Age characteristics of younger students. Psychological characteristics of children of primary school age (speech at the MO of primary school teachers)

Initial period school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of the age and educational psychology.

Download:

Preview:

Age features children of primary school age.

The initial period of school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new activities for them and a system of interpersonal relations. General characteristics of all cognitive processes of the child become their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain is improved and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain, which are responsible for programming, regulating and controlling complex forms of mental activity, have not yet completed their formation in children of this age (development of the frontal parts of the brain ends only by the age of 12), as a result of which the regulatory and inhibitory influence of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

From the moment the child enters school, a new social situation of development is established. Center social situation development becomes a teacher. In primary school age, learning activity becomes the leading one. Learning activity is a special form of student activity aimed at changing himself as a subject of learning. Thinking becomes the dominant function in primary school age. The outlined in preschool age the transition from visual-figurative to verbal-logical thinking.

School education is structured in such a way that verbal-logical thinking receives priority development. If in the first two years of education children work a lot with visual samples, then in the next classes the volume of such activities is reduced. Figurative thinking is becoming less and less necessary in learning activities.

At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theoreticians" or "thinkers" who easily solve educational problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. Most children show a relative balance between different types thinking.

An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child "sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6 or the letters I and R). Although he can purposefully examine objects and drawings, he is distinguished, as well as at preschool age, by the most vivid, "conspicuous" properties - mainly color, shape and size.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This can be easily seen when children describe the picture. These features must be taken into account when communicating with the child and his development.

Age stages of perception:
2-5 years - the stage of listing objects in the picture;
6-9 years old - description of the picture;
after 9 years - interpretation of what he saw.

Memory in primary school age develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not very interesting to them. Every year, more and more training is based on arbitrary memory. Younger schoolchildren, like preschoolers, usually have a good mechanical memory. Many of them throughout their studies in primary school mechanically memorize educational texts, which most often leads to significant difficulties in secondary school, when the material becomes more complex and larger in volume, and the solution of educational problems requires not only the ability to reproduce the material. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, i.e. rational ways of memorizing (dividing the text into parts, drawing up a plan, etc.).

It is in early childhood that attention develops. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes. The volume of attention increases 2 times, its stability, switching and distribution increase.

Primary school age is the age of a fairly noticeable formation of personality.

It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - a teaching that imposes a number of serious requirements on the student.

All this has a decisive effect on the formation and consolidation new system relations to people, the team, to teaching and related duties, forms character, will, expands the circle of interests, develops abilities.

At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

Character junior schoolchildren differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness. volitional regulation behavior.

An age-related feature is also a general lack of will: the younger student does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and impossibilities. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.

Younger students are very emotional. Emotionality affects, firstly, that their mental activity is usually colored by emotions. Everything that children observe, what they think about, what they do, evokes an emotionally colored attitude in them. Secondly, younger students do not know how to restrain their feelings, control their external manifestation, they are very direct and frank in expressing joy. Grief, sadness, fear, pleasure or displeasure. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings, to restrain their undesirable manifestations, develops more and more.

Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, a younger student accumulates, with proper upbringing, important for his further development experience of collective activity - activities in a team and for a team. The upbringing of collectivism is helped by the participation of children in public, collective affairs. It is here that the child acquires the basic experience of collective social activity.

Literature:

Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation creative thinking students // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.
Vygotsky L.S. Pedagogical psychology. M., 1996.
Gabay T.V. Educational activity and its means. M., 1988.
Galperin P.Ya. Teaching methods and mental development of the child. M., 1985.
Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1986.
Ilyasov I.I. The structure of the learning process. M., 1986.
Leontiev A.N. Lectures on general psychology. M., 2001.
Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
Psychological features personality formation in pedagogical process/ Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.
Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.
Elkonin D.B. Psychology of teaching younger students. M., 1974.
Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.

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

Primary school age is a very important 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.

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 to lose his childish spontaneity in behavior, he has a different logic of thinking.

As the child enters school, play gradually loses its dominant role in his life, although it continues to occupy an important place in it. Teaching becomes the leading activity of the younger student. which significantly changes the motives of his behavior.

Teaching for a younger student 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.

With admission to school changing the position of the child in the family, he has the first serious duties at home related to teaching and work, and the child goes beyond the family, because. 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 an assessment of the quality academic work. The school teacher acts as a representative of society, a bearer of social patterns.

Adults begin to make 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 new position of the child in society, the position of the student is characterized by the fact that he has a mandatory, 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 suggests the following:

Learning activity becomes the leading activity.
The transition from visual-figurative to verbal-logical thinking is being completed.
The social meaning of the teaching is clearly visible (the attitude of young schoolchildren to marks).
Achievement motivation becomes dominant.
The reference group is changing.
There is a change in the agenda.
A new internal position is being strengthened.
The system of relationships between the child and other people is changing.

Physiological features of younger students

From a physiological point of view, primary school age is it's time for growth, when children quickly stretch upwards, there is disharmony in physical development, it is ahead of 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 excite is still very high, so younger students 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's educational activities.

As learning activity develops, 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 the goals of action and find the means to achieve them. In the course of solving various educational tasks, the younger student develops the ability to plan, and the child can also perform actions to himself, in the internal plan.

Irina Bazan

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

1.2. Age features of children of primary school age

In the modern system of education, primary school age covers the period of a child's life from 7 to 10-11 years. Most characteristic period consists in the fact that at this age the preschooler becomes a schoolchild. This is a transitional period when the child combines the features of preschool childhood with the characteristics of a schoolchild. These qualities coexist in his behavior and consciousness in the form of complex and sometimes contradictory combinations. Like any transitional state, this age is rich in hidden development opportunities that are important to catch and support in a timely manner. The foundations of many mental qualities of a person are laid and cultivated precisely in the early school years.

