Lecture individual characteristics of children of primary school age. Age features of primary school age. senior school age

Primary school age is a rather significant period of life, since at this time the foundations of character and behavior are laid, temperament is manifested, as well as the desire to take a certain place in society. Acquiring new qualities and skills, the student learns to act independently in different life circumstances, due to which personal responsibility for his actions and deeds falls on his shoulders. All this leads to the fact that the child's worldview changes and the level of intellectual development.

As in any life period, it has its own psychological characteristics, knowing which, primary school age can be used as a bookmark for the main child, as well as acquiring positive qualities. It should be borne in mind that sometimes at this time frequent fatigue may occur, which is associated with the intensive physical growth of the child, which is ahead of his psycho-emotional development.

The main task of children in this period is aimed at mastering new knowledge and the ability to perceive new information. That is why the following happens at this time:

Visual-figurative thinking is replaced by verbal-logical;

The dominant motivation is the achievement of knowledge and getting good grades as a reward;

Psychological features younger children school age also include the appearance of some aggression, which should not be taken very seriously. The fact is that the child is only learning to manage his feelings, and if some already know how to cope with surging emotions, then others are still in complete submission to them. This feature should be taken into account when raising children at this time.

Among other things, primary school age is characterized by the desire of children for various types of creative activities, therefore it is at this time that it is necessary to send your child to various hobby groups that will be of invaluable benefit to him. When raising a child, every adult, whether a parent or a teacher, must take into account his opinion and make every effort to become his friend. In this case, the trust of the little person will be ensured, as well as the opportunity to carry out his proper upbringing.

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Psychological characteristics of children of primary school age

Primary school age covers the period of life from 6 to 11 years, when he is studying in the primary grades, and is determined by the most important circumstance in the life of the child - his admission to school.

At this time, there is an intensive biological development of the child's body (central and autonomic nervous systems, bone and muscle systems, the activity of internal organs). At the heart of such a restructuring (it is also called the second physiological crisis) is a distinct endocrine shift - the "new" endocrine glands are activated and the "old" glands cease to operate. Such a physiological restructuring requires a lot of stress from the child's body in order to mobilize all the reserves. During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features. junior schoolchildren as increased emotional excitability and restlessness.

Since muscle development and methods of controlling it do not go synchronously, children of this age have features in the organization of movement. The development of large muscles is ahead of the development of small ones, and therefore, children are better at performing strong and sweeping movements than small ones that require precision (for example, when writing). At the same time, growing physical endurance, increased efficiency are relative, and in general, increased fatigue and neuropsychic vulnerability remain characteristic of children. Their performance usually drops after 25 - 30 minutes of the lesson. Children get tired in case of attending an extended day group, as well as with increased emotional saturation of lessons and activities.

Physiological transformations cause great changes in the mental life of the child. With the entry into school life, the child, as it were, opens new era. L.S. Vygodsky said that parting with preschool age is parting with childish spontaneity. A child, getting into school childhood, finds himself in a less indulgent and more severe world. And a lot depends on how he adapts to these conditions. Teachers and parents need to have knowledge about this period of child development, since its unfavorable course for many children becomes the beginning of disappointment, the cause of conflicts at school and at home, and poor mastery of school material. And the negative emotional charge received in primary school may be a conflict in the future.

Symptoms of loss of spontaneity. Crisis of seven years.

School age, like all ages, opens with a critical, or turning point, period, which was described in the literature earlier than others as a crisis of seven years. It has long been observed that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy. When a preschooler enters into a crisis, it strikes the most inexperienced observer that the child suddenly loses his naivety and immediacy; in behavior, in relations with others, he becomes not as clear in all manifestations as he was before.

What is hidden behind the impression of naivete and spontaneity of the child's behavior before the crisis? Naivety and spontaneity mean that the child looks the same on the outside as on the inside. One quietly passes into the other, one is directly read by us as the discovery of the second.

The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child.

At the age of 7, we are dealing with the beginning of the emergence of such a structure of experiences, when the child begins to understand what it means “I am happy”, “I am upset”, “I am angry”, “I am kind”, “I am evil”, i.e. . he has a meaningful orientation in his own experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.

1. Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences.

2. By the time of the crisis of seven years, a generalization of experiences, or an affective generalization, the logic of feelings, arises for the first time. There are deeply retarded children who experience failure at every turn: ordinary children play, a “loser” child tries to join them, but he is refused, he walks down the street and is laughed at. In a word, he loses at every step. In each individual case, he has a reaction to his own insufficiency, and in a minute you look - he is completely pleased with himself. Thousands of individual failures, but no general feeling of low value, he does not generalize what has happened many times already. A child of school age has a generalization of feelings, i.e. if a situation has happened to him many times, an affective formation arises in him, the character of which is just as related to a single experience, or affect, as a concept is related to a single perception or memory. For example, a child preschool age no real self-esteem, no self-love. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.

Thus, the crisis of 7 years arises on the basis of the emergence of personal consciousness. The main symptoms of the crisis:

1) loss of immediacy. Wedged between desire and action is the experience of what significance this action will have for the child himself;

2) mannerisms; the child builds something out of himself, hides something (the soul is already closed);

3) a symptom of "bitter candy": the child feels bad, but he tries not to show it. Difficulties in upbringing arise, the child begins to withdraw and becomes uncontrollable.

These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it.

