Age features of children under school age. Age and Individual Features of Preschool Children

22.09.2020

Federal Agency for Education

State educational institution Higher professional education

"Nizhny Novgorod State Architectural University"

Institute of Architecture and Urban Planning

Department of Physical Culture

Discipline:<<Физическая культура>>

Abstract on the topic:

<<Возрастные особенности младшего школьного возраста >>

Performed:

Checked:

Nizhny Novgorod - 2008

Introduction ........................................................................ ..3

Chapter 1. General characteristics .............................................

1. 1. Age features .......................................... ..

1. 2. Psychological and physiological features ......... ..

Chapter 2. Concepts<<Физическая культура>>………………………

………………………………………

Conclusion .................................................................. ...

Bibliography………………………………………………………...

Introduction

Junior school age begins at 6 to 7 years, when the child starts studying at school, and lasts until 10 to 11 years. Training activities are becoming the leading activities of this period. The younger school period occupies a special place in psychology also because this period of school training is a qualitatively new stage of human psychological development. The consolidation of the physical and psychological health of the child continues. The attention is especially important to the formation of posture, since for the first time the child is forced to wear a heavy portfolio with school supplies. Motorica's hand is imperfect, since the bone phalange of the fingers has been formed. The role of adults is to pay attention to these important aspects of development and help the child to care for their health.

Objective: Consider the features of age, physical development in the younger school age.

Object of study: age and physical development of primary school age.

Research: Analyze age, physical development and special place to pay physical culture In the younger school age.

1. Consider age features in the younger school age.

2. Consider the physiological and psychological features of younger school age.

3. Theoretically substantiate the effectiveness of the influence of gymnastic exercises on the formation of the culture of the movements of the younger schoolboy.

Chapter 1. General characteristics.

1. 1. Age characteristics.

The boundaries of younger school age coinciding with a period of training in elementary school are currently being established from 6-7 to 9-10 years. Social development situation: the internal position of the student as a person who improving himself. Leading activities in the younger school age becomes educational activities. It defines the most important changes in the development of children's psyche on this age stage. As part of the training activities, psychological neoplasms are developing, characterizing the most significant achievements in the development of younger students and are the foundation that provides development in the next age stage. Gradually, motivation to learning activities, so strong in the first grade, begins to decline. This is due to the fall of interest in learning and with the fact that the child already has a conquered public position, he has nothing to achieve. In order for this not to take place, it is necessary to give a new personally significant motivation. The leading role of educational activities in the process of developing a child does not exclude that the youngest schoolboy is actively included in other activities, during which its new achievements are improved and engraded. Features of educational communication: the role of the teacher, the role of peer. Joint discussion of the educational problem. Psychological neoplasms:

- <<Умение учится>>

Conceptual thinking

Internal action plan

Reflection - Intellectual and Personal

New level of arbitrary behavior

Self-control and self-esteem

Orientation for a group of peers

The dependence of the level of achievement from the content and organization of educational activities.

In the younger school age there is an increase in the desire of children to achievements. Therefore, the main motive of the child's activity at this age is the motive of achieving success. Sometimes another appearance of this motive is a motive of avoiding failure.

In the consciousness of the child, certain moral ideals are laid, samples of behavior. The child begins to understand their value and necessity. But in order for the formation of the child's personality to go most productively, attention is important and assessing an adult. "The emotional-estimated attitude of an adult to the actions of the child determines the development of its moral feelings, an individual responsible attitude towards the rules with which he meets in life." "The social space of the child expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules."

It is at this age that the child is experiencing his uniqueness, he is aware of himself as a person seeks to perfection. This is reflected in all the spheres of the child's life, including in relationships with peers. Children find new group forms of activity, classes. They try to behave as accepted in this group, obeying the laws and rules. Then the desire for leadership begins, to superiority among peers. At this age, friendly relations are more intense, but less durable. Children learn from the ability to acquire friends and find a common language with different children. "Although it is assumed that the ability to form close friendly relations to some extent is determined by emotional connections established by the child during the first five years of his life."

Children seek to improve the skills of those activities that are accepted and appreciated in an attractive company for him to stand out in its environment to succeed.

The ability to empathy gets its development in conditions school learning Because the child participates in new business relations, involuntarily, he is forced to compare herself with other children - with their successes, achievements, behavior, and the child is just forced to learn to develop their abilities and quality.

Thus, the youngest school age is the most responsible stage of school childhood.

The main achievements of this age are due to the leading nature of the training activities and are in many respects defining for the next years of study: by the end of younger school age, the child should want to learn, be able to learn and believe in their strength.

The full residence of this age, its positive acquisitions are a necessary basis on which the child's further development is built as an active entity of knowledge and activities. The main task of adults in working with children of younger school age is the creation of optimal conditions for the disclosure and realization of the possibilities of children, taking into account the individuality of each child.

1. 2. Physiological and psychological features.

At this age, significant changes occur in all organs and tissues of the body. So, all spinal bends are formed - cervical, chest and lumbar. However, the skeletal ossification is not yet completed from here, its great flexibility and mobility, opening both greater opportunities for proper physical education and occupation by many sports and melting negative consequences (in the absence of normal conditions physical development). That is why the proportionality of furniture, behind which the youngest schoolboy is sitting, the right landing at the table and the desk is the most important conditions for the normal physical development of the child, its posture, the conditions of its further performance.
The younger students are vigorously stronger muscles and bundles, the total muscular power increases, increases. At the same time, major muscles develop earlier than small. Therefore, children are more capable of relatively strong and squeezed movements, but it is harder to cope with the movements of small, requiring accuracy. Ocanification Falang Fast Hand ends to nine-eleven years, and wrists - to ten-twelve. If we consider this circumstance, it becomes clear why the youngest schoolboy often copes with written tasks with great difficulty. He is quickly tired by a hand brush, he cannot write very quickly and excessively long. Overloading younger schoolchildren, especially students of I-II classes, do not follow written tasks. Children Desire to rewrite graphically poorly made task Most often does not improve results: the child's hand is quickly tired.
The youngest schoolboy grows intensively and is well supplied with blood muscle blood, so it is relatively worn. Due to the large diameter of the sleepy arteries of the brain, it receives enough blood, which is an important condition for its performance. The brain weight increases markedly after seven years. The frontal shares of the brain, playing a large role in the formation of the highest and most complex functions of human mental activities, are particularly increasing.
The relationship of excitation and braking processes changes.

