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Age features of primary school age. Abstract: Age features of primary school age Features of schoolchildren of different ages

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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 a socially important activity - 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 at 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, the 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, therefore 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 - the movement towards subjectivity 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 - one of key figures, largely replacing the 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 unusual nature 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 nervousness, for others it is a mania of unfair insults and persecution, for others it is anger, 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 of "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. Reasons: accentuation of character, increased need for attention from others.

4. "Verbalism". Children developing according to this type are distinguished by a high level of speech development, but a delay in the development of thinking. It manifests itself in 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 worse 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, insecure, deceitful, afraid of everything, etc .;

Cases grouped around the peculiarities of interpersonal relations with peers: unsociable, withdrawn, no friends, does not know how to behave with other children, bad relations 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 schoolchild, 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 in the boundaries of this age does not particularly affect the subsequent success 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 types of 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 productivity, productivity and stability. In the classroom, for example, from the first days of training, a child needs to maintain increased attention for a long time, be 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 under 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 regard, the curriculum must be designed in such a way as to arouse and maintain the constant interest of students.

The second problem arises due to the fact that many children come to school not only unprepared for a new socio-psychological role for them, but also with significant individual differences in motivation, knowledge, skills and abilities, which makes learning too easy for some, uninteresting business, for others extremely difficult (and therefore also uninteresting), and only for the third, who are not always in the majority, according 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 primary school. 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 of earlier education 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 appropriate for 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, the preparatory classes are very similar to the preparatory groups that existed in our country in kindergartens, 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 of kindergarten, not school. 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), when analyzing the situation in elementary school after its transformation from four years to three years, which was caused by the complication of secondary school programs, which required one more year of study, which was taken from elementary school. steps. 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 middle school programs 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 six-year-old children were ignored, which do not allow them to fit into the existing school system in our country. 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 students from 6 years to 8 years old meet in the same first class. 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 starting readiness, leading to the emergence of secondary readiness for schooling, on which, in turn, the child's further progress begins to depend. The authors note that already at the end of the first grade, the success of training 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 school education will be affective only if the first grader has the necessary and sufficient qualities for the initial stage of education; 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, L. S. Vygotsky’s idea 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 learning 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 education, that is, at the time of entering school, did not show the slightest sign 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 learning. The difference in zones of proximal development at the same level of actual development can be associated with individual psychophysiological differences in children, as well as hereditary factors that determine the 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 the experimental works confirming the principle of developmental education and the 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 lowest 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 of actual development that a normally developing child reaches 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 appeared 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 perceiving educational information, the arbitrariness and meaningfulness of the activities of students are 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 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 in order to make memorization easier. smaller pieces of text. It should also be noted that without special training, a junior student cannot use rational methods of memorization, 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 show noticeable changes in the improvement of this property, if the teacher organizes the students' educational work at home, in the classroom and their social affairs in such a way that they learn to control their activities and simultaneously monitor the implementation of several actions. At the beginning of training, 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.

To develop the imagination of younger students great importance have their ideas. 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 create a mentally new image (writing an essay based on a teacher’s story or read in a book)

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

Thinking. The features of the mental activity of a younger schoolchild in the first two years of study are in many respects similar to the features 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 the rapid development of abstract thinking, especially in mathematics lessons, where the student moves from action with specific objects to mental operations with a number, the same thing happens in the Russian language lessons when mastering a word, which at first is not separated by him from the designated object, but gradually 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 formed, which are clearly manifested already in adolescence. This is, first of all, a complex of special personal properties, on which the motivation for achieving success depends.

At primary school age, the corresponding motive is fixed, 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 entering school, 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 one's work (marks and approval from adults), it still orients the child to the quality and effectiveness of learning activities, regardless 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 relationship 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.

About 30 years after J. Plaget published his first works on the development of moral judgments in children, L. Kolberg, with whose concept moral development 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 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 adults, 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 teaching in the future. The active participation of a child of preschool and primary school age in homework is a good school of general psychological preparation for an independent future life. 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 corresponding 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 teaching didactic games. Asnin V.I. In the conditions of the reliability of the psychological experiment // Reader on age 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.

Age and individual characteristics of preschool children

The main need and activity of a child at this age is play. On the basis of the game, the personal development of the child is formed. The game develops the imagination and contributes to the emergence of a sense of collectivism. Acquaintance with the world, people, their place and role in society occurs through the game.

Social and moral norms are also transmitted in the game. Therefore, a necessary condition for this period is the establishment of the gameplay. In addition to the need for play, this time is characterized by the need for independence, communication and respect.

Psychological features of the development of preschool children are expressed in the following:

propensity to imitate;
impulsiveness;
inability to self-control;
the predominance of feelings over reason;
boundless desire to be independent;
active knowledge of the new.

Age characteristics of children of primary preschool age are based on perception. Children's games are role-playing in nature. This time is indicative:

The development of the imagination. It does this by substituting one object for another.
The acquisition of meaning. Children's consciousness acquires a semantic structure.
Performing mental operations. The child can analyze, synthesize, generalize and compare.
Ability to do the same. A step-by-step explanation to a child gives a stunning result.
Sensitivity and attention to other people. This is expressed periodically.
A manifestation of character, stubbornness and self-will.
Age features of children of middle preschool age are based on the need for communication and cognitive activity. The course of this period is accompanied by plot-role-playing games with a predominance of visual-figurative thinking.

