly forms the basis worldview.

There are new relationships with others, the emergence of new duties and rights. The transition to a new position creates a prerequisite for the formation of personality.

Learning activities requires responsibility from children and contributes to its formation as a personality trait.

There is an intensive formation moral feelings child, which at the same time means the formation of the moral side of his personality. A new internal position is being strengthened. Intensively developing self-awareness. A change in self-awareness leads to a reassessment of values, what was significant becomes secondary. The formation of self-esteem depends on the performance and characteristics of the teacher's communication with the class.

At the age of 7 - 11 years there is an active development of the motivational-need sphere. Motives acquire the character of generalized intentions, they begin to be realized.

Self-knowledge and reflection, an internal plan of action, arbitrariness and self-control develop.

Self-esteem It is developed on the basis of the criterion for evaluating educational work, in evaluating the activity of the child himself, in communicating with others.

Appearance self-respect, which is largely related to confidence in learning abilities.

Emotional development. There is an increase in restraint and awareness in the manifestation of emotions. Changes general character emotions - their content side, their stability. Emotions are associated with more complex social life child, with a more clearly expressed social orientation of his personality. New emotions arise, but even those emotions that took place in preschool childhood change their character and content.

Emotions become longer lasting, more stable and deeper. The student has permanent interests, long-term companionship based on these common, already quite strong interests. There is a generalization of experiences, due to which the logic of feelings appears.

In general, the general mood of a younger student is usually cheerful, cheerful, bright. Emotional stability is observed in a positive attitude towards learning; anxiety, incontinence, hypersensitivity is expressed in a negative attitude towards the teacher and schoolwork. As a result of this, affective states are possible, manifested in rudeness, irascibility, emotional instability.

Neoplasms. Arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation due to the assimilated system of scientific concepts. Reflection as awareness of one's own changes as a result of the development of learning activities. E. Erickson considered the feeling of competence to be the central neoplasm of age.

As a result of educational activity, mental neoplasms arise: arbitrariness andawareness of mental processes, reflection (personal, intellectual), internal plan of action (planning in the mind, the ability to analyze)

Tasks for independent work

1. Get acquainted with modern research on the problem. Draw conclusions about the main directions in the study of children of primary school age:

1. Mamyukhina M.V. Peculiarities of motivation for the teaching of a junior schoolchild // Problems of Psychology. - 1985. - No. 1 - S. 43.
2. Ponaryadov G.M. On the attention of a younger student // Questions of Psychology. - 1982.- No. 2. - S. 51.
3. Order. Studies in the Mind of the Primary School Student in American Psychology. // Questions of psychology. - 1980. - No. 1. - S. 156.
4. Zakharova A.V., Andrushchenko T.Yu. Studies of self-esteem of a younger student in educational activities // Questions of Psychology. - 1980. - No. 4. - S. 90-100.
5. Ivanova I.P. Learning and memory of pupils of the 1st grade of the school // Questions of psychology. - 1980. - No. 3. - S. 90-100.
6. Romanova M.P., Tsukerman G.A., Fokina N.E. The role of cooperation with peers in mental development junior schoolchild // Questions of psychology. - 1980. - No. 6. - S. 109-114.
7. Ryakina S.V. Psychological features content analysis in younger schoolchildren // Questions of Psychology. - 1986. - No. 6. - S. 87.
8. Sapogova E.E. Peculiarity of the transitional period in children aged 6-7 // Questions of psychology. - 1986. - No. 4. - S. 36.
9. Ovchinnikova T.N. Features of self-awareness by children of 6 years of age // Questions of psychology. - 1986. - No. 4 - S. 43.
10. Fillipova E.V. Formation of logical operations in 6 year old children // Questions of psychology. - 1986. - No. 2. - S. 43.
11. Telegina E.D., Gagay V.V. Kinds learning activities and their role in the development of thinking of a younger schoolchild // Questions of Psychology. - 1986. - No. 1. - P. 47
12. Shiyanova E.B. Formation of mental operations in schoolchildren // Questions of Psychology. – 1986.- №1. - S. 64.
13. Rivina I.V. Dependence of the development of educational and cognitive actions of younger schoolchildren on the type of collective activity // Questions of Psychology. - 1987. - No. 5. - S. 62.
14. Volovikova M.I. Intellectual development and moral judgments of the younger schoolchild // Questions of psychology. - 1987. - No. 2. - S. 40.
15. Kondratieva I.I. Planning one's activity by a junior schoolchild // Issues of psychology. - 1990. - No. 4. - S. 47.
16. Sapozhnikova L.S. Some features of the moral regulation of the behavior of a younger student // Questions of Psychology. - 1990. - No. 4. - S. 56.
17. Antonova G.P. Antonova I.P. Learning and suggestibility of a younger student // Questions of psychology. - 1991. - No. 5. - S. 42.
18. Davydov V.V., Slobodchikov V.I., Tsukerman G.A. Junior schoolboy as a subject of educational activity // Questions of psychology. - 1992. - No. 3-4. - P. 14.
19. Tsukerman G.A. What develops and what does not develop educational activity in a younger student // Questions of Psychology. - 1998. - No. 5.
20. Klimin S.V. Some features of the development of value orientations of children during periods of transition to primary school and adolescence // World of Psychology. - 1995. - No. 3. - S. 36 - 43.
21. Kaigorodov B.V., Nasyrova O.A. Some features of self-awareness of hyperactive children in primary school age // World of Psychology. - 1998. - No. 3. - S. 211 - 214.
22. Vasil'eva N.L., Afanas'eva E.I. Educational games as a means psychological help junior schoolchildren experiencing learning difficulties // World of Psychology. - 1998. - No. 4. - S. 82 - 95.
23. Kleiberg Yu.A., Sirotyuk A.L. Dynamic activity of mental processes of younger schoolchildren with different types of functional asymmetry of the cerebral hemispheres // World of Psychology. - 2001. - No. 1. - S. 156 - 165.
24. Zanchenko N. U. Conflict characteristics interpersonal relationships and conflict between children and adults // World of Psychology. - 2001. - No. 3. - S. 197 - 209.
25. Romanina E.V., Gabbazova A.Ya. Learning to play chess as a means intellectual development junior schoolchildren // Psychological journal. - 2004. - No. 6. - S. 77.
26. Shestitko I.V. On the concept of reflection in the conditions of its formation in primary school age // Adukatsyya i vykhavanne. - 2003. - No. 5. - S. 67.
27. Kavetskaya M.I. Development creative activity junior schoolchild // Adukatsia i vykhavanne. - 2003. - No. 12. - S. 68.
28. Vygovskaya L.P. Empathic relations of younger schoolchildren brought up outside the family // Psychological journal. - 1996. - No. 4. - S. 55-64.