Thus, in the younger school age, compared with the preschool, there is a significant strengthening of the skeletal-muscular, system, and cardiovascular activity is relatively stable, more equilibrium acquires the processes of nervous excitation and braking. All this is extremely important because the beginning of school life is the beginning of special training activities requiring a child not only significant mental tension, but also of great physical endurance. Psychological restructuring associated with the admission of a child to school. Each period of the child's mental development is characterized by the main, leading activity. So, for pre-school childhood, the leading game activity. Although the children of this age, for example, in kindergartens, are already learn and even happened, still the genuine elements that defines all their appearance serves a role-playing game in all its diversity. The game appears a pursuit of a public assessment, the imagination and the ability to use the symbolism develop. All this serves as the main moments characterizing the readiness of the child to school. But only a seven-year-old child entered the class, he is already a schoolboy. From this time, the game gradually loses their dominant role in his life, although he continues to occupy an important place in it by the leading activity of the younger schoolchildren becomes a doctrine, significantly changing the motives of his behavior, which opens up new sources of development of his cognitive and moral forces. The process of such a restructuring has several stages. Especially clearly stands out by the stage of the initial entry of the child in new conditions for school life. Most children are psychologically prepared for this. They gladly go to school, waiting to meet something unusual here compared to the house and kindergarten. This internal position of the child is important in two ways. First of all, the premonition and the desiccity of the novelty of school life helps the child to quickly accept the requirements of the teacher concerning the rules of behavior in the classroom, the norms of relations with comrades, the routine of the day. These requirements are perceived by the child as socially significant and inevitable. Psychologically justified the situation known to experienced educators; From the first days of the child's stay in the classroom, it is necessary to clearly and unequivocally to reveal him the rules of the student of the student in classroom, at home and in public places. It is important to immediately show the child the difference between his new position, duties and rights from what was habitually before. The requirement of strict compliance with new rules and norms is not excessive strictness to first-graders, but the necessary condition for organizing their lives, corresponding to its own settings of children prepared for school. When hastily and uncertainty of these requirements, children will not be able to feel the originality of a new stage of their lives, which, in turn, can destroy their interest in school. The other side of the inner position of the child is associated with its general positive attitude towards the process of learning knowledge and skills. Even before school, he will be happy with the idea of \u200b\u200bthe need for exercise in order to ever truly become whom he wanted to be in games (pilot, cook, driver). At the same time, the child does not represent, naturally, the specific composition of the knowledge required in the future. He still does not have a utilitarian-pragmatic attitude towards them. It stretches to knowledge at all, to knowledge as such, which has public importance and value. In this manifests the child inquisitive, theoretical interest in the surrounding. This interest, as the main prerequisite of the teaching, is formed in a child to all the construction of his pre-school life, including unfolded game activities.
At first, the schoolboy is not yet familiar with the content of specific learning items. He still has no cognitive interests to the most educational material. They are formed only as deepening in mathematics, grammar and other disciplines. Nevertheless, the child from the first lessons assimilates the relevant information. His academic work It rely on interest in knowledge at all, the private manifestation of which mathematics or grammar is in this case. This interest is actively used by teachers at the first occupations. Thanks to him, the child becomes necessary and important information on such, in essence, distracted and abstract objects, as a sequence of numbers, order of letters, etc.
An intuitive adoption by the child's value of the knowledge itself must be maintained and developed from the first steps of schooling, but already by demonstrating unexpected, tempting and interesting manifestations of the subject of mathematics, grammar and other disciplines. This allows you to form genuine cognitive interests in children as the basis of training activities. Thus, for the first stage of school life, it is characteristic that the child is subject to the new requirements of the teacher governing his behavior in the classroom and at home, and also begins to be interested in the content of the learning items themselves. Painless passage by the child of this stage indicates a good readiness for school classes.

Chapter 2. The concept of "physical culture".

Physical culture is seen from the active and efficient part, in the unity of subject and personal values. There are attempts to form a more integrative idea of \u200b\u200bthe essence of physical culture, which is based on the names of the concepts that synthesize one-sided ideas about physical culture into a single system model.

It is noted that these concepts are consistent with the general process of cultural development. They establish the relationship of culture with spiritual production, with the transformation of the natural, social environment and nature of the person himself. Therefore, these approaches and concepts can serve as a basis for studying a variety of aspects of human physical culture from the position of medical and biological, pedagogical, psychological, sociological, cultural and philosophical knowledge.

From the standpoint of a methodological approach, the main way of education of personal physical culture in schoolchildren is recognized by education in the process of various types of physical culture activities aimed at their physical improvement. Physical activity is a methodological basis and a system-forming factor in the education of personal physical culture among students of young people.

The purpose of physical education activities is the historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural abilities. It contains, on the one hand, interests and expectations of various social and ethnic groups, and on the other hand, the needs and aspirations of a separate personality.

Each person (regardless of age) is very important to be aware of a comprehensively developed personality. Without this, high self-esteem is impossible, which is a stem, preservation of an active life position, internal equiliblation, creative potential.

Therefore, from psychological and pedagogical positions, the education of personal physical culture from schoolchildren seems to be educated by their needs, motives and interest in the values \u200b\u200bof physical culture and to systematic practices in physical culture as a social phenomenon in the process of the types of physical cultural activities listed above. This means that the motivational sphere is a system-forming factor of all educational influences (means, methods, techniques) and is formed in the process of socio-psychological, intellectual and motor (bodily) education. Moreover, all kinds of education should be carried out in unity (in the complex), since the personality is integrity and multidimensionality.

Thus, the needs, the motives and interests of the schoolboy to the values \u200b\u200bof physical culture and to systematic physical education classes are the psychological mechanism for the transformation of social values \u200b\u200bof physical culture into their personal values.

Chapter 3. Gymnastics in the formation of culture of movements of children of primary school age

Motor activity has a positive effect on all psychological functions of children. For example, in studies of psychologists, a direct correlation of the nature of motor activity with manifestations of perception, memory, emotions and thinking is shown. Movements contribute to an increase in the dictionary diversity of children's speech, a more meaningful understanding of words, the formation of concepts, which improves the mental state of the child. In other words, motor activity not only creates an energy framework for normal growth and development, but also stimulates the formation of mental functions. Claims of physical culture remove the fatigue of the nervous system and the whole organism, increase performance, contribute to health promotion. Gymnastic lessons conducted at school, allow students to work out the strength of will, endurance, collective work, and, accordingly, to study the history of human behavior culture in society and to learn about honor and debt, justice, and about the honor and debt, justice and about the manner of communication.

The variety of physical exercises and methods of their use, which make up the content of gymnastics, allows you to purposefully affect the development of all the basic functions of the body in accordance with the engine's motor capabilities. Therefore, gymnastics is one of the most effective means of harmonic physical development. A large range of use of means and methods of gymnastics makes it available for people of any age, gender and physical fitness.

Due to the specifics of the means and methods, the gymnastics has a significant pedagogical effect on engaged. A clear organization of classes, strict requirements for the accuracy of exercise, the formation of an idea of \u200b\u200bthe grace of movements, the beauty of the human body, the motivation to physical self-improvement contributes to the education of important moral and volitional qualities.