The emergence of inner life is an extremely important fact; now the orientation of behavior will be carried out within this inner life. The crisis requires a transition to a new social situation, requires a new content of relations. The child must enter into relations with society as a set of people who carry out compulsory, socially necessary and socially useful activities. In our conditions, the tendency towards it is expressed in the desire to go to school as soon as possible. Often the higher stage of development that a child reaches by the age of seven is confused with the problem of the child's readiness for schooling. Observations in the first days of a child's stay at school show that many children are not yet ready to study at school.

In one of the first math lessons, children in the first grade were asked to draw as many circles as there are toys on the typesetting canvas (5), and then color 3 circles red and 2 circles blue. Some children painted the figures in other colors, explaining that it's better that way, or that way they like it better. This observation shows that the rules have not yet become the rules of the child's behavior; we still need to work with such children, bring them to the appropriate school form.

Another observation: in the first grade, children do not receive written homework, but some students ask about the lessons. This shows that the lessons are important for them, as they put them in a certain relationship with others.

The “symptom of the loss of immediacy” (L. S. Vygodsky) becomes a symptom that cuts through the preschool and primary school ages: a new moment arises between the desire to do something and the activity itself - an orientation in what the implementation of this or that will bring to the child. activities. This is an internal orientation in terms of what meaning the implementation of activities can have for the child - satisfaction or dissatisfaction with the place that the child will occupy in relations with adults or other people. Here, for the first time, the emotional-semantic orienting basis of the act appears. According to the views of D. B. Elkonin, at the moment when an orientation towards the meaning of an act appears, it is then that the child passes into a new age. Diagnosis of this transition is one of the most urgent problems of modern developmental psychology. L. S. Vygodsky said that readiness for school education is formed in the course of education itself - until the child has begun to be taught in the logic of the program, until then there is still no readiness for learning; usually readiness for schooling develops by the end of the first half of the first year of schooling.

In recent years, there is also education at preschool age, but it is characterized by an exclusively intellectualistic approach. The child is taught to read, write, count. However, you can be able to do all this, but not be ready for schooling. Readiness is determined by the activity in which all these skills are included. The assimilation of knowledge and skills by children at preschool age is included in the game activity, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for schooling should never be measured by the formal level of skills and abilities, such as reading, writing, counting. Owning them, the child may not yet have the appropriate mechanisms of mental activity.

How to diagnose the readiness of a child for schooling?

According to D. B. Elkonin, first of all, attention should be paid to the emergence of voluntary behavior - how does the child play, does he obey the rule, does he take on roles? The transformation of a rule into an internal instance of behavior is an important sign of readiness.

Under the leadership of D. B. Elkonin, an interesting experiment was carried out.

There are a lot of matches in front of the child. The experimenter asks to take one at a time and shift them to another place. The rules are deliberately made meaningless.

The subjects were children 5, 6, 7 years old. The experimenter watched the children through Gesell's mirror. Children who are getting ready for school scrupulously do this work and can sit at this lesson for an hour. Smaller children continue to move matches for a while, and then they begin to build something. The youngest bring their own task to these activities. When saturation occurs, the experimenter enters and asks to work more: "Let's agree, we'll do this bunch of matches and that's it." And the older child continued this monotonous, meaningless work, because he agreed with the adult. The experimenter said to children of middle preschool age: "I will leave, but Pinocchio will remain." The child's behavior changed: he looked at Pinocchio and did everything right. If you perform this action several times with a substitute link, then even without Pinocchio, the children obey the rule. This experiment showed that behind the fulfillment of the rule lies a system of relations between a child and an adult. When a child obeys a rule, he meets the adult with joy.

So, behind the fulfillment of the rule, D. B. Elkonin believed, lies the system of social relations between the child and the adult. First, the rules are executed in the presence of an adult, then with the support of an object that replaces the adult, and, finally, the rule becomes internal. If the observance of the rule did not include a system of relations with an adult, then no one would ever follow these rules. The child's readiness for schooling presupposes the "growing" of a social rule.

The transition to the school system is a transition to the assimilation of scientific concepts. The child must move from a reactive program to a program of school subjects (L. S. Vygotsky). The child must, firstly, learn to distinguish between different aspects of reality, only under this condition can one proceed to subject education. The child must be able to see in an object, in a thing, some of its separate aspects, parameters that make up the content of a separate subject of science. Secondly, to master the basics scientific thinking the child needs to understand that his own point of view on things cannot be absolute and unique.

In terms of mental development, the formation of arbitrariness (planning, implementation of action programs and control) is put forward in the center. There is an improvement in cognitive processes (perception, memory, attention), the formation of higher mental functions (speech, writing, reading, counting), which allows a child of primary school age to perform more complex mental operations compared to a preschooler. Under favorable conditions for learning and a sufficient level of mental development, on this basis, prerequisites arise for the development of theoretical thinking and consciousness.

From the works of L.S. Vygodsky, it is known that each stage of a child's mental development is characterized by a corresponding type of leading activity. During the period of primary school childhood, educational activities are leading for the child. “It should be noted that at the previous stages of his development the child studied, but only now does study appear to him as an independent activity. IN school years learning activity begins to occupy a central place in the activity of the child. All major changes in the child's mental development are observed at this stage, and are primarily related to learning.