Features of this age are:

Complication of volitional manifestations.
The emergence of the ability to reflect. This happens through the reaction of the other child to their actions.
The complexity of the role-playing game.
Awareness of the actions performed is born.
Communication with peers goes to a higher level. There is an ability to cooperate. In particular, the rules of precedence are followed.
The ability to empathize and care for a neighbor or animal.
Age features of older preschoolers are in the urgent need for communication, where imagination is the leading function. Children at this age have the following characteristics:
Unconditional trust in an adult.
special sensitivity.
The predominance of visual-figurative thinking.
Forming an opinion about oneself through others, i.e. the formation of self-consciousness.
Expecting evaluation of their actions from others.
Awareness of one's own experiences.
The emergence of a learning motive.

Age and individual characteristics of younger students

Primary school age is the period when purposeful learning begins. Education is now the main activity. The game is still important and necessary, but its role is noticeably weakening. Further formation and development of mental properties and human qualities is based on study. Educational activity has a complex structure, so the path of its formation is quite long.

The psychological characteristics of children of primary school age are difficult to describe briefly. Initially, they are due to the formation of a primary integral worldview. There are also the following changes:

The emergence of ethical standards.
Predominance of reason over feelings. Thoughtful actions prevail in most cases.
The emergence of a desire to control their own actions.
Formation of personal consciousness, self-esteem.
The development of intelligence as a result of educational activities.

The age characteristics of primary and secondary school age can be briefly determined by the active development of the central nervous system. The susceptibility of the nervous system during this period guarantees the mastery of movements that are complex in coordination. The regimen of the child should be filled with mandatory physical exercises. Regular physical activity at this age is subject to rapid recovery.

Topic: " general characteristics development

Junior schoolchild and teenager

1. General characteristics of primary school age.

2. General characteristics of adolescence.

General characteristics of primary school age

Primary school age covers the age range from 6-7 to 10-11 years old and occupies the initial period of school life (grades I - IV of the school).

Primary school age is called the pinnacle of childhood. The child retains many childish qualities: frivolity, naivety, looking at an adult from the bottom up. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. Teaching for him is a meaningful activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, the whole way of his life are changing. With admission to school, the position of the child in the family changes, he has the first serious duties at home related to learning and work. Adults begin to make increased demands on him. All this taken together forms the problems that the child needs to solve with the help of adults at the initial stage of schooling.

CRISIS 7 YEARS

On the border of preschool and primary school age, the child goes through another age crisis. This fracture may begin at 7 years of age, or may shift to 6 or 8 years.

Causes of the crisis 7 years. The reason for the crisis is that the child outgrew that system of relationships in which it is included.

The crisis of 3 years was associated with the awareness of oneself as an active subject in the world of objects. Pronouncing "I myself", the child sought to act in this world, to change it. Now he comes to realize his places in the world of public relations. He discovers for himself the significance of a new social position - the position of a schoolchild, associated with the performance of educational work highly valued by adults.

The formation of an appropriate internal position radically changes the child's self-awareness. According to L.I. Bozovic, the crisis of 7 years is the period of birth social "I" child.

A change in self-awareness leads to revaluation of values. What was important before becomes secondary. Old interests, motives lose their motive power, they are replaced by new ones. Everything related to learning activities (first of all, marks) turns out to be valuable, everything related to the game is less important. A small schoolboy plays with enthusiasm, but the game ceases to be the main content of his life.

During a crisis, there are deep emotional changes child, prepared by the whole course of personal development in preschool age.

Separate emotions and feelings that a child of four years old experienced were fleeting, situational, and did not leave a noticeable trace in his memory. The fact that he periodically encountered failures in some of his affairs or sometimes received unflattering reviews about his appearance and experienced grief about this did not affect the formation of his personality.

During the crisis of 7 years, it is manifested that L.S. Vygotsky calls summarizing experiences. A chain of failures or successes (in studies, in communication), each time approximately equally experienced by the child, leads to the formation stable affective complex – feelings of inferiority, humiliation, offended pride or a sense of self-worth, competence, exclusivity. Of course, in the future, these affective formations may change, even disappear, as experience of a different kind is accumulated. But some of them, supported by relevant events and assessments, will be fixed in the personality structure and influence the development of the child's self-esteem, his level of aspirations.

The complication of the emotional and motivational sphere leads to the emergence inner life child. This is not a cast from his outer life. Although external events constitute the content of experiences, they are refracted in consciousness in a peculiar way.

An important part of the inner life becomes semantic orientation in one's own actions. This is an intellectual link in the chain of actions of the child, allowing him to adequately evaluate the future act in terms of its results and more distant consequences. It eliminates the impulsiveness and immediacy of the child's behavior. Thanks to this mechanism childish innocence is lost: the child thinks before acting, begins to hide his feelings and hesitations, tries not to show others that he is ill. The child outwardly is no longer the same as "internally", although throughout the primary school age, openness will still be preserved to a large extent, the desire to throw out all emotions on children and close adults, to do what you really want.