Gymnastics in our country is one of the most popular physical education tools. Its value is especially great in the physical improvement of the younger generation.

Gymnastics tools are widely used in order to preserve health, and improving the performance of middle and elderly people.

The main means of gymnastics are predominantly specially designed forms of the motion of an analytical nature. Only a small part of the exercises borrowed directly from life practice. But these exercises (most of them relate to the number of so-called applied exercises) in their structure are often significantly different from human natural movements.

It is important to emphasize that the fixed assets of gymnastics, which are a set of various artificial-and created forms of movements, is used to improve the natural, vital motor abilities of the person necessary to him in everyday life, in labor and military activities. With the help of gymnastic exercises, many engineering skills and skills and skills are formed, improve the movement school, develop basic motor quality (power, flexibility, dexterity. Speed, different kinds Endurance), correct the defects of posture, restore the lost speed of the motorcase.

The arsenal of the means of gymnastics was formed gradually, as scientific knowledge accumulates, expanding the idea of \u200b\u200bthe structure and functions of the body, on the possibilities of managing the process of human motor abilities. The content of gymnastics is replenished and refined continuously. New achievements in the theory and methods of physical education are applied to increase the effectiveness of gymnastics with people of different ages.

In the arsenal of gymnastics, all anatomically possible movements from elementary single-satellite bends and extension to the most difficult to coordinate motor actions, the implementation of which requires a high level of development of basic motor qualities.

The most typical gymnastics are the following groups of exercises:

1. Outwarming exercises. They are used for various physical training, the expansion of the functionality of the body, the formation of the correct posture.

The effectiveness of influence on engaged using gymnas exercises depends not only on the skillful selection of their PE Dagog, but also from his verbal impacts, on the nature of the music of music and external conditionsin which they are held.

Long-term exercises of gymnastics, as well as any other type of activity, imposes on a particular sequel. Gymnasts are distinguished from other categories of athletes once-duty physical fitness. They are especially well developed by the ability to manage their movements, flexibility, muscle strength, jumping, orientation in space, target-pointedness, perseverance in achieving the goal, composure, discipline, habit thoroughly think through the exercise technique. They are more organized, externally assembled and tightened, differ in correctness in communicating with others. All this helps them in their studies, labor activity, the carry of military service.

Of course, every sport has its own advantages in WHO Action on engaged. Sportigroviki exceeds gymnasts in the ability to distribute and switch attention, in operating and tactful thinking. Swimmers, runners and skiers exceed the gymnasts in endurance.

But no sport forms the beauty of the body and the culture of movements as gymnastics.

Such is the gymnastics as a subject of knowledge and its place in the system of physical education of man.

About the big influence of gymnastic exercises on the harmonious development of the person speaks methodical features.

1. The use of a large number of different movements with the help of which can be versatile to affect the development of the functions of the body. Gymnastics exemptions exclude specialization in a narrow circle of movements associated with mastering a small number of motor skills and skills and a limiting scope of exposure to physical exercises on the body engaged.

2. The ability to relatively locally to influence various links of the engine apparatus and system, organism. With the help of gymnastic exercises, you can selectively develop the strength of individual muscles and muscle groups, "increase mobility in various joints, improve the functions of the respiratory, cardiovascular, digestive and other body systems, having a beneficial effect on metabolic processes, train the vestibular apparatus, etc. .

3. The ability to very accurately regulate the load and plan to regulate the pedagogical process. Applying time-personal methodological techniques, you can vary the load over a wide range from the minimum to maximum. The load dosing is carried out by changing the tempo and amplitude of movements, applying burden, changes in the condition of exercise, increase or decrease the number of repetitions, changes in the sequence of exercise, etc. The ability to accurately adjust the load creates the most favorable conditions for the implementation of the Indi-visual approach to engaged. An individual approach, planness and systemic capacity in building loads is also facilitated by the fact that the exercise of gymnastics is characterized by a strict speech-dock, discipline and a clear organization of the training process.

4. The possibility of applying the same gymnastic exercises for various purposes. This is achieved by various methodological techniques (various methodical design of exercises). For example, jumping can be used to strengthen the muscles and ligaments of the legs, the development of jumpers, the coordination of the coordination of movements, the development of the function of equal-weight, hardiness training (multi-speed), for learning applied and sports skills, upbringing the courage of determination, etc.

5. The ability to effectively influence the aesthetic collaboration involved. The requirements of the gymnastics are perfectly posted by the form of movements, strive for their grace, plastic and expressiveness, to be beautifully folded, to be able to conjure the movements with music have a significant impact on the formation of aesthetic taste of engaged.

The funds of the main gym is very diverse. These include numerous overall, free and joining exercises, jumping, simple acrobatic exercises and exercises on gymnastic shells, motionless games, dance exercises. With the help of these exercises, the main motor qualities are developing, a vital motor skills and proper posture are formed, the coordination of movements improves. The main gymnastics belongs to the leading role in the physical education of children of preschool and school age (it is based on state programs physical education of preschoolers and schoolchildren).

Due to the specifics of the means and methods, the gymnastics is a substantial pedagogical impact on occupying-Xia. Gymnastics contributes to the formation of the presentation of the outstate of movements, the beauty of the human body.

Gymnastics in our country is one of the most popular physical education tools. Its value is especially great in the physical improvement of the growing generation.

Consider some exercises of gymnastics on the formation of the culture of the movements of younger students.

UPR. 1. "Posture" - walking on a bench, keeping posture, pre-fixed by the wall.

The schoolboy becomes back to the wall so that the grip, the blades, buttocks and heels touched the walls, then move away and, trying to keep the right posture, passes through a gymnastic bench. The skill's skill is estimated to hold the right posture (not straining) during the walk on the bench. A test that focuses on the formation of proper posture as a basis of plasticity, also includes the use of additional cargo. The bag with sand is put on his head and is held when walking on two eight hoops and zigzag. The fusion and smoothness of the movement are evaluated when holding the bag on the head.

UPR. 2. "Plasticity" - a wave of the torso.

Standing on the floor from the gymnastic wall face to her, hands ahead of grip on the wall on the wall. A wave of the torso from the round semi-man. The degree of motion of the movement is determined: a consistent touch of knees, hips, breasts and a smooth return to the semi-trace.

UPR. 3. "Coordination" - generalizing exercises - flowing.

Perform three overall exercises - flowing. A clear execution of exercises is estimated and the correct transition from one exercise to another (the fusion of exercise), compliance with dynamic posture.

Conclusion

The relevance of the problem of the formation of a culture of students' movements by means of physical culture is celebrated in their works a number of scientists. Many authors emphasize that it is in the younger school age that the foundations of the physical culture of a person are laid, the interests, motivation and needs for systematic physical activity are formed. The younger school age is particularly favorable for mastering the basic components of the culture of movements, the development of an extensive arsenal of motor coordinations, technique of various exercise.