With the advent of school, the emotional sphere of the child changes. On the one hand, younger schoolchildren, especially first-graders, to a large extent retain the property characteristic of preschoolers to react violently to individual events and situations that affect them. Children are sensitive to the influences of the surrounding conditions of life, impressionable and emotionally responsive. They perceive, first of all, those objects or properties of objects that cause a direct emotional response, an emotional attitude. Visual, bright, lively is perceived best of all. On the other hand, going to school gives rise to new, specific emotional experiences, since the freedom of preschool age is replaced by dependence and submission to the new rules of life. The situation of school life introduces the child into a strictly normalized world of relationships, requiring him to be organized, responsible, disciplined, and perform well. Toughening the living conditions, the new social situation in each child who enters school increases mental tension. This affects both the health of younger students and their behavior. Under the guidance of a teacher, children begin to assimilate the content of the main forms of human culture (science, art, morality) and learn to act in accordance with the traditions and new social expectations of people. It is at this age that the child for the first time clearly begins to realize the relationship between him and those around him, to understand the social motives of behavior, moral assessments, the significance of conflict situations, that is, he gradually enters the conscious phase of personality formation.

The whole life structure of the child fundamentally changes. Until recently, in the development of a small preschooler, the game was the main occupation, and now he is a schoolboy, the whole system of relations with adults and peers has changed. The child has a completely new system of relations, namely, relations with teachers, who, in the eyes of the child, act as “not a substitute for parents, but an authorized representative of society, armed with all means of control and evaluation, acting on behalf of and on behalf of society.”

Knowledge for a child of this age does not exist without a teacher. And if the child fell in love with the teacher, then his desire for knowledge will undoubtedly increase, the lesson will become interesting and desirable for him, and interaction with the teacher will be joyful and bring many useful fruits. If the child does not like the teacher, then the teaching loses all value for him.

However, the game does not completely disappear in primary school age, it acquires other forms and content. The game occupies a significant place in the life of the child along with educational activities, first of all, these are games with rules, dramatization games. Many students take their favorite toys with them to classes, and during breaks they actively play with their friends, forgetting that they are within the walls of the school. And, although the game no longer occupies that important place in the life of a child that was characteristic of it at preschool age, it still has great importance in the mental development of a younger student.

However, some schoolchildren, due to the delay in their general mental development, find themselves in a difficult situation at this time: for them, play activity has not yet lost its relevance, but at the same time, the school makes new demands on them, confronts them with the need to assign forms of life that correspond to primary school age. where the educational one is already leading, there are new social attitudes, new social motives associated with a sense of duty and responsibility, the need for education (“to be literate”).

Of great importance for the formation of the personality of a child at the age of 7-9 years is the team that forms the social orientation of the student. Especially towards the end of primary school age, the child seeks the company of other children, is interested in the affairs of the class of which he himself is a member. The opinion of peers begins to acquire special significance for him. Schoolchildren want to take their place in the class, to win the authority and respect of their comrades. The process of including a student in the school team is complex, ambiguous, and often contradictory. First of all, this process is deeply individual. Schoolchildren differ from each other in their state of health, appearance, character traits, degree of sociability, knowledge, skills, so they enter the system of collective relations in different ways. It is especially difficult for younger schoolchildren who have not yet developed self-awareness and self-esteem, the ability to correctly assess the attitude of the team, comrades towards themselves, the ability to find a place in the team.

The desire of children of this age also lies in the fact that they would quickly become adults; in many ways, they willingly imitate their parents, teachers, older brothers and sisters. Children realize the desire of this adulthood in all forms. Everyday life: games, communication with peers, parents, teachers, where the child can actively show his independence and independence. The desire to become an adult as soon as possible is also an irresistible craving for knowledge, such as mastering writing, reading, the desire to start speaking foreign language. Thus, it is absolutely not necessary to remind the child that he is still small and overprotect him, but on the contrary, try to entrust him with “important” things, put some responsibility on him, moreover, knowingly assuming that he will successfully cope with everything. Thus, we are adults, we make this process of growing up tangible for him.

It is at this stage that the most effective impact on the intellectual and personal spheres of the child is possible. The use of various games and developmental exercises in working with younger students has a beneficial effect on the development of not only the cognitive, but also the personal-motivational sphere of students. The favorable emotional background created in the lessons greatly contributes to the development learning motivation, which is a necessary condition for the effective adaptation of the younger student to the conditions of the school environment and the successful flow of educational activities, which is the main one at this period of the child's development.

Pupils of grades 1-2 of elementary school are yesterday's preschoolers, they think concretely, in images. At this stage of education and development of children, various visual aids used by the teacher during the lesson play an important role. Younger students actively respond to the impressions delivered to them by the senses. The visual aids used in the classroom always arouse an insatiable curiosity.

At primary school age, it is possible to successfully improve the child's speech and, on the basis of his curiosity, arouse cognitive interest in educational activities. The plasticity of the natural mechanism of speech assimilation allows younger students to easily master a second language as well. The ability to develop is fully realized by the child in the first 8-10 years of his life. According to Vygodsky L.S., convincing evidence suggests that bilingualism can be a factor that favors both the development of a child's native language and his general intellectual growth. For each of the two languages in the child's psyche, it is as if its own sphere of application is formed, a special kind of attitude that prevents the crossing of both language systems. However, when children's bilingualism develops spontaneously, outside the guiding influence of education, it can lead to negative results. " Pedagogical impact The guiding role of education nowhere acquires such decisive importance for the entire fate of children's speech and children's intellectual development, as in cases of bilingualism or multilingualism of the child population.