Arbitrariness, an internal plan of action and reflection are the main neoplasms of a child of primary school age. Thanks to them, the psyche of a younger student reaches the level of development necessary for further education in secondary school, for a normal transition into adolescence with its special abilities and requirements.

Under the influence of a new educational type of activity, the nature of thinking changes. The main qualities of attention are improved: volume, concentration, stability. The readiness of visual, auditory and motor mechanisms ensures the development of a meaningful, correct and purposeful perception of complex images, space, and time. Memory reaches a higher level of development. Interest in causal dependencies, the identification of essential features, their recognition in new facts, the transition to generalizations and conclusions convincingly testify to the ability to think logically.

Younger students are most often interested not in the content of the subject and the way it is taught, but in their progress in this subject, they are more willing to do what they do well. From this point of view, any subject can be made interesting if a small student is given a chance to experience a situation of success,

At primary school age, with proper upbringing, the foundations of a future personality are formed. New relationships with adults (teachers) and peers (classmates), inclusion in single system collectives (school-wide, class), inclusion in a new type of activity (teaching) - all this has a decisive effect on the formation and consolidation of a new system of relations with people, the team, it forms character, will.

At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

Moral concepts and judgments of younger schoolchildren are noticeably enriched from grade I to grade III, becoming clearer and more definite. Moral Judgments first-graders are usually based on the experience of their own behavior and on specific instructions and explanations from the teacher and parents. In grades II-III, in addition to the experience of their own behavior (which, of course, is enriched) and the instructions of their elders (these instructions are now perceived more consciously), the ability to analyze the experience of other people, and a much greater influence fiction, children's films. The same characterizes moral behavior. If 7-year-old children perform positive moral deeds, most often following the direct instructions of their elders, in particular the teacher, then third-graders can to a much greater extent perform such deeds on their own initiative, without waiting for instructions from outside.

The age characteristic of children who have just entered the school, general insufficiency of will: a younger student (especially at 7-8 years old) does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and capabilities. The younger student still does not know how to comprehensively think over his decisions and intentions, he takes them hastily, hastily, impulsively. Insufficient capacity for volitional effort is reflected in the fact that the child sometimes refuses to struggle with difficulties and obstacles, cools down to the matter, often leaves it unfinished. He also does not like to redo, improve his work. Gradually, under the influence of systematic education, the ability to overcome difficulties, suppress immediate desires, show perseverance and patience, and control one's actions is formed.

At primary school age, manifestations of all four types of temperament can be quite clearly observed. With proper upbringing, there is a full opportunity to correct some negative manifestations of temperaments: for choleric people to develop restraint, for phlegmatic people - activity and speed, for sanguine people - patience and perseverance, for melancholic people - sociability and self-confidence. By educating the will and character of younger students, the teacher teaches them to control their temperament.

The character of younger schoolchildren also differs in some age features. First of all, children are impulsive - they tend to act immediately under the influence of immediate impulses, impulses, on random occasions, without thinking and weighing all the circumstances. The reason is the need for active external discharge with age-related weakness of volitional regulation of behavior.

Younger students, as a rule, are distinguished by cheerfulness, cheerfulness. They are sociable, responsive and trusting, fair. In a number of cases, primary school students have negative forms of behavior, for example, capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child got used to the fact that at home all his desires and requirements were satisfied, he did not see refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs. Sometimes children show deceit, the cause of which may be the violent fantasy of the child or the desire to hide his bad deed for fear of punishment. Since character is still being formed at primary school age, it is important to prevent the transformation of these purely temporary, random mental states into character traits.

At primary school age, the artistic and aesthetic development of children also successfully takes place. Children are usually very interested in drawing, modeling, singing, music; on the basis of the corresponding activity and perception of works of art (poems, music, paintings, sculptures), they form aesthetic feelings.

Great opportunities are opened up by the primary school age for the education of collectivist relations. For several years, with proper education, the student accumulates the experience of collective activity, which is important for his further development - activities in the team and for the team. First-graders do not yet feel part of a single team, they are in a sense isolated and independent, often you can notice manifestations of alienation, envy, and naive boasting in them. The team begins to take shape when, under the influence of the special work of the teacher, children. For the first time, they begin to show a benevolent interest in the successes and failures, achievements and mistakes of classmates, show mutual assistance, and begin to treat learning activities as the business of the whole class. The upbringing of collectivism is helped by the participation of children in public collective affairs. It is here that the child acquires the basic experience of collective, socially useful activity.

The emerging moral norms of behavior in a team, feelings of mutual assistance and respect for each other are transferred to personal friendly and comradely relations of students of this age, the so-called interpersonal relations are enriched.

Although the leading activity of younger students is teaching, the game occupies a very large place in their lives. Collective games contribute to team building. The game creates a special kind of practice in the behavior of the child and thus contributes to the formation of valuable personality traits.

The first years of schooling are years of very noticeable development of interests. The main of them is a cognitive interest in the knowledge of the world around us, an avid desire to learn more. The development of interests goes from interests in individual facts, isolated phenomena (I-II classes) to interests related to the disclosure of causes, patterns, connections and interdependencies between phenomena (III class). If the main question of first-graders is: “What is this?”, then at an older age, the questions “why?” And How?".