ACTIVITIES OF THE JUNIOR STUDENT

With the child entering school, his development begins to be determined by educational activities, which become the leading ones. This activity determines the nature of other activities: play, work and communication.

Each of the four named activities has its own characteristics in primary school age.

Educational activity. Doctrine at primary school age, it is just beginning, and therefore it should be spoken of as a developing type of activity. Educational activity goes a long way of formation.

The development of learning activities will continue throughout the years of school life, but the foundations are laid in the first years of study. The main burden in the formation of educational activities falls on the primary school age, since at this age the main components of educational activity: learning activities, control and self-regulation.

Components of educational activity. Educational activity has a certain structure. Let us briefly consider the components of educational activity, in accordance with the ideas of D.B. Elkonin.

The first component is motivation. At the heart of educational and cognitive motives are cognitive need and the need for self-development. This is an interest in the content side of educational activity, in what is being studied, and an interest in the process of educational activity - how, in what ways, educational tasks are solved. It is also a motive for one's own growth, self-improvement, development of one's abilities.

The second component is learning task, those. a system of tasks in which the child masters the most common methods of action. The learning task must be distinguished from individual tasks. Usually children, when solving multi-specific problems, spontaneously discover for themselves a general way of solving them.

The third component is training operations, they are part of course of action. Operations and the learning task are considered to be the main link in the structure of learning activities. The operator content will be those specific actions that the child performs when solving particular problems.

The fourth component is control. Initially, the teacher supervises the educational work of children. But gradually they begin to control it themselves, learning this partly spontaneously, partly under the guidance of a teacher. Without self-control, a full-fledged deployment of educational activities is impossible, therefore, teaching control is an important and complex pedagogical task.

The fifth component of the structure of educational activity is grade. The child, controlling his work, must learn and adequately evaluate it. At the same time, it is not enough overall assessment- how well and accurately the task was completed; you need an assessment of your actions - whether a method for solving problems has been mastered or not, what operations have not yet been worked out. The teacher, evaluating the work of students, is not limited to putting a mark. For the development of self-regulation of children, it is not the mark as such that is important, but meaningful assessment - an explanation of why this mark is placed, what are the pros and cons of the answer or written work.

Labor activity. With admission to school, the child is reorganized into a new labor system of relations. It is important that the knowledge and skills that he acquires at school are reflected and applied in the home work of a younger student.

Game activity. The game at this age takes the second place after the educational activity as a leading one and significantly affects the development of children. The formation of educational motives influence the development of gaming activities. Children of 3-5 years old enjoy the process of playing, and at 5-6 years old - not only from the process, but also from the result, i.e. win. In game motivation, the emphasis is shifted from the process to the result; in addition, developing achievement motivation.

In games according to the rules, typical for senior preschool and primary school age, the winner is the one who has mastered the game better. Games acquire more perfect forms, turn into developing ones. Individual object games acquire constructive character, they make extensive use of new knowledge. At this age, it is important that the younger student is provided with a sufficient number of educational games and has time to practice them.

The very course of the development of children's play leads to the fact that game motivation gradually gives way to learning, in which actions are performed for the sake of specific knowledge and skills, which, in turn, makes it possible to obtain approval, recognition from adults and peers, a special status.

Communication. The scope and content of the child's communication with other people, especially adults, who act as teachers for younger students, serve as role models and the main source of various knowledge, are expanding.

COGNITIVE DEVELOPMENT

At primary school age, the basic cognitive processes develop.

Imagination.

Until the age of seven, children can only be found reproductive images-representations about known objects or events that are not perceived at a given moment in time, and these images are mostly static. Preschoolers, for example, have difficulty imagining intermediate positions of a falling stick between its vertical and horizontal positions.

Productive images-representations as a new combination of familiar elements appear in children after the age of 7-8, and the development of these images is probably associated with the beginning of schooling.

Perception.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6). A child can purposefully examine objects and drawings, but at the same time, just as in preschool age, they are distinguished by the most striking, “conspicuous” properties - mainly color, shape and size. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching observation.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, there appears synthesizing perception. Developing intelligence makes it possible to establish connections between the elements of the perceived.

A. Binet and V. Stern called the stage of drawing perception at the age of 2-5 years enumeration stage, and at 6-9 years old - description stage. Later, after 9-10 years, a holistic description of the picture is supplemented by a logical explanation of the phenomena and events depicted on it ( interpretation stage).

Memory.

Memory in primary school age develops in two directions - arbitrariness and intelligibility.

Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or memory images, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year, more and more training is based on arbitrary memory.

The memory of children of primary school age is good, and this primarily concerns mechanical memory , which in the first three or four years of teaching at school progresses quite quickly. Slightly behind in its development indirect, logical memory(or semantic memory), since in most cases the child, being busy with learning, work, play and communication, completely manages with mechanical memory.

The improvement of semantic memory at this age goes through the comprehension of educational material. When a child comprehends the educational material, understands it, he remembers it at the same time. Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are inextricably linked.

Attention.

At the early school age, attention develops. Without sufficient formation of this mental function, the learning process is impossible.

Compared to preschoolers, younger students are much more attentive. They are already capable concentrate on uninteresting actions, in educational activities develops voluntary attention child.