Thus, the culture of movements, which includes the ability to maintain the right posture, plasticity, engine-coordination qualities, can be purposefully developed and improved using special means and methods of gymnastics, taking into account age and individual characteristics, character and inclinations involved in this or Another sport of sports activities. So, I consider the tasks set, and the purpose of the abstract is achieved

1.2. Age Features of children of younger school age

IN modern system Raising younger school age covers the period of the child's life from 7 to 10-11 years. The most characteristic feature of the period is that at this age the preschooler becomes a schoolboy. This transitional period, when the child combines the features of the preschool childhood with the characteristics of a schoolboy. These qualities are getting around in his behavior and consciousness in the form of complex and sometimes conflicting combinations. Like any transition status, this age is rich in hidden development opportunities, which is important to capture and maintain. The foundations of many mental qualities of personality are laid and cultivated in primary school age.

Arbitration, internal action plan and reflection are the main neoplasms of the child of younger school age. Thanks to them, the psyche of the younger student reaches the level of development required for further learning in high SchoolFor a normal transition to the adolescent period with its special capabilities and requirements.

Under the influence of a new academic activity, the nature of thinking is changing. The basic qualities of attention are improved: volume, concentration, stability. The readiness of visual, auditory and motor mechanisms ensures the development of meaningful, correct and targeted perception of complex images, space, time. Memory reaches a higher level of development. Interest in causing dependencies, the allocation of essential features, their recognition in new facts, the transition to generalizations and conclusions convincingly indicate the ability to think logically.

Junior schoolchildren are most often interested not to the content of the subject and the way of his teaching, but in this promotion in this subject, they with a greater hunt are engaged in what is good. From this point of view, any item can be made interesting if you give a little student to feel the situation of success,

In the younger school age, with the right upbringing, the foundations of a future person. New relations with adults (teachers) and peers (classmates), the inclusion in a single system of teams (common-round, cool), inclusion in the new kind Activities (teaching) - all this decisive affects the formation and, fixing the new system of relations to people, the team, forms character, will.

In the younger school age, the foundation of moral behavior is laid, the mastery of moral norms and the rules of behavior occurs, the public orientation of the individual begins to form.

The moral concepts and judgments of younger students are noticeably enriched from I to the III class, become clearer, defined. The moral judgments of first-graders are usually based on their own behavior and on specific instructions and explanations of the teacher and parents. Pupils of the II-III classes, in addition to the experience of their own behavior (which, naturally, enriched) and the instructions of the elders (these instructions are now perceived more consciously), it also affects the ability to analyze the experience of other people, and significantly greater influence fiction, baby films. It also characterizes moral behavior. If the children of the age of 7 make positive moral actions, most often, following the direct instructions of the elders, in particular the teachers, then the third-graders can make such actions on their own initiative, without waiting for instructions from.

The age peculiarity of children who just enrolled in school is the general insufficiency of will: the youngest schoolboy (especially in 7-8 years) does not have extensive experience in the long-term struggle for the intended purpose, overcoming difficulties and obstacles. He can lower his hands while fails, lose faith in his strength and opportunities. The younger schoolboy can not yet be comprehensively thinking about his decisions and intentions, takes them hurry, overspech, impulsively. Insufficient ability to the volitional effort affects the fact that the child sometimes refuses to combat difficulties and obstacles, he holds to the case, often leaves it unfinished. Redo, improve your work, he also does not like. Gradually, under the influence of systematic education, the ability to overcome difficulties, to suppress immediate desires, to exercise perseverance and patience, control their actions.

In the younger school age, it is quite clearly possible to observe the manifestations of all four types of temperament. With proper education, there is a complete opportunity to straighten some negative manifestations of temperaments: Holerians develop restraint, phlegmatics - activity and speed, at Sanguitics - patience and preferabity, melancholics - sociability and self-confidence. Raising the will and character from younger schoolchildren, the teacher teaches them to manage their temperament

The character of younger schoolchildren is also distinguished by some age characteristics. First of all, children are impulsive - tend to immediately act under the influence of immediate impulses, motivated, by random reasons, without thinking and without weighing all the circumstances. The reason is the need for active external discharge with the age weakness of the volitional regulation of behavior.

Younger schoolchildren are usually distinguished by cheerfulness, cheerfulness. They are sociable, responsive and trustful, are valid. In some cases, students primary classes They have negative forms of behavior, they include, for example, capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child was accustomed to the fact that at home all his desires and demands were satisfied, he had not seen anything. Capriciousness and stubbornness is a peculiar form of a child's protest against the solid claims that the school places him, against the need to sacrifice what you want, in the name of what it is necessary. Sometimes children show falsehood, the cause of which can be a violent fantasy of a child or the desire to hide his bad act because of the fear of punishment. Since in the younger school age, the character is still formed, it is important to prevent the transformation of these purely temporary, random mental states in character traits.

In the younger school age, the artistic and aesthetic development of children is successfully happening. Children are usually very interested in drawing, smearing, singing, music; Based on the relevant activity and perception of artistic works (poems, music, paintings, sculptures), they form aesthetic feelings.

Great opportunities opens the younger school age to educate collectivistic relationships. For several years, the schoolboy accumulates with proper upbringing important for its further development experience of collective activities - activities in the team and for the collective. First-graders still do not feel part of a single team, they in some sense are isolated and independent, often they can notice the manifestations of alienation, envy, naive boasting. The team begins to develop when, under the influence of the special work of the teacher, children. For the first time, they begin to show benevolent interest in the success and failures, the achievements and mistakes of classmates, to show mutual assistance, begin to refer to training activities as the case of the whole class. Education of collectivism helps the participation of children in public collective affairs. It is here that the child acquires the main experience of collective, socially useful activities.

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

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

The first years of school training - years of very noticeable development of interests. The main one is cognitive interest in knowledge of the surrounding world, the greedy desire to learn more. The development of interests comes from interests to individual facts, isolated phenomena (I-II classes) to the interests associated with the disclosure of causes, patterns, connections and interdependencies between phenomena (III class). If the main question of first-graders: "What is it?" The questions "why?" Are typical. And How?".

With the development of reading skills, interest in reading, to literature with acute and entertaining fabula, to fairy tales, and then to books with a simple scientific fiction and adventure plot. Interest in technology (mainly in boys), and to modern technique: rockets, spacecraft, lunas, cars and aircraft of the newest type. Students of rural schools are noticeably starting to be interested in agriculture.

From the middle of class II, there is a differentiation of educational interests. If first-graders are interested in the teaching at all, then the class II student will emphasize that it is interesting for him to solve problems or write dictates, interesting drawing lessons, etc.