However, not all children of primary school age play a leading role. As Bozhovich L.I. notes, in order for this or that activity to become leading in the formation of the psyche, it is necessary that it constitute the main content of the life of the children themselves, be the center for them, around which their main interests and experiences are concentrated. Organized, systematic training and education is the main form and condition for the purposeful development of the child.

The development of attention, memory and imagination in children of primary school age children's school child

Attention selects relevant, personally significant signals from the set of all available to perception and, by limiting the field of perception, ensures focus at a given time on some object (object, event, image, reasoning). Attention is the simplest kind of self-deepening, due to which a special state is achieved: the object or thought being contemplated begins to occupy the entire field of consciousness as a whole, displacing everything else from it. This ensures the stability of the process and creates optimal conditions for processing this object or thought “here and now”.

Educational activity requires a good development of voluntary attention. The child must be able to concentrate on a learning task, maintain intense (concentrated) attention on it for a long time, switch at a certain speed, flexibly moving from one task to another. However, the arbitrariness of cognitive processes in children of 6-8 and 9-11 years of age occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still difficult for him to organize his mental activity in this way.

An age-related feature of younger schoolchildren is the relative weakness of voluntary attention. Their involuntary attention is much better developed. Everything new, unexpected, bright, interesting in itself attracts the attention of students without any effort on their part. Children may miss essential details in learning material and pay attention to non-essential ones just because they attract attention. In addition to the predominance of involuntary attention, its relatively low stability also belongs to the age peculiarity. 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 the task on time, lose the pace and rhythm of activities, skip letters in a word and words in a sentence. Only by the third grade can attention be maintained continuously throughout the entire lesson.

The weakness of voluntary attention is one of the main causes of school difficulties: academic failure and poor discipline. In this regard, it is important to consider how this type of attention is formed and with the help of what methods it can be developed and corrected. It is shown that, unlike involuntary attention, voluntary attention is not a product of the maturation of the organism, but the result of a child's communication with adults and is formed in social contact. When the mother names an object and points to it to the child, thereby highlighting it from the environment, a restructuring of attention occurs. It ceases to respond only to natural orienting reactions child, which are controlled either by novelty or by the strength of the stimulus, and begins to obey the speech or gesture of the adult interacting with him.

For example, a child who is learning to write first moves his whole arm, eyes, head, part of his body, and tongue. Training consists in strengthening only one part of the movements, coordinating them into groups and eliminating unnecessary movements. Arbitrary attention is directed to the inhibition of unnecessary movements.

In its development, voluntary attention goes through certain stages. Exploring the environment, the child at first singles out only a number of furnishings. Then he gives a holistic description of the situation and, finally, an interpretation of what happened. At the same time, at first, the development of voluntary attention in children ensures the realization of only those goals that adults set for them, and then those that are set by the children themselves.

The development of the stability of voluntary attention is studied by determining the maximum time that children can spend concentrating on one game. If the maximum duration of one game for a six-month-old child is only 14 minutes, then by the age of 6-7 it increases to 1.5-3 hours. Just as long, the child can be focused on productive activities (drawing, designing, making crafts). However, such results of focusing attention are achievable only if there is interest in this activity. The child will languish, be distracted and feel completely unhappy if it is necessary to be attentive to those activities that he is indifferent to or does not like at all. The concentration of attention develops in the same way. If at 3 years old in 10 minutes of play the child is distracted from it on average 4 times, then at 6 years old - only once. This is one of the key indicators of a child's readiness for schooling.

In the early phases of development, voluntary attention is divided between two people, an adult and a child. An adult singles out an object from the environment by pointing to it with a gesture or a word; the child responds to this signal by fixing the named object with his eyes or by picking it up. Pointing to an object with a gesture or word organizes the child's attention, forcibly changing its direction. Thus, the given object stands out for the child from the external field. When a child develops his own speech, he can name the object himself and, thus, arbitrarily distinguish it from the rest of the environment. The function of analyzing the environment, which was previously divided between an adult and a child, becomes internal for the child and is performed by him independently. From what has been said it is clear how closely voluntary attention is connected with speech. At first, it manifests itself in the subordination of one's behavior to the verbal instructions of adults (“Children, open notebooks!”), And then in the subordination of one's behavior to one's own verbal instructions.

Voluntary attention is fully developed by the age of 12-16. Thus, despite some ability of children primary school arbitrarily control their behavior, involuntary attention still prevails in them. Because of this, it is difficult for younger students to focus on monotonous and unattractive work for them or on work that is interesting, but requires mental effort. This leads to the need to include elements of the game in the learning process and quite often change the forms of activity.

Memory is the process of capturing, preserving and reproducing traces of past experience. In preschoolers, memory is considered the leading mental process. At this age, memorization occurs mainly involuntarily, which is due to an underdeveloped ability to comprehend the material, less ability to use associations, and insufficient experience and unfamiliarity with memorization techniques. If the events had an emotional significance for the child and made an impression on him, involuntary memorization is particularly accurate and stable. It is known that preschool children easily memorize meaningless material (for example, counting rhymes) or objectively meaningful, but insufficiently understood or completely incomprehensible words, phrases, poems. The reasons underlying such memorization are the interest that is aroused in children by the sound side of this material, a special emotional attitude towards it, inclusion in gaming activities. In addition, the very incomprehensibility of information can stimulate the child's curiosity and draw special attention to it.