With the development of reading skills, interest quickly develops in reading, in literature with a sharp and entertaining plot, in fairy tales, and then in books with a simple science fiction and adventure plot. An interest is being formed in technology (mainly among boys), and in modern technology: rockets, spacecraft, lunokhod, cars and aircraft of the latest type. Students rural schools noticeably become interested agriculture.

From the middle of the second grade, there is a differentiation of educational interests. If first graders are interested in learning in general, then a second grade student will emphasize that he is interested in solving problems or writing dictations, drawing lessons, etc. are interesting.

In connection with the formation of interests and inclinations, the abilities of schoolchildren begin to form. As a rule, at this age it is still too early to talk about the existing abilities, but students are already distinguished, showing relatively high level aptitude in mathematics, literary creativity, music, drawing. The main way to develop abilities in primary school age is to involve schoolchildren in various kinds of circles at schools and art houses.

Learning activities in primary school stimulates, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perceptions. Younger students are distinguished by sharpness and freshness of perception, a kind of contemplative curiosity. A child with lively curiosity perceives the life around him, which every day reveals new things to him in new directions. However, perception in class I and at the beginning of class II is still very imperfect and superficial. Younger schoolchildren make inaccuracies and errors in differentiation when perceiving similar objects. Sometimes they do not distinguish and mix letters and words similar in style or pronunciation, images of similar objects and similar objects themselves. For example, they confuse the letters "sh" and "u", the words "set" and "set up", depicted in the picture rye and wheat, pentagons and hexagons. Often children highlight random details, while they do not perceive the essential and important. In a word, younger students still do not know how to consider objects.

The next feature of perception at the beginning of primary school age is its close connection with the actions of the student. Perception at this level mental development associated with the practical activities of the child. To perceive an object for a student means to do something with it, to change something in it, to perform some action, to take it, to touch it.

A characteristic feature of students in grades I-II is a pronounced emotionality of perception. First of all, children perceive those objects or their properties, signs, features that cause a direct emotional response, an emotional attitude. Visual, bright, alive is perceived better, more distinctly. However, the teacher should also strive to ensure that children clearly perceive less bright, less exciting and entertaining, specifically drawing their attention to this.

In the process of learning, perception is rebuilt, it rises to a higher level of development, becomes a purposeful and controlled activity. Through learning, perception deepens, becomes more analytical, takes on the character of observation. The teacher specially organizes the activity of students in observing certain objects, teaches children to identify essential features and properties, indicates what should be specially paid attention to, teaches systematic and systematic analysis in perception. All this must be done both on excursions in nature and at school when demonstrating various visual aids, when organizing practical work, at drawing lessons, in labor activity.

In connection with the age-related relative predominance of the activity of the nervous signal system, younger schoolchildren have a more developed visual-figurative memory than verbal-logical memory. They better, faster remember and more firmly retain in memory specific information, events, persons, objects, facts than definitions, descriptions, explanations. It is better to remember everything bright, interesting, causing an emotional response.

Sometimes younger students (especially in the first two grades) are prone to rote memorization without realizing the semantic connections within the material being memorized, but it would be wrong to conclude that their memory is generally mechanical in nature. Experiments have shown that meaningful memorization in younger students has an advantage over mechanical.

The illusion of the predominance of rote memorization in younger schoolchildren is explained by the fact that they often tend to memorize and reproduce material verbatim.

The main direction in the development of the memory of younger schoolchildren under the influence of learning is the increase in the role and proportion of verbal-logical, semantic memorization and the development of the ability to consciously manage memory and regulate its manifestations (arbitrary memory).

Under the guidance of a teacher, students master the techniques of self-control during memorization and reproduction. It is difficult for them to do this on their own. The insufficient development of self-control of schoolchildren in grades I-II is evidenced by frequent requests to the elders to check how the given lessons have been learned. Children not only do not know how to check themselves, but often do not understand whether they have learned a given lesson or not. When they are asked in the classroom, it turns out that they cannot tell what they memorized at home. Children quite sincerely assure the teacher that they tried, read a lot, taught for a long time.

A feature of the imagination of younger students is its reliance on perception. It is sometimes quite difficult for students of grades I-II to imagine something that does not find support in nature or in a picture. But without a recreative imagination it is impossible to perceive and understand the educational material. The main trend in the development of imagination in primary school age is the improvement of the recreative imagination. It is associated with the representation of previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. The recreating imagination is improved due to more and more correct and total reflection reality.

The thinking of a younger student, especially a first-grader, is visual-figurative. It constantly relies on perceptions or ideas. A verbally expressed thought that does not have support in visual impressions is difficult for the younger students themselves to understand. In the process of learning, thinking develops intensively. The student gradually learns to highlight the essential properties and features of objects and phenomena, which makes it possible to make the first generalizations. On this basis, the child gradually begins to form elementary scientific concepts.

Analytical-synthetic activity at the beginning of primary school age is still very elementary, is mainly at the stage of visual-effective analysis, based on the direct perception of objects. Second-graders can already analyze an object without resorting to practical actions with it, children are able to isolate various signs, the sides of an object are already in speech form. From the analysis of a single object, phenomena are transferred to the analysis of connections and relationships between objects and phenomena.

In teaching, the ability to verbal-logical thinking, reasoning, conclusions and conclusions develops. If students of grades I and partly II often replace argumentation and proof with a simple indication of a real fact or rely on an analogy (which is far from always legitimate), then students of grade III, under the influence of training, are able to give a reasonable proof, expand the argument, build a deductive conclusion.

IN last years psychologists and educators are increasingly raising the question that the mental capabilities of younger students are underestimated. If the thinking of a younger student is distinguished by a weak ability to abstract, then this is not an age-related feature of thinking, but a direct consequence of the existing system of education. In other words, an opinion is expressed about the intellectual underload of primary school students.