However, younger students still predominate involuntary attention. For them, external impressions are a strong distraction, it is difficult for them to focus on incomprehensible complex material.

The attention of younger students is different small volume, low stability - they can focus on one thing for 10-20 minutes (while teenagers - 40-45 minutes, and high school students - up to 45-50 minutes). Difficulty distribution of attention and his switching from one learning task to another.

By the fourth grade of school, the volume, stability, and concentration of voluntary attention in younger schoolchildren are almost the same as in an adult. As for switchability, it is even higher at this age than the average for adults. This is due to the youth of the body and the mobility of processes in the central nervous system of the child.

Thinking.

Thinking becomes the dominant function in primary school age. The development of other mental functions depends on the intellect.

During the first three or four years of schooling, progress in the mental development of children can be quite noticeable. From dominance visual-effective and elementary figurative thinking, from pre-conceptual thinking schoolboy rises up verbal-logical thinking at the level of specific concepts.

According to the terminology of J. Piaget, the beginning of this age is associated with the dominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts.

In the process of learning from younger students scientific concepts are formed. Mastering the system of scientific concepts makes it possible to talk about the development of the fundamentals of conceptual or theoretical thinking. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on how and what the child is taught, i.e. on the type of training.

At the end of primary school age (and later), individual differences appear: among children, psychologists distinguish groups "theorists" who easily solve learning problems verbally, "practitioners" who need reliance on visibility and action, and "artists" with vivid imagination. In most children, there is a relative balance between different types of thinking. At the same age, the general and special abilities children.

PERSONAL DEVELOPMENT

The arrival of a child in school creates new conditions for the personal growth of a person. During this period of time, learning activity becomes the leading one for the child. In teaching and other activities at this time, many personal qualities of the child are formed.

Primary school age is sensitive for the development of such personal qualities of a child as diligence and independence.

industriousness arises as a consequence of repeatedly repeated success with sufficient effort. Favorable conditions for the development of industriousness For schoolchildren, it is created by the fact that at first educational activity presents great difficulties for them, which they have to overcome. This includes adaptation to new living conditions (daily routine, duties, requirements), and problems associated with learning to read, count and write, and new worries that a child has at school and at home.

In the development of industriousness, a reasonable system of rewarding the child for success plays an important role. It should be focused not on those achievements that are relatively easy and depend on the child's abilities, but on those that are difficult and are completely determined by the efforts made.

Independence children of primary school age is combined with their dependence on adults, so this age can become a turning point, critical for the formation of independence.

On the one hand, gullibility, obedience and openness, if they are excessively expressed, can make a child dependent, dependent, delay the development of this personality trait. On the other hand, too early emphasis only on autonomy and independence can give rise to disobedience and closeness, make it difficult for a child to acquire meaningful life experience through trust and imitation of other people. In order for neither of these undesirable tendencies to manifest itself, it is necessary to make sure that the education of independence and dependence is mutually balanced.

Communication. With the child entering school, changes occur in his relationship with other people. During school years the child's circle of friends expands and personal attachments become more permanent. Communication moves to a qualitatively higher level as children begin to get better understand the motives of actions of peers which helps to establish a good relationship with them.

In the initial period of schooling, at the age of 6 to 8 years, for the first time, informal groups of children with certain rules of behavior in them. However, these groups do not last long and are usually not stable enough in their composition.

Self-awareness. A feature of children of primary school age, which makes them similar to preschoolers, is boundless trust in adults, mainly teachers, obedience and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments.

This feature of children's consciousness directly relates to such an important personal education, which is fixed at a given age, as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. Children, focusing on the assessment of the teacher, consider themselves and their peers as excellent students, "losers" and "triples", good and average students, endowing the representatives of each group with a set of appropriate qualities. Assessment of progress at the beginning of schooling is, in essence, an assessment of the personality as a whole and determines the social status of the child.

In younger schoolchildren, unlike preschoolers, there are already self-assessments of various types: adequate, overestimated and underestimated. High achievers and some well-performing children develop inflated self-esteem. In underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities, such children develop low self-esteem.

The development of self-awareness also depends on the development theoretical reflective thinking child. By the end of primary school age, reflection appears and thus new opportunities are created for the formation of self-esteem. It becomes, on the whole, more adequate and differentiated, judgments about oneself become more justified.

At the same time, there are significant individual differences in self-esteem. It should be emphasized that in children with high and low self-esteem, it is extremely difficult to change its level.

CONCLUSION:

Primary school age is the beginning of school life. Entering it, the child acquires the internal position of the student, educational motivation.

Learning activities becomes his leader.

During this period, the child develops theoretical thinking; he gets new knowledge, skills, abilities creates the necessary basis for all his subsequent training.

The development of the personality of a younger student depends on the effectiveness of educational activities. School performance is an important criterion for evaluating a child as a person. The status of an excellent student or underachiever is reflected in the self-assessment child, his self-respect and self-acceptance.

Successful study, awareness of one's abilities and skills lead to the formation sense of competence which, along with theoretical reflective thinking, becomes the central neoplasm of primary school age. If a sense of competence in educational activities is not formed, the child's self-esteem decreases and a feeling of inferiority arises; compensatory self-esteem and motivation may develop.