Preschool age is considered a period that frees children from the amnesia of infancy and early childhood. The preschooler's memory already stores representations that are interpreted as "generalized memories". According to L. S. Vygotsky, such “generalized memories” are capable of tearing the subject of thought out of the specific temporal and spatial situation in which it is included, and establishing a connection between general ideas of such an order that the child’s experience did not yet exist.

The leading types of memory in younger students are emotional and figurative. Children quickly and firmly remember everything bright, interesting, everything that causes an emotional response. At the same time, emotional memory is not always accompanied by an attitude to a revived feeling, as to a memory of something previously experienced. So, a child frightened by a dentist or a school principal is frightened at every meeting with them, but does not always realize what this feeling is connected with, since arbitrary reproduction of feelings is almost impossible. Thus, despite the fact that emotional memory provides a quick and durable memorization of information, it is not always possible to rely on the accuracy of its storage. Moreover, if under normal, calm conditions, an increase in the strength and brightness of an impression increases the clarity and strength of memorization, then in extreme situations(for example, on the control) a strong shock weakens or even completely drowns out what was reproduced.

Figurative memory also has its limitations. Children, indeed, better retain in memory specific persons, objects and events than definitions, descriptions, explanations. However, during the period of retention in memory, the image may undergo a certain transformation. Typical changes that occur with the visual image in the process of its storage are: simplification (omitting details), some exaggeration of individual elements, leading to the transformation of the figure and its transformation into a more uniform one.

Thus, images that include an emotional component are most reliably reproduced: unexpected and rarely encountered.

One day, the children were asked to make drawings on the theme: "So interesting, it's even amazing." Attention was drawn to an "unexpected", from our point of view, and really one-of-a-kind plot: "The cat ate cockroaches." However, the first-grader's answer to the question: "What is so surprising about this?", asked in a neutral tone, turned out to be even more unexpected for us. The girl was literally “indignant” at the misunderstanding of adults: “But this is indecent - there are cockroaches!”.

When we note the good figurative memory of children, we must bear in mind that figurative memory (both visual and auditory) is difficult to voluntarily control, and remembering distinctly only the special, the extraordinary does not yet mean having a good memory. Good memory is traditionally associated with memory for words, and when memorizing verbal information in younger students, especially in the first two grades, there is a tendency to mechanical imprinting, without awareness of the semantic connections within the memorized material. This is due to the common way in which student efforts are assessed. close to text reproduction learning task, from the point of view of adults, indicates the conscientious performance of homework by children and is usually rated with a high score. This encourages the child to answer as close to the text as possible. In addition, children still do not know how to use different methods of generalization. Not owning a detailed speech, children still cannot freely, in their own words, express the content of what they have read. Therefore, fearing to admit inaccuracy, they resort to literal reproduction.

The main direction of memory development in primary school age is the stimulation of verbal-logical memorization. Verbal-logical (symbolic) memory is divided into verbal and logical. Verbal memory is associated with speech and is fully formed only by 10-13 years. Its distinguishing features are fidelity and great dependence on the will. A feature of logical memory is memorizing only the meaning of the text. In the process of its isolation, information is processed in more generalized terms, so logical memory is most closely connected with thinking. One of the methods of logical memorization is the semantic grouping of material in the process of memorization. Younger schoolchildren do not yet resort to this technique on their own, because they still do not analyze the text well, they do not know how to single out the main and essential. However, if children are specially taught the semantic grouping of the text, then even first-graders will be able to successfully cope with this task.

Gradually, arbitrary memory becomes the function on which all the educational activity of the child is based. Its advantages are in reliability and reduction in the number of errors during playback. It relies on the creation of an attitude towards memorization, i.e., on a change in the motivation for this activity. Active motivation, as well as an attitude that refines activity, put voluntary memorization in a more favorable position compared to involuntary. The teacher organizes the installation, gives the child instructions on how to remember and reproduce what should be learned. Together with the children, he discusses the content and volume of the material, distributes it into parts (in terms of meaning, according to the difficulty of memorization), teaches to control the process of memorization, reinforces it. Necessary condition understanding serves to remember - the teacher fixes the child's attention on the need to understand what needs to be remembered, gives the motivation for remembering: to remember in order to preserve knowledge, to acquire skills not only for solving school tasks, but for the rest of life.

Imagination is the process of transforming images in memory in order to create new ones that have never been perceived by a person before. In a child, the imagination is formed in the game and at first is inseparable from the perception of objects and the performance of game actions with them. In children of 6-7 years of age, the imagination can already rely on such objects that are not at all similar to the ones being replaced. Parents and, especially, grandparents, who love to give their grandchildren big bears and huge dolls, often unwittingly hinder their development. They deprive them of the joy of independent discoveries in games. Most children do not like very naturalistic toys, preferring symbolic, home-made, imaginative toys. Children, as a rule, like small and inexpressive toys - they are easier to adapt to different games. Large or “just like real” dolls and animals do little to stimulate the imagination. Children develop more intensively and get much more pleasure if the same stick performs in various games and the role of a gun, and the role of a horse, and many other functions. L. Kassil's book "Konduit and Shvambrania" gives a vivid description of the attitude of children to toys: "Turned lacquered figures represented unlimited possibilities for using them for the most diverse and tempting games ... Both queens were especially comfortable: the blonde and the brunette. Each queen could work for a Christmas tree, a cab driver, a Chinese pagoda, a flower pot on a stand, and a bishop.”