In connection with the formation of interests and inconsistencies, the abilities of schoolchildren begin to form. As a rule, at this age, it is too early to talk about the established abilities, but students already stand out, showing a relatively high level of abilities in the field of mathematics, literary creativity, music, drawing. The main way to develop abilities in the younger school age is to attract schoolchildren in various kinds of mugs at schools and houses of creativity.

Educational activities in primary grades stimulates, above all, the development of mental processes of the immediate knowledge of the surrounding world - sensations and perceptions. Younger schoolchildren are characterized by the sharpness and freshness of perception, a kind of contemplative curiosity. Child with live curiosity perceives surrounding lifewhich every day reveals all new things in front of him. However, perception in I and at the beginning of the class II is still very imperfect and superficially. Younger students allow inaccuracies and errors in differentiation in the perception of similar objects. Sometimes they do not distinguish and mix the letters and words, images of similar objects and similar objects that are similar to the design or pronunciation. For example, they confuse the letters "sh" and "sh", the words "set" and "put", depicted in the picture of rye and wheat, pentagons and hexagons. Often, children stand out random items, the essential and important are not perceived. In short, younger students still do not know how to consider items.

The following feature of perception at the beginning of younger school age is the close connection of him with the actions of the student. The perception at this level of mental development is associated with the practical activity of the child. Perceive the subject for a schoolboy - it means something to do with it, something to change something in it, make any actions, take, touch it.

The characteristic feature of students I-II classes is the pronounced emotionality of perception. First of all, children perceive those objects or their properties, signs, features that cause direct emotional response, an emotional attitude. Visual, bright, living perceived better, more distinct. However, the teacher must strive to ensure that children are clearly perceived and less bright, less exciting and entertaining, specifically paying their attention to this.

In the process of learning, perception is rebuilt, it rises at a higher level of development, becomes targeted and managed. Due to learning, perception is deepened, becomes more analyzing, takes the nature of observation. The teacher specially organizes the activities of students to observe certain objects, teaches children to identify significant features and properties, indicates that it should be specifically paid to pay, teaches a systematic and systematic analysis in perception. All this must be done on excursions in nature, and at school when demonstrating various visual benefits, in organizing practical work, in drawing lessons, in labor activity.

In connection with the age relative predominance of the activity of the nerve signaling system, visual-shaped memory is more developed than verbally logical. They are better, faster remembered and stronger maintain specific information, events, persons, objects, facts than definitions, descriptions, explanations. It is better to remember everything is bright, interesting, causing an emotional response.

Sometimes younger schoolchildren (especially in the first two classes) are prone to mechanical memorization without awareness of semantic links inside the material being memorized, but it would be not necessary to conclude that the memory is generally mechanically. Experiments have shown that meaningful memorization of younger students has an advantage over mechanical.

The illusion of the prevalence of mechanical memorization among younger students is explained by the fact that they are often inclined to remember and reproduce the material literally.

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

Under the guidance of the teacher, schoolchildren take possession of self-control when memorizing and reproducing. It is difficult to make it difficult to do it. On the insufficient development of the self-control of schoolchildren of the I-II classes, there are frequent requests to senior to check how the specified lessons learned. Children not only do not know how to check ourselves, but often do not understand, they learned the specified lesson or not. When they are asked in the lessons, it turns out that they cannot tell what they memorized at home. Children absolutely sincerely assure the teachers in what they tried, they read a lot, they taught a lot.

The feature of the imagination of younger schoolchildren is his support for perception. Pupils of I-II classes are sometimes quite difficult to imagine what it does not find support in nature or in the picture. But without recreation imagination it is impossible to perceive and understand the educational material. The main trend of the development of imagination in the younger school age is the improvement of recreation imagination. It is associated with the presentation of a previously perceived or creating images in accordance with this description, a diagram, pattern, etc. The recreation imagination is improved due to the increasingly correct and complete reflection of reality.

Thinking of the younger schoolboy, especially the first grader, visual-shaped. It is constantly based on perception or presentation. A verbally pronounced thought that does not have a support in visual impressions, it is difficult to understand the youngest schoolchildren. In the learning process, thinking is intensively developing. The student is gradually learning to identify the essential properties and signs of objects and phenomena, which makes it possible to make the first generalizations. On this basis, elementary scientific concepts are gradually begin to form a child.

Analytic synthetic activity at the beginning of younger school age is still very elementary, is mainly at the stage of visual effective analysis based on direct perception of objects. Second-graders can already analyze the subject without resorting to practical actions with it, children are able to extract various signs, the objects of the subject already in speech form. From the analysis of a separate subject, the phenomena go to the analysis of relations and relations between objects and phenomena.

The exercise develops the ability to verbally logical thinking, reasoning, conclusions and conclusions. If students I and part-class students often replace the argument and proof by simply indicating a real fact or rely on an analogy (not always legitimate), then class III students under the influence of training are able to provide reasonable proof, expand the argument, build deductive conclusion.

IN last years Psychologists and teachers are increasingly and more often the question of the mental capabilities of younger schoolchildren are underestimated. If the thinking of the younger student is characterized by a weak ability to abstraction, then this is not an age feature of thinking, but a direct consequence of an existing system of learning. In other words, it is an opinion on the intellectual underload of students of primary classes.

Experimental learning has shown that with certain content and conditions of training, younger students can form a fairly high level of generalization and abstraction, which leads them to mastering knowledge of a scientific, theoretical nature. Existing programs to a certain extent are already focused on the great mental capabilities of younger students - the theoretical aspects of educational material are significantly deepened and expanded. The student not only assists other people's thoughts, but with the help of a teacher comes to conclusions and generalizations, finds out the causes and consequences of studied phenomena.

In close connection with the development of thinking, the development of speech occurs. It is not only that the vocabulary of the younger schoolboy is increasing, but also in the fact that the meaning of words is specified, they are used in the right sense, a coherent is developing. A schoolchild is improving the ability to listen to another person to listen to a long time and carefully, without interrupting him and not distracted. It is important to note that the visuality and imagery of the thinking of the younger schoolboy affects the following: the first-grader does not always give himself aware that the teacher, turning to the class as a whole, turns to him personally. Abstract appeal to all the child does not always perceive in his address, and at first, the teacher has to specify their words, referring them personally to a particular child.

For the development of speech, essays are useful for free topics, children's stories about their impressions from the tour, read book, watching the movie. Systematic exercises are important in expressive reading out loud.

The age feature of the attention of younger schoolchildren is a comparative weakness of arbitrary attention. The possibilities of volitional regulation of attention, management of them at the beginning of younger school age limited.

Significantly better in this age developed involuntary attention. All new, unexpected, bright, interestingly attracts the attention of students, without any effort on their part. Younger schoolchildren can miss important and essential moments in educational material and pay attention to insignificant only because they attract children with their interesting details.