Experimental training has shown that, with a certain content and conditions of education, it is possible for younger students to form a sufficiently high level of generalization and abstraction, which leads them to master knowledge of a scientific, theoretical nature. To a certain extent, the existing programs already focus on the great mental capabilities of younger students - the programs have significantly deepened and expanded the theoretical aspects of the educational material. The student not only assimilates other people's thoughts, but with the help of the teacher independently comes to conclusions and generalizations, finds out the causes and consequences of the studied phenomena.

In close connection with the development of thinking, the development of speech also occurs. The point is not only that the vocabulary of a younger student increases, but also that the meaning of words is clarified, they are used in the correct meaning, and coherent speech develops. The student improves the ability to listen to another person (teacher) for a long time and carefully, without interrupting him or being distracted. It is important to note that the clarity and figurative thinking of the younger schoolchild is also reflected in the following: the first grader does not always realize that the teacher, addressing the class as a whole, addresses him personally. The child does not always perceive an abstract appeal to everyone in his address, and at first the teacher has to concretize his words, addressing them personally to one or another child.

For the development of speech, essays on free topics, children's stories about their impressions of the excursion, the book they read, the movie they watched are useful. Systematic exercises in expressive reading aloud are also important.

The age-related feature of the attention of younger schoolchildren is the comparative weakness of voluntary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited.

Involuntary attention is much better developed at this age. Everything new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part. Younger students may miss important and essential points in the educational material and pay attention to non-essential ones just because they attract children with their interesting details.

Since interest is the main motive for involuntary attention, then, naturally, every teacher strives to make the lesson interesting and entertaining. But it should be borne in mind that students must be gradually taught to be attentive also to what does not arouse immediate interest and is not entertaining. Otherwise, a habit is developed to pay attention only to what is interesting, and schoolchildren will not be able to mobilize voluntary attention in those cases when some elements of the activity do not arouse direct interest.

The age peculiarity of attention also includes its relatively low stability. First graders and, to some extent, second graders still do not know how to concentrate on work for a long time, especially if it is uninteresting and monotonous; their attention is easily distracted. As a result, children may not complete tasks on time, lose the pace and rhythm of activities, skip letters in a word and words in a sentence. In grade III students, attention may already be maintained continuously throughout the lesson. It is important to periodically change the types of work of schoolchildren, to organize small breaks for rest.

Thus, at primary school age, the child will have to go through all the vicissitudes of relationships, especially with peers. Here, in situations of formal equality, children come across with different natural energies, with different cultures of speech and language. emotional communication, with different will and excellent sense of personality. Primary school invades formerly protected by family, small personal experience communication of the child in a situation where, in fact, in real relationships, one should learn to defend one's positions, one's opinion, one's right to autonomy - one's right to be equal in communication with other people. It is the nature of verbal and expressive communication that will determine the degree of independence and the degree of freedom of the child among other people.

We proceeded from the fact that the study of the development of creative abilities should be carried out in line with the comparison of "What was and what we came to." After a year of preparation and work to develop the creative abilities of children, after their participation in role play we conducted a control test on the same test as the first time, only with other analogues. The test result is shown in the table: High...

His personal settings. Chapter II. Experimental studies of the mechanisms for achieving catharsis in music by junior schoolchildren. II.1 Purpose and methodology of the ascertaining experiment. The purpose of the ascertaining experiment is to identify the level of formation of musical perception in children of primary school age. To achieve this goal, the following methods were selected: 1. "Open yourself ...

In modern domestic psychology, the problem of interpersonal relations began to be investigated in the 1950s and 60s. At the beginning of the 20th century, A.F. Lazursky made the first studies on this problem. He characterized relationships as the mental content of the personality, and the personality in terms of its active interaction with the surrounding reality. The author noted that the individuality of a person is determined by the originality of his internal mental functions (features of imagination, memory, etc.), as well as his relationship to the phenomena around him.

S. A. Rubinstein characterizes the concept of “interpersonal relations” as a specific form of reflection of reality. In his opinion, the attitude towards other people is the basis human life.

S. A. Rubinshtein considered relationships within the framework of consciousness. Human consciousness in its own internal content, according to the researcher, is determined through its relationship to the objective world. Therefore, the presence of consciousness presupposes the selection of a person from his environment.

The most complete study of interpersonal relations is presented in the theory of relations by V.N. Myasishchev. He defined relationships as "an integral system of individual, selective, conscious connections of the individual with various aspects of objective reality." Thus, interpersonal relations follow from the entire history of human development and determine the nature of the experience of the individual, the features of his perception, behavioral reactions, etc.

M.I. made her contribution to the development of the psychology of relations. Lisin. She identifies three types of relationships: attitude towards oneself, attitude towards other people and attitude towards the objective world. These relationships are interconnected, since through things we relate to a person, and we mediate our attitude to the objective world by our attitude to ourselves and other people.

Interpersonal relations were also studied by B.F. Lomov, A.A. Bodalev, Ya.L. Kolomensky and other domestic psychologists. In particular, Ya.L. Kolomensky characterizes interpersonal relations as an internal state of a person, reflecting the attitude of people towards each other.

Many interpersonal relationships can be qualified taking into account the components of interaction: people's perception and understanding of each other; interpersonal attractiveness (attraction and liking); mutual influence and behavior (in particular, role-playing).

Sympathy is an emotional positive attitude towards the subject of interaction. Attraction is mainly associated with a person's need to be together with another specific person.