Gradually, the need for an external support (even in a symbolic figure) disappears and internalization occurs - a transition to a game action with an object that does not really exist, to a game transformation of an object, to giving it a new meaning and representing actions with it in the mind, without real action. . This is the origin of imagination as a special mental process.

A feature of the imagination of younger schoolchildren, manifested in educational activities, at first is also a reliance on perception (primary image), and not on representation (secondary image). For example, a teacher offers a task to children in a lesson that requires them to imagine a situation. It can be such a task: “A barge was sailing along the Volga and carried in holds ... kg of watermelons. There was pitching, and ... kg of watermelons burst. How many watermelons are left? Of course, such tasks start the process of imagination, but they need special tools (real objects, graphic images, layouts, diagrams), otherwise the child finds it difficult to advance in arbitrary actions of the imagination. In order to understand what happened in the watermelon holds, it is useful to give a sectional drawing of a barge.

In lessons with children, we often offer children tasks to develop their imagination. However, the material used in educational process, must be applied in a strictly specified way. For example, with the help of numbers, we suggest imagining anything. To do this, it is enough to ask the children the question: “What does the unit look like?”. And immediately get answers: “On a person who gives flowers”, “On a crocodile standing on its hind legs”. And also - on a springboard, an airplane, a giraffe, a snake ... This task gives children the opportunity to see that the same numbers can be very strict, obeying mathematical rules (the line “must”, “the same for everyone”, “correct ”), and at the same time alive, creating their own possibilities (the line “I want”, “not like everyone else”, “great”). Such games with numbers or other educational material not only stimulate the development of the imagination, but also serve as a kind of bridge between two types of thinking, abstract-logical and figurative.

The most vivid and free manifestation of the imagination of younger students can be observed in the game, in drawing, writing stories and fairy tales. In children's creativity, the manifestations of the imagination are diverse: some recreate reality, others create new fantastic images and situations. When writing stories, children can borrow plots known to them, stanzas of poems, graphic images, sometimes without noticing it at all. However, they often deliberately combine well-known plots, create new images, exaggerating certain aspects and qualities of their characters. The tireless work of the imagination -- effective method knowledge and assimilation by the child of the surrounding world, the ability to go beyond personal practical experience, the most important psychological prerequisite for the development of a creative approach to the world. Often, the activity of the imagination underlies the formation of personal qualities that are relevant for a particular child.

Often in their imagination, children create dangerous, scary situations. Experiencing negative tension in the process of creating and deploying images of the imagination, managing the plot, interrupting images and returning to them not only trains the child’s imagination as an arbitrary creative activity, but also contains a therapeutic effect. At the same time, experiencing difficulties in real life, children can go into an imaginary world as a defense, expressing doubts and feelings in dreams and fantasies.

Bibliography

1. Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation of students' creative thinking // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.

2. Vygotsky L.S. Pedagogical psychology. M., 1996.

3. Gabay T.V. Educational activity and its means. M., 1988.

4. Galperin P.Ya. Teaching methods and mental development of the child. M., 1985.

5. Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1986.

6. Ilyasov I.I. The structure of the learning process. M., 1986.

7. Leontiev A.N. Lectures on General Psychology. M., 2001.

8. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.

9. Psychological features of personality formation in the pedagogical process / Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.

10. Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.

11. Elkonin D.B. Psychology of teaching younger students. M., 1974.

12. Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.

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MODERN HUMANITARIAN ACADEMY

Final qualifying work

Topic: Age characteristics of children of primary school age

Chita 2011

INTRODUCTION

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

1.2 School readiness

CHAPTER 3. Features of psychodiagnostics of children of primary school age

3.1 Diagnosis of the formation of self-regulation

3.2 Diagnosis of the formation of voluntary attention

3.3 Diagnostics of the motivational sphere

CONCLUSION

BIBLIOGRAPHY

APPS

INTRODUCTION

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

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

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

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

Finally, and thirdly, systematic schooling is associated with the task of mastering the fundamentals of science, the scientific way of thinking, its special logic, which is different from the sum of worldly ideas that a child has formed by the age of seven. Scientific concepts that a child learns at school differ from everyday ideas primarily in that they give a scientific picture of the world from an objective social position. What the child used to perceive mainly sensually and fixed in his thinking purely empirically - as a thing with a known set of features, should now receive scientific understanding, that is, imagine what a given object or phenomenon is objectively for human cognition.

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

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

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

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

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

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

Subject: personal growth of a younger student.

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

Research base: school No. 6 of the KSK, students of the 4th grade, 9-10 years old.

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

1.1 Features of physical and psychological development

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

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

A fair and justified assessment of the teacher given to the student is important for the formation of a positive attitude towards him classmates.

According to the observations of V.A. Sukhomlinsky, mistakes in the behavior of teachers lead to deviations in the behavior of students. For some, they acquire “the character of agitation, for others it is a mania of unjust insults and persecution, for others it is embitterment, for fourths it is feigned carelessness, for fifths it is indifference, for sixths it is fear of punishment, for sevenths it is antics and clowning.