Since the interest is the main proceeding cause of involuntary attention, then, naturally, each teacher seeks to make a lesson in interesting, entertaining. But it should be borne in mind that students need to gradually take care of being attentive and in relation to what is not direct interest and is not entertaining. Otherwise, the habit of treating only interesting, and schoolchildren will not be able to mobilize arbitrary attention in cases where some elements of direct interest are caused.

The age-related feature of attention also includes its relatively slight stability. First-graders and partly second-graders still do not know how to continue to focus on work, especially if it is not interesting and monotony; Their attention is easily distracted. As a result, children may not fulfill tasks on time, lose the pace and rhythm of activity, skip letters in the word and words in the proposal. Students in class III attention can already be maintained continuously throughout the lesson. It is important to periodically change the types of schoolchildren's work, organize small pauses for rest.

Thus, in the younger school age, the child will have to go through all the peripetics of relations, primarily with peers. Here, in situations of formal equality, children are faced with different natural energy, with a different culture of speech and emotional communication, with different will and an excellent sense of personality. The elementary school invades a previously protected family, a small personal experience of communicating a child in a situation where it is possible to defend its position, its opinion, its right to autonomy - its right to be equal in communicating with other people. It is the nature of speech and expressive communication that will determine the measure of independence and the degree of freedom of the child among other people.

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

His personal installations. Chapter II. Experimental studies of mechanisms to achieve younger students of Qatarscis in music. II.1 Objective and methods of a stateing experiment. The purpose of the stateing experiment is to identify the level of formation of musical perception in children of younger school age. To implement this goal, the following techniques were selected: 1. "Open yourself ...

Federal Agency for Education

State Educational Institution of Higher Professional Education

"Nizhny Novgorod State Architectural University"

Institute of Architecture and Urban Planning

Department of Physical Culture

Discipline:<<Физическая культура>>

Abstract on the topic:

<<Возрастные особенности младшего школьного возраста >>

Performed:

Checked:

Nizhny Novgorod - 2008

Introduction ........................................................................ ..3

Chapter 1. General characteristics .............................................

1. 1. Age features .......................................... ..

1. 2. Psychological and physiological features ......... ..

Chapter 2. Concepts<<Физическая культура>>………………………

Chapter 3. Gymnastics in the formation of culture of movements of children of primary school age ………………………………………

Conclusion .................................................................. ...

Bibliography………………………………………………………...

Introduction

Objective: Consider the features of age, physical development in the younger school age.

Object of study: age and physical development of primary school age.

Research Subject: Analyze the age, physical development and special place to pay physical culture in the younger school age.

1. Consider age features in the younger school age.

2. Consider the physiological and psychological features of younger school age.

3. Theoretically substantiate the effectiveness of the influence of gymnastic exercises on the formation of the culture of the movements of the younger schoolboy.

Chapter 1. General characteristics.

1. 1. Age characteristics.

The boundaries of younger school age coinciding with a period of training in elementary school are currently being established from 6-7 to 9-10 years. Social development situation: the internal position of the student as a person who improving himself. Leading activities in the younger school age becomes educational activities. It defines the most important changes in the development of the psyche of children at the age stage. As part of the training activities, psychological neoplasms are developing, characterizing the most significant achievements in the development of younger students and are the foundation that provides development in the next age stage. Gradually, motivation to learning activities, so strong in the first grade, begins to decline. This is due to the fall of interest in learning and with the fact that the child already has a conquered public position, he has nothing to achieve. In order for this not to take place, it is necessary to give a new personally significant motivation. The leading role of educational activities in the process of developing a child does not exclude that the youngest schoolboy is actively included in other activities, during which its new achievements are improved and engraded. Features of educational communication: the role of the teacher, the role of peer. Joint discussion of the educational problem. Psychological neoplasms:

- <<Умение учится>>

Conceptual thinking

Internal action plan

Reflection - Intellectual and Personal

New level of arbitrary behavior

Self-control and self-esteem

Orientation for a group of peers

The dependence of the level of achievement from the content and organization of educational activities.

Children seek to improve the skills of those activities that are accepted and appreciated in an attractive company for him to stand out in its environment to succeed.

The ability to empathy gets its development in the conditions of schooling because the child participates in new business relations, involuntarily, it is forced to compare himself with other children - with their successes, achievements, behavior, and the child is just forced to learn to develop their abilities and quality.

Thus, the youngest school age is the most responsible stage of school childhood.

1. 2. Physiological and psychological features.

At this age, significant changes occur in all organs and tissues of the body. So, all spinal bends are formed - cervical, chest and lumbar. However, the skeletal osenation is not yet completed from here, its great flexibility and mobility discovering both great opportunities for proper physical education and occupation by many sports and melting negative consequences (in the absence of normal physical development conditions). That is why the proportionality of furniture, behind which the youngest schoolboy is sitting, the right landing at the table and the desk is the most important conditions for the normal physical development of the child, its posture, the conditions of its further performance.
The younger students are vigorously stronger muscles and bundles, the total muscular power increases, increases. At the same time, major muscles develop earlier than small. Therefore, children are more capable of relatively strong and squeezed movements, but it is harder to cope with the movements of small, requiring accuracy. Ocanification Falang Fast Hand ends to nine-eleven years, and wrists - to ten-twelve. If we consider this circumstance, it becomes clear why the youngest schoolboy often copes with written tasks with great difficulty. He is quickly tired by a hand brush, he cannot write very quickly and excessively long. Overloading younger schoolchildren, especially students of I-II classes, do not follow written tasks. Children Desire to rewrite graphically poorly made task Most often does not improve results: the child's hand is quickly tired.
The youngest schoolboy grows intensively and is well supplied with blood muscle blood, so it is relatively worn. Due to the large diameter of the sleepy arteries of the brain, it receives enough blood, which is an important condition for its performance. The brain weight increases markedly after seven years. The frontal shares of the brain, playing a large role in the formation of the highest and most complex functions of human mental activities, are particularly increasing.
The relationship of excitation and braking processes changes.