To form friendships in couples great importance has joint activities and belonging to the same group.

In the process of deepening interaction by increasing the duration and significance of joint activities and communication, the role of leading interests and value orientations is enhanced.

From the above text, one can arrive at the following definition:

Interpersonal relationships are objectively experienced, varying degrees perceived relationships between people, without which the full formation of mental functions, processes and human properties is impossible. Sustainable interpersonal relationships are such interaction of individuals, which is based on stability in choosing a partner, stability of shared goals, motives, content, methods, forms of communication and emotional experience in socially acceptable norms.

Domestic psychologists, in particular, JI.C. Vygotsky, A.B. Zaporozhets pointed out the role of interpersonal relations in the formation of the child's personal qualities, in the formation of the forms of his behavior and interactions with people around him. A.B. Zaporozhets and M.I. Lisin put forward a hypothesis about the multiplicity of reasons that determine the emergence of a child's need to communicate with other people. A.A. Bodalev, L.I. Bozhovich, E.A. Vovchik-Blakytnaya also argue that communication is critical to a child's development.

Many domestic psychologists associate the concept of personality with the unique system of relations of a particular person to the world, with his individual abilities. social interaction.

An essential aspect of the personality is its relation to society, to individuals, to itself and to its social and labor duties. A person is characterized by the level of awareness of his relationships and their stability.

The abilities, interests, character of a person are formed throughout life on a certain hereditary basis: anatomical and physiological features, the main qualities of the nervous system, the dynamics of nervous processes.

The formation of a person's personal qualities is a consistent change and complication of the system of relations to the surrounding world, nature, work, other people and to oneself. It happens throughout his life.

The primary school age is especially important in this case. Psychologists and educators argue that personal qualities are formed and developed in activities and communication. The leading personality traits develop as a result of external influence on the personality, its inner world.

At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new activities for them and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

In connection with the admission of the child to school, a new significant step is taking place in the development of communication and the complication of the system of relationships with others. This is determined by the expansion of the child's social circle and the involvement of new people in it, as well as the variety of relationships that are established between these people and the child. In connection with the change in the external and internal position of the younger student, the subject of his communication with people is expanding, in particular, issues related to educational and work activities are included in the circle of communication.

The nature of the social interaction of younger schoolchildren changes significantly from the time they enter school to the end of the period of primary education. With the arrival at school, there is a decrease in interpersonal ties and relationships between children of primary school age compared with preparatory group kindergarten. Psychologists explain this by the novelty of the team and new educational activities for the child. At first, the younger student is absorbed only in studying, has little contact with classmates and for some time feels like a stranger, while in kindergarten in the process of collective games, he constantly communicated with his peers. At the first time of learning, the student perceives classmates "through the teacher" and pays attention to them, when during the lessons the teacher evaluates them, emphasizes their successes or failures. In direct contacts of children, the teacher also often has to act as an intermediary, as they avoid talking to each other, even if there is a direct need for this. Gradually, in the process of joint educational activities, children establish new relationships. After a few weeks at school, most first graders adjust to the new environment, their shyness and embarrassment pass, they begin to look closely at other children and try to establish contacts with classmates who sympathize with them or discover similar interests.

At primary school age, the child has to overcome many

difficulties in communication, and above all - with peers. Here, in situations of formal equality, children are confronted with different natural energies, with different cultures of speech and emotional communication of their peers, with different wills and different feelings of personality. Such collisions can take on pronounced expressive forms, for example, tearfulness, aggressive reactions, motor disinhibition.

When a child enters school, active acquisition of communication skills begins. And the formation of his personality in the system of interpersonal relations depends on building relationships with peers, on the position of the child, his status in the group. The foundation for the development of the child's personality, the formation of his self-awareness is the experience of interpersonal relationships with adults and peers.

In the system of interpersonal relations of a child with other people - with adults and peers - a complex gamut of feelings arises and develops in a younger student, which characterize him as an already socialized person. For example, a child's desire for self-affirmation, for rivalry with other people, expresses pride. To understand the specific situation and comply with social norms in society contributes to a sense of responsibility. This feeling develops most intensively in a child in the conditions of educational activity.

For positive qualities social development the child should also be attributed to his disposition towards other people (adults and children), expressing in an inner sense of trust in them and manifested in the child's ability to empathize. The empathy of a “successful” child with an “unsuccessful” one creates a special atmosphere of solidarity between children: all participants in this situation become more attentive to each other, more friendly.

With the development of school reality, the child gradually develops a system of personal relationships in the classroom. It is based on direct emotional relationships with peers and the teacher, which prevail over all others. Acquiring the skills of social interaction with a group of peers and the ability to make friends is one of the milestones development of a child of primary school age.

It is at primary school age that children learn to solve difficult situations in friendly relations, observe customs, social norms, conventions related to gender, understand issues of justice, respect authorities, power and moral law. They gradually comprehend the rules and principles by which the world of people exists.

The most essential feature of the child's relationship with peers is their fundamental equality, including the equality of rights to their own emotional assessment of everything that happens in the children's group. The pleasure of spending time together, joint activities, a strong desire to continue them - all this helps children overcome difficulties associated with differences in opinions, desires, intentions.

Children develop the ability to build equal cooperation between their peers who think and feel differently. This contributes to the formation of a new stage of the child's emotional development, characterized by the emergence of the ability to perceive the emotional states of another person.