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

A.L. Wengor identified five main types of unfavorable development of younger schoolchildren:

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

2. "Withdrawal from activities." The child is immersed in his own fantasy world, goes into his own life, little connected with the tasks facing the elementary school student. Causes: increased need for attention, which is not satisfied; infantilization as a manifestation of immaturity; a rich imagination that does not find its expression in studies.

3. "Negativistic demonstrativeness." The child violates the rules of behavior, seeking attention. The punishment for him is deprivation of attention. Causes: character accentuations, increased need for attention from others.

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

5. "Intellectualism". This type of development is associated with the peculiarities of cognitive processes. Logical thinking is well developed, speech is poorly developed, and figurative thinking is poorly developed. Reason: parents underestimate the importance of children's activities themselves. The reasons for the most frequent requests to a psychologist by parents and requests and psychologists of teachers can be identified as follows:

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

Cases grouped around features of interpersonal relationships with peers: unsociable, withdrawn, no friends, unable to behave with other children, bad relationship with a brother (sister), does not go for a walk, because they are not friends with him, etc.

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

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

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

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. But before using the available reserves, it is necessary to bring the children up to the lower level of readiness for learning.

With the entry of the child into school, under the influence of learning begins

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

Psychologists have proven that ordinary children in the lower grades of the school are quite capable, if only they are taught correctly, assimilate and more complex material than that given in the current curriculum. However, in order to skillfully use the child's reserves, two important tasks must first be solved. The first of these is to adapt children as quickly as possible to work at school and at home, to teach them to study without wasting unnecessary physical effort, to be attentive and diligent. In this connection training program should be designed in such a way as to arouse and maintain the constant interest of students.

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

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

Self-regulation of behavior is a particular difficulty for children of 6-7 years of age who begin to study at school.

The child must sit still during the lesson, not talk, not walk around the classroom, not run around the school during breaks. In other situations, on the contrary, he is required to display an unusual, rather complex and subtle motor activity, as, for example, when learning to draw and write. Many first-graders clearly lack the willpower to constantly keep themselves in a certain state, to control themselves for a long period of time.

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

1.2 School readiness

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

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

In answering this question, two points can be made. Firstly, preparation for school in kindergarten was well developed in programs, that is, theoretically, but in the vast majority of kindergartens it was poorly implemented in practice (there were not only qualified teachers, but also just educators). The second point was pointed out by D. B. Elkonin (1989), who analyzed the situation in elementary school after its transformation from four years to three years, which was caused by the complication of programs high school, requiring another year of study, which was taken from the initial stage. At the end of the 60s, elementary school studied for 3 years, middle school for 5 years, and senior school for 2 years. At the same time, the question arose about the excessive overload of students in all parts of the school. The programs of the middle classes began to be simplified, and since the primary school curriculum was completely simplified (the results of education in the lower grades did not meet the requirements that were imposed on students in the middle school anyway), it was decided to again extend the period of education in primary school to 4 years, but now due to the earlier start of schooling. At the same time, the data of child psychology on the age characteristics of children of six years of age were ignored, which do not allow them to fit into the system existing in our country. school education. As a result, there are numerous problems associated with the education of six-year-olds (four-year program 1-4). On the other hand, children of seven years of age, who studied under the three-year program 1-3, normally acquired the necessary amount of knowledge, provided that they were ready for schooling. Thus, even an extra year of study from 6 to 7 does little for the student if he is not ready for school. This means that the point is not to mechanically stretch the volume of the material being taught, but to ensure that the student can effectively assimilate the knowledge offered to him.

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

Traditionally, there are three aspects of school maturity:

intellectual;

emotional;

social.

Intellectual maturity is judged by the following features:

Differentiated perception (perceptual maturity), including the selection of a figure from the background;

Concentration of attention;

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

Logical memorization;

sensorimotor coordination;

Ability to reproduce a sample;

Development of fine hand movements.

It can be said that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is:

Reducing impulsive reactions;

The ability to perform for a long time is not very attractive

Social maturity is evidenced by:

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

their behavior to the laws of children's groups;

Ability to play the role of a student in a school situation.

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

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

2) sufficient development of voluntary behavior;

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

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

D. B. Elkonin, discussing the problem of readiness for school, in the first place put the formation of psychological prerequisites for mastering educational activities. He listed the most important preconditions as:

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

The ability of the child to navigate the system of rules and work;

Ability to listen and follow adult instructions;

Ability to follow a pattern.

All these prerequisites stem from the peculiarities of the mental development of children in the transitional period from preschool to primary school age, namely: loss of spontaneity in social relations; summarizing experiences associated with evaluation; features of self-control

In the learning process, under the influence of educational activities, significant changes occur in the initial readiness, leading to the emergence of secondary readiness for schooling, on which, in turn, the child's further academic performance begins to depend. The authors note that already at the end of the first grade, the success of training does not depend much on the starting readiness, since in the process of assimilation of knowledge new educationally important qualities are formed that were not in the starting readiness.

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

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

It turns out some contradiction: if training stimulates development, then why can't schooling start without a certain initial level of mental development, why can't this level be achieved directly in the learning process? After all, studies carried out under the guidance of L. S. Vygotsky showed that children who are successfully studying at school, by the beginning of their education, that is, at the time they enter school, did not show the slightest signs of the maturity of those psychological prerequisites that should have preceded the beginning of education. according to the theory that learning is possible only on the basis of the maturation of the corresponding mental functions.