The paragraph was written by associate professors M. V. Matyukhina and K. T. Patrina.

The success of education depends primarily on the knowledge by educators (teachers, parents) of the patterns of age development of children and the ability to identify the individual characteristics of each child.
For a long time, childhood (that is, the time from the birth of a child to 18 years of age) has been divided into periods characterized by a qualitative originality of psycho-physiological characteristics at a given age. Currently, the following division of childhood into such age periods is accepted:
1) infant - from birth to 1 year, and the first month is specially allocated in it - the neonatal period;
2) pre-preschool age - from 1 year to 3 years;
3) preschool age - from 3 to 7 years;
4) primary school age - from 7 to 11-12 years;
5) middle school age (adolescent) - from 12 to 15 years;
6) senior school age (youth) - from 15 to 18 years.
The definition of the boundaries of these periods is conditional, since there is a large variability in this regard. At the same time, it should be borne in mind that taking into account the age characteristics of students cannot be understood as an adaptation to the weaknesses of a particular age, since as a result of such adaptation they can only gain a foothold. The whole life of the child should be organized taking into account the possibilities of a given age, bearing in mind the inducement of the transition to the next age period.
Junior school age. By the age of 7, the child reaches a level of development that determines his readiness for schooling. Physical development, the stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the preconditions for systematic learning.
With admission to school, the whole structure of a child’s life changes, his regimen, relationships with people around him change. Teaching becomes the main activity. Pupils of elementary grades, with very rare exceptions, like to study at school. They like the new position of the student, they are attracted by the process of learning itself. This determines the conscientious, responsible attitude of younger students to learning and school. It is no coincidence that at first they perceive the mark as an assessment of their efforts, diligence, and not the quality of the work done. Children believe that if they "try", then they study well. The teacher's approval encourages you to try even harder.
Younger students with readiness and interest master new knowledge, skills and abilities. They want to learn how to read, write correctly and beautifully, and count. True, they are more interested in the process of learning itself, and the younger student shows great activity and diligence in this regard. The games of younger schoolchildren, in which a large place is given to school and learning, also testify to the interest in the school and the process of learning.
Primary schoolchildren continue to show the inherent need for preschool children in active play activities, in movements. They are ready to play outdoor games for hours, cannot sit in a frozen position for a long time, they like to run around during recess. Characteristic for younger students and the need for external impressions; A first-grader, like a preschooler, is primarily attracted by the external side of objects or phenomena, activities performed (for example, the attributes of a class orderly - a sanitary bag, a bandage with a red cross, etc.).
From the first days of schooling, the child has new needs: to acquire new knowledge, to accurately fulfill the requirements of the teacher, to come to school on time and with completed assignments, the need for approval from adults (especially teachers), the need to fulfill a certain social role (to be a headman, orderly, commander of the "asterisk", etc.).
Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially personal. A first-grader, for example, often complains to the teacher about his neighbors who allegedly interfere with his listening or writing, which indicates his concern for personal success in learning. Gradually, as a result of the systematic work of the teacher in instilling in students a sense of camaraderie and collectivism, their needs acquire a social orientation. Children want the class to be the best, so that everyone is a good student. They begin to help each other on their own initiative. The growing need to win the respect of their comrades, the growing role of public opinion speaks of the development and strengthening of collectivism among younger schoolchildren.
The cognitive activity of a junior schoolchild is characterized primarily by the emotionality of perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are at the mercy of vivid fact; the images that arise on the basis of the description during the teacher's story or reading a book are very vivid.
Imagery is also manifested in the mental activity of children. They tend to take literally the figurative meaning of words, filling them with concrete images. For example, when asked how to understand the words: “One man is not a warrior,” many people answer: “And with whom should he fight if he is alone?” Students solve this or that mental problem more easily if they rely on specific objects, ideas or actions. Given the figurative thinking, the teacher uses a large number of visual aids, reveals the content of abstract concepts and the figurative meaning of words in a number of specific examples. And primary schoolchildren initially remember not what is most significant from the point of view of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new.
In the emotional life of children of this age, first of all, the content side of experiences changes. If the preschooler is happy that they play with him, share toys, etc., then the younger student is mainly concerned about what is connected with teaching, school, and the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arises in the student as often as possible, then this reinforces the positive attitude of the student to learning.
Along with the emotion of joy, emotions of fear are of no small importance in the development of the personality of a junior schoolchild. Often, due to fear of punishment, the baby tells a lie. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a younger student are sometimes very violent.
At primary school age, the foundations of such social feelings as love for the Motherland and national pride are laid, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games and statements.
The younger student is very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher in all respects be an example for children.
Middle school age. The main activity of a teenager, as well as a younger student, is teaching, but the content and nature of educational activity at this age changes significantly. A teenager begins to systematically master the basics of science. Education becomes multidisciplinary, the place of one teacher is occupied by a team of teachers. Teenagers are more demanding. This leads to a change in attitude towards teaching. For a middle-aged student, learning has become a common thing. Students sometimes tend not to bother themselves with unnecessary exercises, they complete the lessons within the given limits or even less. Often there is a decline in performance. What prompted the younger student to study actively no longer plays such a role, and new motivations for learning (setting for the future, long-term prospects) have not yet appeared.