2. Give answers to the following questions.

1. Why is the motive of high marks more significant for a younger student than the broad social motives of learning - duty, responsibility, the need for education, etc.?

2. What individual characteristics attention should be taken into account by the teacher of elementary grades?

3. Why is it better for a child to contact a slightly older peer for the development of sociability?

1. Bozhovich L.I. Problems of personality formation. Selected psychological works / Ed. D. I. Feldstein. - Moscow - Voronezh, 1997.
2. Kulagina I.Yu., Kolyutsky V.N. " Age-related psychology. Full life cycle development". - M., 2001.
3. Darvish O.B. Age-related psychology. - M., 2003.
4. Obukhova L.F. Child (age) psychology: Textbook. - M., Russian Pedagogical Agency, 1996.
5. Shapavalenko IV Developmental psychology. - M., 2004.
6. Volkov B.S. Psychology of the junior school student. - M., 2002.

At primary school age, an important change occurs in the life of a child: he masters the skills of orientation in his inner world. At school, he meets with such a clear and detailed system of moral requirements, the observance of which is constantly monitored. Primary schoolchildren are faced with the task of mastering a fairly wide set of norms and rules of conduct, the application of which will allow them to properly organize relationships with teachers, parents and peers. By the age of 7-8, children are already psychologically prepared for a clear understanding of the meaning of these norms and rules. The actual and organic assimilation of norms and rules of behavior by children presupposes, first of all, that the teacher has a well-developed system of techniques and means of monitoring their implementation. A clear formulation of these norms and rules, the obligatory encouragement of their diligence are important conditions for instilling discipline and organization in younger students. Being formed in a child at this age, such moral qualities become an internal and organic property of the individual.

In primary school, children develop motivational sphere of personality. Among the various social motives for learning, the main place is occupied by the motive of getting high marks. The internal motives that encourage the child to go to school, attend classes include:

1)cognitive motives- these are the motives that are associated with the content or structural characteristics of the educational activity itself (the desire to acquire knowledge, the desire to master the methods of self-acquisition of knowledge);

2)social motives- motives that are associated with factors influencing the motives of learning, but not related to educational activities (the desire to be a literate person, to be useful to society, the desire to get the approval of senior comrades, to achieve success, prestige, the desire to master ways of interacting with people around them, classmates) .

Under the conditions of educational activity, the general character of emotions children. Educational activity is associated with a system of strict requirements for joint actions, with conscious discipline, with voluntary attention and memory. All this affects the emotional world of the child.

In the course of educational activity, the formation self-esteem. Children, focusing on how their work is assessed by the teacher, consider themselves and their peers "excellent students" or "losers", good and average students, endowing the representatives of each group with a set of appropriate qualities.

8. The emotional sphere of the personality of a younger student.

Educational activity changes the content of the feelings of the younger student and, accordingly, determines the general trend of their development - an increasing awareness and restraint. The change in the emotional sphere is caused by the fact that with the advent of the child’s sorrows and joys to school, it is not the game and communication with children in the process of playing activity that determines not the fairy-tale character or the plot of the read fairy tale, but the process and result of his learning activity, the need that he satisfies her, and first of all - the teacher's assessment of his successes and failures, the mark he gave and the attitude of others associated with it.

Compared to a child preschool age the younger schoolchild shows a great differentiation in the direction of feelings. Moral, intellectual and aesthetic feelings develop. By the third grade, feelings of camaraderie, friendship, collectivism are intensively formed. They develop as a result of meeting the needs of children in communication, under the influence of life in a team of peers and the whole school, joint educational activities. At the beginning of training, all of the above factors influence mainly through the personality of the teacher, who is an authority for the first grader, later, under the influence of the teacher and joint educational activities, comradely and friendly contacts with peers appear (sympathy, joy, a sense of solidarity). These relationships between students contribute to the development of a sense of collectivism in them, which is manifested in the fact that each of them becomes indifferent to the assessment of classmates.

In younger students, they begin to develop intensively intellectual feelings. Active cognition in the process of learning activities is associated with overcoming difficulties, successes and failures, therefore, a whole range of feelings arises: surprise, doubt, the joy of learning and, in connection with them, intellectual feelings leading to success in learning activities, such as curiosity, a sense of the new. The emergence of intellectual feelings is associated with the need for new knowledge in accordance with cognitive interest.

aesthetic the feelings of a junior schoolchild, like those of a preschooler, develop in the process of perceiving literary works, and the most fertile material for their development is, first of all, poetry. In the studies of a number of domestic psychologists, it is emphasized that thanks to this type of literary work (rhythm, musicality, expressiveness), children develop an emotional attitude towards poetry.