Thus, in the younger school age, compared with the preschool, there is a significant strengthening of the skeletal-muscular, system, and cardiovascular activity is relatively stable, more equilibrium acquires the processes of nervous excitation and braking. All this is extremely important because the beginning of school life is the beginning of special training activities requiring a child not only significant mental tension, but also of great physical endurance. Psychological restructuring associated with the admission of a child to school. Each period of the child's mental development is characterized by the main, leading activity. So, for pre-school childhood, the leading game activity. Although the children of this age, for example, in kindergartens, are already learn and even happened, still the genuine elements that defines all their appearance serves a role-playing game in all its diversity. The game appears a pursuit of a public assessment, the imagination and the ability to use the symbolism develop. All this serves as the main moments characterizing the readiness of the child to school. But only a seven-year-old child entered the class, he is already a schoolboy. From this time, the game gradually loses their dominant role in his life, although he continues to occupy an important place in it by the leading activity of the younger schoolchildren becomes a doctrine, significantly changing the motives of his behavior, which opens up new sources of development of his cognitive and moral forces. The process of such a restructuring has several stages. Especially clearly stands out by the stage of the initial entry of the child in new conditions for school life. Most children are psychologically prepared for this. They gladly go to school, waiting to meet something unusual here compared to the house and kindergarten. This internal position of the child is important in two ways. First of all, the premonition and the desiccity of the novelty of school life helps the child to quickly accept the requirements of the teacher concerning the rules of behavior in the classroom, the norms of relations with comrades, the routine of the day. These requirements are perceived by the child as socially significant and inevitable. Psychologically justified the situation known to experienced educators; From the first days of the child's stay in the classroom, it is necessary to clearly and unequivocally to reveal him the rules of the student of the student in classroom, at home and in public places. It is important to immediately show the child the difference between his new position, duties and rights from what was habitually before. The requirement of strict compliance with new rules and norms is not excessive strictness to first-graders, but the necessary condition for organizing their lives, corresponding to its own settings of children prepared for school. When hastily and uncertainty of these requirements, children will not be able to feel the originality of a new stage of their lives, which, in turn, can destroy their interest in school. The other side of the inner position of the child is associated with its general positive attitude towards the process of learning knowledge and skills. Even before school, he will be happy with the idea of \u200b\u200bthe need for exercise in order to ever truly become whom he wanted to be in games (pilot, cook, driver). At the same time, the child does not represent, naturally, the specific composition of the knowledge required in the future. He still does not have a utilitarian-pragmatic attitude towards them. It stretches to knowledge at all, to knowledge as such, which has public importance and value. In this manifests the child inquisitive, theoretical interest in the surrounding. This interest, as the main prerequisite of the teaching, is formed in a child to all the construction of his pre-school life, including unfolded game activities.
At first, the schoolboy is not yet familiar with the content of specific learning items. He still has no cognitive interests to the most educational material. They are formed only as deepening in mathematics, grammar and other disciplines. Nevertheless, the child from the first lessons assimilates the relevant information. His learning work relies on interest in knowledge at all, the private manifestation of which in this case mathematics or grammar. This interest is actively used by teachers at the first occupations. Thanks to him, the child becomes necessary and important information on such, in essence, distracted and abstract objects, as a sequence of numbers, order of letters, etc.
An intuitive adoption by the child's value of the knowledge itself must be maintained and developed from the first steps of schooling, but already by demonstrating unexpected, tempting and interesting manifestations of the subject of mathematics, grammar and other disciplines. This allows you to form genuine cognitive interests in children as the basis of training activities. Thus, for the first stage of school life, it is characteristic that the child is subject to the new requirements of the teacher governing his behavior in the classroom and at home, and also begins to be interested in the content of the learning items themselves. Painless passage by the child of this stage indicates a good readiness for school classes.

Municipal budgetary institution - average comprehensive school No. 15 named M.V. Gordeeva of the city of Orla

Speech on the topic

"Age features of younger schoolchildren."

Prepared:

Loginova I.A., primary school teacher

The initial period of school life takes the age range from 6-7 to 10-11 years (grades 1-4). In the younger school age, children have considerable development reserves. Their detection and efficient use is one of the main tasks of age and pedagogical psychology. With the receipt of a child to school under the influence of training begins the restructuring of all its conscious processes, the acquisition of qualities characteristic of adults, since children are included in the new activities for them and the system of interpersonal relations. The general characteristics of all cognitive processes are their arbitrariness, productivity and stability.
In order to skillfully use the reserves from the child, it is necessary to adapt children to work as quickly as possible, to teach them to learn, be attentive, prettier. Self-controlling, labor skills and skills, skills, the ability to communicate with people, role-playing behavior should be sufficiently developed.

During this period, the child's further physical and psychophysiological development occurs, providing the possibility of systematic education at school. First of all, the work of the brain and nervous system is improved. According to physiologists, by 7 years, large hemispheres are already largely mature. However, the most important, specifically human brain departments responsible for programming, regulation and control of complex forms of mental activity, in children of this age have not yet completed their formation (the development of the frontal brain departments ends only by 12 years), as a result of which the regulatory and braking The subcortical structures are insufficient. The imperfection of the regulating function of the cortex is manifested in the characteristics of the behavior, organization of activity and the emotional sphere for children: younger schoolchildren are easily distracted, are not capable of long-term concentration, excitable, emotional.

Junior school age is a period of intensive development and a qualitative transformation of cognitive processes: they begin to acquire mediated nature and become informed and arbitrary. The child gradually seizes with his mental processes, learns to manage perception, attention, memory.

From the receipt of a child to school a new social development situation is established. The Center for the Social Situation of Development becomes a teacher. In the younger school age, training activities are leading. Training activities - special form The activity of the student aimed at changing itself as a subject of exercise. The dominant function in the younger school age is thinking. Completed the transition from visual-shaped to verbally logical thinking in preschool age.

School studies are built in such a way that verbally logical thinking receives preferential development. If in the first two years of training, children work a lot with visual samples, in the following classes the volume of such classes is reduced. The figurative thinking is less and less, it turns out to be necessary in training activities.

At the end of younger school age (and later), individual differences are manifested: among children. Psychologists are allocated groups of "theorists" or "thinkers", which easily solve educational tasks in the verbal plan, "practitioners", which need a support for visibility and practical actions, and "artists" with bright shape. Most children have a relative equilibrium between different kinds of thinking.

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

At the beginning of younger school age, perception is not differentially differentiated. Because of this, the child "sometimes confuses the writing letter and figures (for example, 9 and 6 or letters I and R). Although it can purposefully consider items and drawings, they are allocated, as well as in preschool age, the most bright, "Walking in the eye" properties are mainly color, shape and magnitude.

If for preschoolers, an analyzing perception was characterized, then by the end of younger school age, with appropriate training, a synthesizing perception appears. Developing intelligence creates the ability to establish links between the elements of perceived. It is easily traced when describing the paintings by children. These features need to be considered when communicating with the child and its development.

Age stages of perception:
2-5 years - the stage of transfer of items in the picture;
6-9 years - picture description;
after 9 years - interpretation of seen.

Memory in the younger school age develops in two directions - arbitrariness and meaningfulness. Children involuntarily remember the educational material that causes their interest, presented in gaming formassociated with bright visual benefits, etc. But, unlike preschoolers, they are capable of purposefully, to arbitrarily memorize material, they are not too interesting. Every year, more and more training is built with a support for arbitrary memory. Younger schoolchildren as well as preschoolers, usually have good mechanical memory. Many of them throughout the whole training in elementary school are mechanically memorizing educational texts, which most often leads to significant difficulties in high school, when the material becomes more difficult and more by volume, and not only the ability to reproduce the material is required to solve the training tasks. Improving the semantic memory at this age will give the opportunity to master a fairly wide circle of mnemonic techniques, i.e. Rational Methods of Memorization (text division into parts, drawing up a plan, etc.).