A teenager is not always aware of the role of theoretical knowledge, most often he associates them with personal, narrowly practical goals. For example, often a seventh grader does not know and does not want to learn the rules of grammar, as he is “convinced” that even without this knowledge one can write correctly. The younger student takes all the instructions of the teacher on faith - the teenager must know why this or that task must be performed. Often in the classroom you can hear: “Why do this?”, “Why?” In these questions, one can see bewilderment, and some discontent, and sometimes even distrust of the teacher's requirements.
At the same time, adolescents tend to perform independent tasks and practical work in the classroom. They readily take up the production of visual aids, and respond eagerly to the proposal to make a simple device. Even students with low academic performance and discipline actively manifest themselves in such a situation.
The teenager is especially bright in extracurricular activities. In addition to lessons, he has many other things to do that take up his time and energy, sometimes distracting him from his studies. It is common for middle school students to suddenly get carried away by some kind of activity: collecting stamps, collecting butterflies or plants, designing, etc.
Great activity, readiness of adolescents to participate in various activities is manifested in pioneering work. They like to run around a lot of apartments and be in unexpected situations when collecting waste paper or scrap metal. They are willingly included in the provision of Timurov assistance. "Red Pathfinders" are ready to go and drive through many places to get the desired information.
The teenager also brightly manifests himself in games. A large place is occupied by games, trips, travel. They love outdoor games, but those that contain an element of competition. Outdoor games begin to take on the character of sports (football, tennis, volleyball, a game like "Funny Starts", war games). In these games, ingenuity, orientation, courage, dexterity, and speed come to the fore. Teenagers' games are more sustainable. Intellectual games that are competitive in nature (chess, KVN, competition in solving problems for quick wit, etc.) are especially pronounced in adolescence. Being carried away by the game, teenagers often do not know how to allocate time between games and study sessions.
In school education, school subjects begin to appear for teenagers as a special area of theoretical knowledge. They get acquainted with a lot of facts, are ready to talk about them or even make short reports in the lesson. However, adolescents are beginning to be interested not in the facts in themselves, but in their essence, the reasons for their occurrence, but penetration into the essence is not always distinguished by depth. Images, ideas continue to occupy a large place in the mental activity of a teenager. Often the details, small facts, details make it difficult to single out the main, essential and make the necessary generalization. Students tell in some detail, for example, about the uprising led by Stepan Razin, but they find it difficult to reveal its socio-historical essence. For teenagers, as well as for younger schoolchildren, the orientation is more likely to memorize the material than to think it over and think deeply.
At the same time, unlike the younger student, who perceives ready-made things with great interest, the teenager strives for independence in mental activity. Many teenagers prefer to cope with tasks without writing them off the board, try to avoid additional explanations if they think they can understand the material themselves, try to come up with their own original example, express their own opinions, etc. Along with independence of thinking develops and criticality. Unlike the younger student, who takes everything on faith, the teenager makes higher demands on the content of the teacher's story, he expects evidence, persuasiveness.
In the field of the emotional-volitional sphere, a teenager is characterized by great passion, inability to restrain himself, weakness of self-control, sharpness in behavior. If the slightest injustice is manifested in relation to him, he is able to “explode”, fall into a state of passion, although he may later regret it. This behavior occurs especially in a state of fatigue. The emotional excitability of a teenager is very clearly manifested in the fact that he passionately, passionately argues, argues, expresses indignation, reacts violently and experiences along with the heroes of films or books.
When faced with difficulties, strong negative feelings arise, which lead to the fact that the student does not complete the work he has begun. At the same time, a teenager can be persistent, self-possessed, if the activity causes strong positive feelings.
Adolescence is characterized by an active search for an object to follow. The ideal of a teenager is an emotionally colored, experienced and internally accepted image that serves as a model for him, a regulator of his behavior and a criterion for evaluating the behavior of other people. But the effectiveness of the ideal is determined not so much by the adolescent's intellectual activity as by the strength of his emotions. A specific person often acts as an ideal. Usually these are outstanding people, bright, heroic personalities, whom he learns about from books, films, and less often close people, towards whom he is more critical. On the mental development adolescents are influenced by puberty. One of the essential features of the personality of a teenager is the desire to be and be considered an adult. A teenager is trying by all means to assert his adulthood, and at the same time, he still does not have the feeling of full-fledged adulthood. Therefore, the desire to be an adult and the need for recognition of his adulthood by others is acutely experienced.
In connection with the “sense of maturity”, a teenager develops a specific social activity, a desire to join different aspects of the life and activities of adults, to acquire their qualities, skills and privileges. At the same time, more accessible, sensually perceived aspects of adulthood are first of all assimilated: appearance and behavior (methods of recreation, entertainment, a specific vocabulary, fashion in clothes and hairstyles, and sometimes smoking, drinking wine).
The desire to be an adult is also clearly manifested in the sphere of relationships with adults. A teenager protests, is offended when he, “like a little one”, is taken care of, controlled, punished, demands unquestioning obedience, does not take into account his desires and interests. A teenager seeks to expand their rights. He demands that adults take into account his views, opinions and interests, that is, he claims equal rights with adults. The most important favorable condition for a normal relationship with a teenager is such a situation when adults act in relation to a teenager in the role of an older friend and comrade from whom one can learn a lot. If the elders continue to treat the teenager as a child, then a conflict situation may arise.