In the primary grades, the child is already striving to occupy a certain position in the system of personal relationships and in the structure of the team. The discrepancy between the claims and the actual state in this area is Negative influence on the emotional sphere of the child. So, schoolchildren, whose position in the peer group is safe, attend school with great desire, are active in the educational and community service positively relate to the team and its public interests. Children who are not reciprocated are not satisfied with their position. As a rule, in the class they are unfriendly, conflict and seek communication with peers outside the class, which hinders their personal development.

Informal differentiation of the team of younger students often occurs for the following reasons: the positive personality traits of the chosen one, the need for playful communication, the ability to any particular type of activity. Some younger students sometimes motivate their choice with external factors: “we live in the neighborhood”, “my mother knows her mother”, etc. . In addition, the relationship of first-graders is largely determined by the teacher through the organization of the educational process.

When conducting sociometric measurements, psychologists find that among the preferred ones are often children who study well, who are praised and singled out by the teacher. Success in school is perceived by students as main characteristic personality. However, scientists, based on the research materials, argue that before the 3rd grade, the expectations of the peer group do not yet become the true motive for the behavior of children, and in the event that the desires of the younger student diverge from the desires of the team, the child internal conflict and without fighting with himself follows his desires.

In 3rd and 4th grade the situation changes. A children's team begins to take shape with its own requirements, norms, expectations, and the deeper the student is "included" in the team, the more his emotional well-being depends on the approval of his peers. And it is precisely the need for their approval, according to M.S. Neimark, becomes the force that encourages children to learn and accept the values of the team.

From this period, the peer group occupies an important place in the life of the child. Compliance with the standards, rules and norms of the collective takes the form of "religious worship". Children unite in different communities, organizational structure which sometimes even takes on a strictly regulated character, expressed in the adoption of certain laws, rituals of entry and membership. Addiction to codes, ciphers, secret signs and signals, secret languages, are one of the manifestations of the tendency to isolate themselves from the world of adults and create their own. Interest in such things, according to M.V. Osorina, usually manifests itself in children after 7 years and flourishes, sometimes becoming a real passion, between 8 and 11 years.

Such groups, as a rule, almost always consist of members of the same sex. They are united by common interests, occupation and certain forms of interaction between members of this community. In addition, relations between such groups are often hostile.

The division by gender at this age characterizes not only the composition of groups, but also the places where games and entertainment are held. On the entire territory of the games, special "girl" and "boy" places are formed, outwardly not marked in any way, but protected from the intrusion of "outsiders" and avoided by them.

Communication and friendship with representatives of the same sex, as well as the differentiation of groups by gender, contribute to the formation of a certain and stable identification with the sex in a child of primary school age, the development of his self-awareness, and also pave the way for the formation of new relationships in adolescence and youth.

The desire for peers, the thirst for communication with them make the group of peers extremely valuable and attractive for a junior student. They value their participation in the group very much, therefore the sanctions from the group applied to those who violated its laws become so effective. In this case, very strong, sometimes even cruel, measures of influence are used: ridicule, bullying, beatings, expulsion from the “collective”.

One of the leading needs of children is self-affirmation and the achievement of the highest possible status in the group. At the same time, one can speak both about the common features that unite children who have won a prosperous position in the group of peers, and about the features characteristic of children who have not received sufficient status in the group. So, children who have an unfavorable position in the system of interpersonal relations in the classroom usually have difficulties in communicating with peers, are quarrelsome, which can manifest itself both in pugnacity, irascibility, capriciousness, rudeness, and in isolation; often they are distinguished by sneakiness, arrogance, greed; many of these children are sloppy and slovenly. Schoolchildren with a high sociometric status in the group have an even character, are sociable, are distinguished by initiative and rich imagination; most of them study well; girls are attractive.

The criteria for evaluating classmates, characteristic for younger students, reflect the peculiarities of their perception and understanding of another person, which is associated with the general patterns of development of the cognitive sphere at this age: a weak ability to highlight the main thing in a subject, situationality, emotionality, reliance on specific facts, difficulties in establishing cause-and-effect relationships . Throughout the primary school age, these criteria undergo changes, apparently associated, among other things, with the development of the cognitive sphere of the primary school student.

N. I. Babich came to the conclusion that the process of perceiving another person at the first meeting with him has age differences. So, for example, in the first grade, having a positive attitude towards all newcomers, children, as a rule, give a generalized definition - “kind”. In the second grade, the reflection of a stranger is already more flexible, i.e. children note the states of those present in the communication situation and identify several signs. Perception becomes directly situational. For third-graders, the time allotted for the perception of one object breaks up into a number of moments recorded by them; children note the qualities displayed in the situation, often without connecting them with each other and without making generalized generalizations. Their perception is mediated-situational.

When creating an image of another person at the first meeting, children use a wide variety of vocabulary. A feature of first-graders is that, with their poor vocabulary, they use definitions that they have mastered well. Most often, epithets are used that children remember when reading fairy tales: “kind”, “good”, “cheerful”. There are direct comparisons with the heroes of fairy tales. The vocabulary reflects the content of the standards with which the objects of perception are compared.

Second-graders already use the words, the meaning of which is learned at school: “responsive”, “shy”, “caring”, but the epithets “kind”, “good” are still often used.

Lexicon third graders more voluminous. Perceiving new acquaintances, they say: cautious, agile, attentive. Often words do not reflect the essence of the phenomenon seen.

Consequently, first-graders evaluate their peers by those qualities that are easily manifested outwardly, as well as by those that the teacher most often pays attention to.

Toward the end of primary school age, the eligibility criteria change. When evaluating peers, social activity also comes first, in which children already appreciate really organizational skills, and not just the very fact of a public assignment given by the teacher, as it was in the first grade; and still attractive. At this age, certain personal qualities become significant for children: honesty, independence, self-confidence. Indicators related to learning are less significant among third-graders and fade into the background [p. 423]. For unattractive third-graders, such features as social passivity are most characteristic; dishonest attitude to work, to other people's things.