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

Revealing the mechanism underlying such learning, L. S. Vygotsky puts forward a position on the “zone of proximal development” - the child, which is defined as “the distance between the level of his actual development, determined with the help of tasks solved independently, and the level of possible development, defined through adult-led tasks in collaboration with smarter peers

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

It is this remark that makes it possible to understand the contradictions that exist between experimental work, confirming the principle of developing education, and theories of psychological readiness for school.

The thing is that learning corresponding to the zone of proximal development is still based on a certain level of actual development, which for the new stage of learning will be the lower learning threshold, and then it is already possible to determine the highest learning threshold, or the zone of proximal development. Between these thresholds, learning will be fruitful. School curricula are designed in such a way that they are based on a certain average level the actual development that a normally developing child achieves by the end of preschool age. From this it is clear that these programs are not based on mental functions, which are neoplasms of primary school age and which in the works of L. S. Vygotsky also figured as immature, which nevertheless did not prevent students from learning writing, arithmetic, etc. These immature functions are not the lower threshold on which they rely school programs and therefore their immaturity does not interfere with the learning of children.

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

1.3 Development of functional processes of younger students

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

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

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

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

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

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

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

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

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

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

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

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

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

Thinking. The peculiarities of the mental activity of a junior schoolchild in the first two years of study are in many respects similar to the peculiarities of thinking of a preschooler. The younger student has a clearly expressed specifically

figurative nature of thinking. So, when solving mental problems, children rely on real objects or their image. Conclusions, generalizations are made on the basis of certain facts. All this is manifested in the assimilation of educational material. The learning process stimulates rapid development abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same takes place in Russian language lessons when mastering a word that at first does not separate them from the designated object, but gradually itself becomes the subject of special study .

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

CHAPTER 2. Personality formation at primary school age

2.1 Development of motivation to achieve success

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

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

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

This directly relates to such an important personal education, which is fixed at this age, as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. In younger schoolchildren, unlike preschoolers, there are already various types of self-assessments: adequate, overestimated and underestimated.

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

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

No less striking differences are observed in the field of cognitive interests. A deep interest in learning any subject in the primary grades is rare, usually combined with the early development of special abilities. There are only a few such children who are considered gifted. Most of the younger students have cognitive interests of a not too high level. But well-achieving children are attracted to different, including the most difficult subjects. They situationally, at different lessons, when studying different educational material, give bursts of interest, upsurges in intellectual activity. Motivation to achieve success is the desire to perform tasks well, correctly, to get the desired result. And although it is usually combined with the motive of getting a high assessment of their work (marks and approval from adults), it still focuses the child on quality and effectiveness. learning activities independent of this external assessment, thereby contributing to the formation of self-regulation. Motivation to achieve success, along with cognitive interests, is the most valuable motive, it should be distinguished from prestige motivation.

2.2 Mastering the norms and rules of communication

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

Approximately 30 years after J. Plaget published his first works on the development of moral judgments in children, L. Kohlberg, whose concept of the moral development of children we have already met, expanded, concretized and deepened Plaget's ideas. He found that at the preconventional level of development of morality, children are indeed more likely to evaluate behavior only on its consequences, and not on the basis of an analysis of the motives and content of human actions. Moral realists usually recruit masses of people who support official power under despotic regimes.

behavior, communication. Boys are characterized by greater looseness, "sweeping" behavior, greater mobility and restlessness in comparison with their peers. They are more distracted in the classroom, and their thoughts often wander far from what they should be doing. Girls are neater, more diligent, more conscientious, more efficient. Even if, in general, a boy thinks no worse, but better than a girl, it is more difficult to make him think, to think in a lesson than a girl. Boys' restlessness, their lesser ability to endure a static load is manifested in more noisy behavior at breaks. Less attention to oneself and everyday activities finds expression in the fact that it is much more difficult for a boy to teach him to keep his workplace in order, and when he comes from the street, neatly fold his clothes and put his shoes in place.

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

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

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

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

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

2.3 Early childhood education

The formation of the character of a preschool child occurs in games; in interpersonal communication and in domestic work, and with the beginning of schooling, teaching is added to these activities. Problems of a substantive nature can be conditionally called "resistance of the material." It appears when a child takes up a task and for some reason it does not work out for him. A preschooler, for example, decided to make something with his own hands: build, design, draw, mold, etc., but failed. Without despair, he again and again gets down to business and in the end achieves his goal. In this case, we are talking about the fact that this child has character.

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

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

2. The degree of difficulty of the activity should also gradually increase. At first, it can be a relatively easy job that ensures the child’s success without much effort on his part, and at the end it can be a difficult activity that guarantees success only with perseverance and expressed diligence.

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

Education at home. Important for the upbringing of children of preschool and primary school age is their participation in domestic work. Starting from the age of four or five, the child should have constant household duties, and this should be considered a norm, a matter of course, indispensable for the child's personal development. Accuracy, responsibility, diligence and many other useful qualities are brought up in domestic work. It is needed not only to help parents around the house, but also for successful learning in the future. The active participation of a child of preschool and primary school age in homework is a good school for general psychological preparation to an independent future. Preschool children themselves need to participate in equipping their place for playing, relaxing, and children of primary school age also need to have places for training. Each child in the house should have their own, at least a small, work area.

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

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

Lecture individual characteristics of children of primary school age. Age features of primary school age. senior school age

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Lecture individual characteristics of children of primary school age. Age features of primary school age. senior school age

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