Adolescence is characterized by the need to communicate with friends. Teenagers cannot live outside the team, the opinion of comrades has a huge impact on the formation of the personality of a teenager. The influence of the Pioneer and Komsomol organizations is especially great. Actively participating in the life of a pioneer organization, being under the control of the collective, adolescents learn to perform everyday duties, form social activity, initiative, the ability to determine their will and interests by the will of the collective.
A teenager does not think of himself outside the team, is proud of the team, cherishes its honor, respects and appreciates those classmates who are good comrades. He is more sensitive and conscious in comparison with the younger schoolchild to the opinion of the team, guided by it. If the younger student in most cases is satisfied with praise or censure coming directly from the teacher, then the teenager is more affected by public assessment. He experiences the disapproval of the team more painfully and more acutely than the disapproval of the teacher. Therefore, it is very important to have a healthy public opinion in the class, to be able to rely on it.
The place occupied by adolescents among classmates is of great socio-psychological significance: among the "difficult" students, as a rule, are those adolescents who are classified as isolated at school. The strongest desire of a teenager is the desire to gain authority among his comrades, to be respected, and in the name of this he is ready for anything. If he is not accepted in the class, he looks for friends outside of school. The formation of the personality of a teenager will depend on who he enters into friendly relations with.
Friendship acquires a different character compared to younger age. If at primary school age children make friends on the basis of the fact that they live side by side or sit at the same desk, then the main basis of adolescent friendship is a common interest. At the same time, rather high demands are made on friendship, and friendship is of a longer character. She could last a lifetime. Adolescents begin to develop relatively stable and independent of random influences moral views, judgments, assessments, and beliefs. Moreover, in cases where the moral requirements and assessments of the student team do not coincide with the requirements of adults, adolescents often follow the morality accepted in their environment, and not the morality of adults. Adolescents have their own system of requirements and norms, and they can stubbornly defend them without fear of condemnation and punishment from adults. This apparently explains the persistence of certain “moral attitudes” that exist among schoolchildren from year to year and are almost not amenable to pedagogical influence, for example, condemnation of those students who do not allow cheating or do not want to prompt in the lesson, and quite good-natured, even encouraging attitude towards those who cheat and use the hint. But at the same time, the adolescent's morality is still not stable enough and can change under the influence of the public opinion of his comrades. This is especially noticeable when a student moves from one class to another, where there are other traditions, requirements, public opinion, which he accepts.
Adolescents clearly manifest a high civic sense of Soviet patriotism. The patriotism of the pioneers manifested itself especially brightly during the years of the Great Patriotic War. Driven by a sense of Soviet patriotism, today's teenage pioneers go to the places of revolutionary, military and labor glory of the older generation, enriching their experience with new knowledge and high civic feelings. They passionately love their homeland, strive to bring benefits to society as soon as possible and dream of glorifying the homeland with wonderful heroic deeds.
Senior school age. In early youth, teaching continues to be one of the main activities of high school students. Due to the fact that in the upper grades the circle of knowledge is expanding, that students apply this knowledge in explaining many facts of reality, they begin to relate to teaching more consciously. At this age, there are two types of students: some are characterized by the presence of evenly distributed interests, others are distinguished by a pronounced interest in one science. In the second group, some one-sidedness appears, but this is not accidental and is typical for many students. Fundamentals of legislation on public education secured the awarding of graduates high school a commendable diploma "For special achievements in the study of individual subjects."
The difference in attitude to teaching is determined by the nature of the motives. The motives associated with the life plans of students, their intentions for the future, worldview and self-determination are put forward in the first place. According to their structure, the motives of older schoolchildren are characterized by the presence of leading motives that are valuable to the individual. High school students indicate such motives as the proximity of graduation from school and the choice of a life path, further continuation of education or work in a chosen profession, the need to demonstrate their abilities in connection with the development of intellectual forces. Increasingly, a senior student begins to be guided by a consciously set goal, there is a desire to deepen knowledge in a certain area, there is a desire for self-education. Students begin to systematically work with additional literature, attend lectures, work in schools young mathematicians, young chemists, etc.
Senior school age is the period of completion of puberty and at the same time the initial stage of physical maturity. For a high school student, readiness for physical and mental stress is typical. Physical development favors the formation of skills and abilities in work and sports, opens up wide opportunities for choosing a profession. Along with this, physical development has an impact on the development of certain personality traits. For example, awareness of one's physical strength, health and attractiveness influences the formation of high self-esteem, self-confidence, cheerfulness, etc. in boys and girls, on the contrary, awareness of one's physical weakness sometimes causes them isolation, disbelief in their own strength, pessimism.
The senior student is on the verge of entering an independent life. This creates a new social situation of development. The task of self-determination, the choice of one's life path confronts the senior student as a task of paramount importance. High school students look to the future. This new social position changes for them the significance of the doctrine, its tasks and content. Senior students evaluate the educational process in terms of what it gives for their future. They begin to look at school differently than teenagers. If teenagers look to the future from the position of the present, then older students look at the present from the position of the future.