At primary school age, social relations are increasingly expanding and differentiating. The social world becomes wider for the child, relationships are deeper, and their content is more diverse. With a gradually increasing focus on peers, the emotional dependence of the child on the parent becomes less and less significant. It is at this age that the gradual psychological separation of the child from the adult and the acquisition of independence and independence begins.

In parallel with this, at primary school age, communication with peers is becoming increasingly important for the development of the child. In the child's communication with peers, cognitive objective activity is not only more readily carried out, but the most important skills of interpersonal communication and moral behavior are also formed.

In communication with peers at primary school age, such a type of relationship as friendship arises. Children benefit greatly from close, trusting relationships with each other. Through friendship, children learn social concepts, acquire social skills, and develop self-esteem.

Friendship reinforces and reinforces group norms, attitudes, and values, and serves as a backdrop for individual and group rivalry. Children who have constant, satisfying friends have better learning attitudes and achieve greater success in life. The nature of friendship changes throughout childhood.

The attitude of the child to friends, the very understanding of friendship have a certain dynamics throughout primary school childhood. For children 5-7 years old, friends are those with whom the child plays, whom he sees more often than others. The choice of a friend is determined mainly by external reasons: children sit at the same desk, live in the same house, and so on.

Between the ages of 8 and 11, children consider as friends those who help them, respond to their requests and share their interests. For the emergence of mutual sympathy and friendship between children, such personality traits as kindness and attentiveness, independence, self-confidence, and honesty become important.

At the end of childhood and adolescence, group friendships become most common. Groups are usually large and contain a core of several boys and girls who regularly participate in common activities.

Friendship couples that have existed for a long time are most often characterized by the presence of common values, views and expectations for both friends. With a friend, children can share their feelings and fears, discuss in detail all the details of their lives. When the child has best friend, who can be trusted, he learns to communicate openly with other people, without feeling embarrassed. In addition, if two children are friends, it allows them to share secrets. It should be noted that close friendships are more common among girls, boys tend to be less open to friends.

Although studies show that virtually all children are in friendship relationships, many of them lack the mutual friendships characterized by mutual exchange and mutual assistance.

For children rejected by their peers, there is a risk of facing problems of social adaptation at a later age. However, some research suggests that having even a single close friend helps a child overcome the negative effects of loneliness and hostility from other children.

It can be said that with the onset of primary school age and the beginning of schooling, the child's lifestyle changes radically.

And above all, the social environment changes significantly: the child enters into a complex relationship of mediation between the two institutions of socialization, the family and the school. The orientation of children in their behavior towards adults throughout the primary school age is gradually being replaced by an orientation towards a group of peers. At this age, communication with peers is becoming increasingly important for the development of the child, which contributes to the formation of stable children's groups, the assimilation of emotional and evaluative relationships, such as sympathy and antipathy, affection, friendship.

During the school years, the child's circle of friends begins to grow rapidly, and personal attachments become more permanent. Communication moves to a qualitatively different level, as children begin to better understand the motives for the actions of their peers, which contributes to the establishment of good relationships with them. During the period of primary education at school, informal groups of children are formed for the first time with certain rules of behavior in them. Children of primary school age spend a lot of time in various games, but in the company of peers, not adults. In children's groups, during games, their own specific relationships are established in accordance with more or less pronounced motives of interpersonal preferences.

Thus, as a result of studying the psychological and pedagogical literature, the definition of interpersonal relations of younger students was formulated - this is a set of certain orientations and expectations of the student, which are mediated by the goals, content and organization of his joint activities, primarily with peers. Interpersonal relationships that develop in a team of younger students form the personality of each of its members.

When a child enters school, active acquisition of communication skills begins. At primary school age, children learn to solve difficult situations in friendly relations, observe customs, social norms, understand issues of justice, respect authorities, power and moral law.

In the primary grades, the child is already striving to occupy a certain position in the system of personal relationships and in the structure of the team. The discrepancy between the claims and the actual state in this area has a negative impact on the emotional sphere of the child. So, schoolchildren, whose position in the peer group is safe, attend school with great desire, are active in educational and social work, have a positive attitude towards the team and its public interests. Children who are not reciprocated are not satisfied with their position.

The beginning of primary school age is determined by the moment the child enters school. The initial period of school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school.

Download:

Preview:

Junior school age (6 - 11 years old)

Physical development.First of all, the work of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain, responsible for programming, regulation and control of complex forms of mental activity, have not yet completed their formation in children of this age (development of the frontal parts of the brain ends only by the age of 12). At this age, there is an active change of milk teeth, about twenty milk teeth fall out. The development and ossification of the limbs, spine and pelvic bones are at a stage of great intensity. Under unfavorable conditions, these processes can proceed with large anomalies. Intensive development of neuropsychic activity, high excitability of younger schoolchildren, their mobility and acute response to external influences are accompanied by rapid fatigue, which requires careful attitude to their psyche, skillful switching from one type of activity to another.
Harmful influences, in particular, can be exerted by physical overload (for example, prolonged writing, tiring physical work). Improper seating at the desk during class can lead to curvature of the spine, the formation of a sunken chest, etc. At primary school age, uneven psychophysiological development is noted in different children. Differences in the rates of development of boys and girls also persist: girls continue to outpace boys. Pointing to this, some scientists come to the conclusion that in fact in the lower grades “children sit at the same desk different ages: on average, boys are younger than girls by a year and a half, although this difference is not in the calendar age. An essential physical feature of younger schoolchildren is an increased growth of muscles, an increase in muscle mass and a significant increase in muscle strength. The increase in muscle strength and the general development of the motor apparatus determine the greater mobility of younger students, their desire for running, jumping, climbing and inability to long time stay in the same posture.