It is in the younger school age that attention develops. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher attracts the attention of students to the educational material, holds it for a long time. The youngest schoolboy can focus on one thing 10-20 minutes. 2 times increases the amount of attention, its stability, switching and distribution increases.

The younger school age is the age of a fairly noticeable formation of personality.

It is characterized by new relations with adults and peers, the inclusion in the whole system of teams, the inclusion in a new type of activity is a doctrine that makes a number of serious requirements for the student.

All this decisively affects the formation and consolidation of a new system of relations to people, a team, to the teaching and related duties, forms character, will, expands the circle of interest, develops the abilities. In the younger school age, the foundation of moral behavior is laid, the mastery of moral norms and the rules of behavior occurs, the public orientation of the individual begins to form.

The nature of the younger schoolchildren is characterized by some features. First of all, they are impulsive - inclined to immediately act under the influence of immediate impulses, motivated, without thinking and without weighing all the circumstances, by random reasons. The reason is the need for active external discharge with the age weakness of the volitional regulation of behavior.

The total insufficiency of the will: the youngest schoolboy does not yet have extensive experience in a long struggle for the intended purpose, overcoming difficulties and obstacles. He can lower his hands while fails, lose faith in his strength and inability. Capriciousness is often observed, stubbornness. The usual reason for them is the shortcomings of family education. The child got used to the fact that all his desires and demands were satisfied, he did not see a refusal. Capriciousness and stubbornness - a peculiar form of a protest of a child against those solid requirements that the school places him, against the need to sacrifice what I want, in the name of what it is necessary.

Younger schoolchildren are very emotional. Emotionality affects, firstly, the fact that their mental activity is usually painted with emotions. Everything that children are watching what they are thinking about what they do, they cause them an emotionally painted attitude. Secondly, younger schoolchildren do not know how to restrain their feelings, control their external manifestation, they are very immediate and frankly in the expression of joy. Grief, sadness, fear, pleasure or displeasure. Thirdly, emotionality is expressed in their large emotional instability, frequent change of moods, inclinations for affects, short-term and rapid manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings is increasingly developing, restrain their unwanted manifestations.

Great features provide the younger school age to educate collectivist relationships. For several years, the youngest schoolboy accumulates with proper education important for its further development experience of collective activities - activities in the team and for the team. Education of collectivism helps the participation of children in public, collective affairs. It is here that the child acquires the main experience of collective social activities.

Literature:

Vardyanian A.U., Vardanyan G.A. Essence of educational activities in the formation of creative thinking of students // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.
Vygotsky hp Pedagogical psychology. M., 1996.
Gabai T.V. Educational activities and its funds. M., 1988.
Galperin P.Ya. Methods of teaching and mental child development. M., 1985.
Davydov V.V. Problems of educational training: the experience of theoretical and experimental psychological research. M., 1986.
Ilyasov I.I. The structure of the teaching process. M., 1986.
Leontyev A.N. Lectures for general psychology. M., 2001.
Markova A.K., Matis T.A., Orlov A.B. Formation of the motivation of the exercise. M., 1990.
Psychological features of the formation of a person in the pedagogical process / ed. A. Kosovakovski, I. Lompsher, etc.: Pen. with it. M., 1981.
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Elkonin D.B. Psychology of learning younger schoolboy. M., 1974.
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By purchasing a schoolboy status, children step on the threshold of one of the most important stages in their lives. This period is associated with an increase in physical and mental loads, the expansion of the social borders of the kid and adaptation in society. The child also appreciates himself and his abilities, is experiencing another crisis and learns to be an independent and responsible person. The main task of parents at this time is to determine the degree of readiness of the crumbs to a new life. Sometimes for various reasons, the decision is made a little time with admission to school, which is quite justified and is associated with the psychological unwillingness of the child to high loads.

Choosing a school, sections or circles for their Chad, it is important to understand what the features of the development of children of primary school age are. Based on these knowledge, parents will be easier to achieve mutual understanding with the child and pick up the most appropriate classes for him.

So, at this time, the younger schoolboy is not quite able to control his attention, and the concept of volitional efforts is not quite familiar to him. The child delays the process, not the future result, so it is important to gradually motivate the baby with the help of praise and various incentives. The behavior of the children of this age is characterized by some impulsiveness, stubbornness and the desire to defend their point of view. It is important not to suppress the opinion of the baby and give him the opportunity to speak. This will help remove the tension and it is better to understand what happens to the child in this momentAnd than parents can help him. The desire to imitate, to which the desire to take a certain position in the children's society is added. And, most importantly, crumbs are radically changing - during early childhood, the main way of knowledge of the world was playing. Now the development of the child goes to a qualitatively new level, and the main activity becomes studying.

If we talk about the mental development of the younger schoolchild, it is worth mentioning the following points:

gradually changes the ratio of excitation and braking processes in the direction of the reinforcement of the latter;
attentiveness is not yet well developed, however, the child can retain a concentration for a long time in one lesson, even if it does not cause heavily interest;
the perception of new knowledge acquires the analyzing and differentiating nature and becomes more organized;
the memory is actively progressing - kids train an arbitrary memorization, it becomes more meaningful;
long-term, short-term and RAM is developing, closely related to visual-shaped thinking, which, in turn, proceeds to verbally logical form;
the imagination of kids is becoming more curbed and relies on the reflection of real situations;
it is already very diverse and rich, the vocabulary reaches about 7 thousand words.

The psychological features of the children of younger school age include the formation of the power of will, the expansion of the circle of communication, the emergence of new authorities outside the family, awareness of their own "I" from the point of view of its place in society, an introduction to work, a reduction in time for game activity, the formation of self-esteem through the opinion About yourself around them, gaining confidence, the development of independence and responsibility.

If the family has difficulty communicating with a child of 8-10 years, it may be advisable to study the psychology of children of this age or seek advice from a specialist. It happens that during the transition period, adults are very difficult to blame with raging children, and to continue communication with old methods is not integuctive. It was then that it makes sense to reconsider its needs for the baby, to evaluate the correctness of the approach and make adjustments to educational techniques. During this period, children are important to feel respect, trust and understanding from adults. Wonderful if the child is ready to share his life with mom and dad as with friends.

Age Features of Junior Schoolchildren

The period of admission to school is closely related to the crisis of "7 years" when the child combines the features of a preschooler and a novice first grader. New status And an important social role in which it still has to be born, affects the changes in the behavior of the kid: it can become more capricious, inconspicuous and stubborn. Do not hurry to accuse the crumb in disobedience - a calm conversation for souls will help restore fragile mutual understanding and peace of relationships with parents.