At senior school age, a fairly strong connection is established between professional and educational interests. For a teenager, educational interests determine the choice of a profession, while for older students, the opposite is observed: the choice of a profession contributes to the formation of educational interests, a change in attitude to educational activities. In connection with the need for self-determination, schoolchildren have a need to understand the environment and in themselves, to find the meaning of what is happening. In the senior classes, students move on to the assimilation of theoretical, methodological foundations, various academic disciplines.
Characteristic of the educational process is the systematization of knowledge in various subjects, the establishment of interdisciplinary connections. All. it sets the stage for mastery general laws nature and social life, which leads to the formation of a scientific worldview. The senior schoolboy in his educational work confidently uses various mental operations thinks logically, remembers meaningfully. At the same time, the cognitive activity of high school students has its own characteristics. If a teenager wants to know what a particular phenomenon is, then an older student seeks to understand different points of view on this issue, form an opinion, establish the truth. Older students get bored if there are no tasks for the mind. They love to explore and experiment, to create and create new, original things.
Senior schoolchildren are interested not only in questions of theory, but in the very course of analysis, methods of proof. They like it when the teacher makes them choose a solution between different points of view, requires the justification of certain statements; they readily, even gladly, enter into an argument and stubbornly defend their position.
The most frequent and favorite content of disputes and intimate conversations among high school students are ethical and moral problems. They are not interested in any specific cases, they want to know their fundamental essence. The searches of senior schoolchildren are imbued with impulses of feeling, their thinking is passionate. High school students largely overcome the involuntariness and impulsivity in expressing feelings that are characteristic of adolescents. A stable emotional attitude to different aspects of life, to comrades and to adults is fixed, favorite books, writers, composers, favorite melodies, paintings, sports, etc. appear, and along with this, antipathy towards some people, dislike for a certain type of occupation etc.
In the senior school age, there are changes in feelings of friendship, camaraderie and love. A characteristic feature of the friendship of high school students is not only the commonality of interests, but also the unity of views and beliefs. Friendship is intimate: a good friend becomes an indispensable person, friends share their innermost thoughts. Even more than in adolescence, high demands are placed on a friend: a friend must be sincere, faithful, devoted, always come to the rescue.
At this age, friendship arises between boys and girls, which sometimes develops into love. Boys and girls strive to find the answer to the question: what is true friendship and true love. They argue a lot, prove the correctness of certain provisions, take an active part in the evenings of questions and answers, in disputes.
At senior school age, aesthetic feelings, the ability to emotionally perceive and love beauty in the surrounding reality change noticeably: in nature, in art, in social life. Developing aesthetic feelings soften the sharp manifestations of the personality of boys and girls, help to get rid of unattractive manners, vulgar habits, contribute to the development of sensitivity, responsiveness, gentleness, restraint.
The social orientation of the student, the desire to benefit society and other people is increasing. This is evidenced by the changing needs of older students. In 80 percent of younger students, personal needs predominate, and only in 20 percent of cases do students express a desire to do something useful for others, but close people (family members, comrades). Adolescents in 52 percent of cases would like to do something for others, but again for people in their immediate environment. In older school age, the picture changes significantly. Most high school students point to the desire to help the school, city, village, state, society.
A team of peers, whether it is a school class, a Komsomol organization, or just a friendly company, has a huge impact on the development of an older student. In studies devoted to the moral ideals and life plans of tenth-graders, it turned out that in some collectives 46 percent value the opinion of the Komsomol organization, 44 percent value the opinion of the class team, and only 29 percent of schoolchildren value the opinion of teachers. However, this does not reduce the need for older students to communicate with adults. On the contrary, their search for communication with adults is even higher than in other age periods. The desire to have an adult friend is explained by the fact that it is very difficult to solve the problems of self-consciousness and self-determination on your own. These questions are lively discussed among peers, but the benefits of such a discussion are relative: life experience is small, and then the experience of adults comes to the rescue.
Senior students make very high demands on the moral character of a person. This is due to the fact that in senior school age a more holistic view of oneself and the personality of others is created, the circle of perceived socio-psychological qualities of people, and above all classmates, expands.
Demanding to other people and strict self-esteem testify to high level self-awareness of the senior student, and this, in turn, leads the senior student to self-education. Unlike adolescents, high school students clearly show a new feature - self-criticism, which helps them more strictly and objectively control their behavior. Boys and girls strive to deeply understand their character, feelings, actions and deeds, correctly assess their characteristics and develop in themselves the best qualities personalities, the most important and valuable from a social point of view.
Despite the fact that high school students are more responsibly and systematically engaged in self-education of will and character, they still need help from adults, and primarily teachers, class teachers. Taking into account individual characteristics, the class teacher should tell the student in time what he should pay attention to during self-education, how to organize exercises for self-education of will and character, introduce him to methods of stimulating volitional efforts (self-hypnosis, self-commitment, self-control, etc.).
Early youth is a time of further strengthening of the will, development of such traits of volitional activity as purposefulness, perseverance, and initiative. At this age, endurance and self-control are strengthened, control over movement and gestures is strengthened, due to which high school students and outwardly become more fit than teenagers.