During the primary school age, significant changes occur not only in the physical development, but also in the mental development of the child: the cognitive sphere is qualitatively transformed, the personality is formed, the a complex system relationships with peers and adults.

cognitive development.The transition to systematic education makes high demands on the mental performance of children, which is still unstable in younger students, resistance to fatigue is low. And although these parameters increase with age, in general, the productivity and quality of work of younger students is about half that of the corresponding indicators of senior students.

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.

Primary school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory. A first grader remains a preschooler in terms of his mental development. It retains the peculiarities of thinking inherent in preschool age.

The dominant function in primary school age becomes thinking. Thought processes themselves are intensively developing and restructuring. The development of other mental functions depends on the intellect. The transition from visual-figurative to verbal-logical thinking is being completed. The child develops logically correct reasoning. School education is structured in such a way that verbal and logical thinking is predominantly developed. If in the first two years of schooling children work a lot with visual samples, then in the next classes the volume of this kind of work is reduced.

Figurative thinking is becoming less and less necessary in educational activities.At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theoreticians" or "thinkers" who easily solve educational problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. In most children, there is a relative balance between different types of thinking.

Perception younger schoolchildren is not differentiated enough. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6). In the process of learning, perception is restructured, it rises to a higher level of development, takes on the character of a purposeful and controlled activity. In the process of learning, perception deepens, becomes more analyzing, differentiating, and takes on the character of organized observation.

It is during the early school years that it develops attention. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes.

Some age features are inherent in the attention of primary school students. The main one is the weakness of voluntary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited. Involuntary attention is much better developed at primary school age. Everything new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part.

The sanguine person is mobile, restless, talks, but his answers in the lessons indicate that he is working with the class. Phlegmatic and melancholy are passive, lethargic, seem inattentive. But in fact, they are focused on the subject being studied, as evidenced by their answers to the teacher's questions. Some children are inattentive. The reasons for this are different: some have laziness of thought, others have a lack of a serious attitude to learning, others have an increased excitability of the central nervous system, etc.

Primary schoolchildren initially remember not what is most significant in terms of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new. Younger students have a good mechanical memory. Many of them mechanically memorize study tests throughout their education in elementary school, which leads to significant difficulties in the middle classes, when the material becomes more complex and larger in volume.

Among schoolchildren, there are often children who, in order to memorize the material, only need to read a section of the textbook once or carefully listen to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, and easily reproduce it. There are also children who quickly memorize educational material, but also quickly forget what they have learned. Usually on the second or third day they already poorly reproduce the learned material. In such children, first of all, it is necessary to form an attitude for long-term memorization, to teach them to control themselves. The most difficult case is slow memorization and quick forgetting of educational material. These children must be patiently taught the techniques of rational memorization. Sometimes poor memorization is associated with overwork, so a special regimen is needed, a reasonable dosage training sessions. Very often, poor memory results do not depend on a low level of memory, but on poor attention.

Communication. Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially personal. A first-grader, for example, often complains to the teacher about his neighbors who allegedly interfere with his listening or writing, which indicates his concern for personal success in learning. In the first class interaction with classmates through the teacher (me and my teacher). Grade 3 - 4 - the formation of a children's team (we and our teacher).
There are likes and dislikes. There are requirements for personal qualities.
A children's team is formed. The more referential the class, the more the child depends on how his peers evaluate him. In the third - fourth grade, there is a sharp turn from the interests of an adult to the interests of peers (secrets, headquarters, ciphers, etc.).

Emotional development.The instability of behavior, depending on the emotional state of the child, complicates both the relationship with the teacher and the collective work of children in the classroom. In the emotional life of children of this age, first of all, the content side of experiences changes. If the preschooler is happy that they play with him, share toys, etc., then the younger student is mainly concerned about what is connected with teaching, school, and the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arises in the student as often as possible, then this reinforces the positive attitude of the student to learning. Along with the emotion of joy, emotions of fear are of no small importance in the development of the personality of a junior schoolchild. Often, because of fear of punishment, children tell lies. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a younger student are sometimes very violent.At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

The nature of younger students differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness of volitional regulation of behavior.

Younger students are very emotional. Emotionality affects, firstly, that their mental activity is usually colored by emotions. Everything that children observe, what they think about, what they do, evokes an emotionally colored attitude in them. Secondly, younger students do not know how to restrain their feelings, to control their external manifestation. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings, to restrain their undesirable manifestations, develops more and more.

CONCLUSION

Younger students will have a very important point in their life - the transition to the middle link of the school. This transition deserves the most serious attention. This is due to the fact that it radically changes the conditions of the teaching. New conditions make higher demands on the development of thinking, perception, memory and attention of children, on their personal development, as well as the degree of formation of students educational knowledge, educational actions, to the level of development of arbitrariness.

However, the level of development of a significant number of students barely reaches the necessary limit, and for a fairly large group of schoolchildren, the level of development is clearly insufficient for the transition to the secondary link.

The task of the primary school teacher and parents is to know and take into account the psychological characteristics of children of primary school age in teaching and educating, conducting a complex of corrective work with children using various games, tasks, exercises.

Download:

Preview:

Irina Bazan

Download:

Preview:

You may be interested