Ya. A. Comenius was the first who insisted on strict consideration of the age characteristics of children in educational work. He put forward and substantiated the principle of natural conformity, according to which training and education should correspond to the age stages of development (41).
Accounting for age characteristics is one of the fundamental pedagogical principles. Based on it, teachers regulate the teaching load, establish reasonable volumes of employment with various types of work, determine the most favorable daily routine for development, the mode of work and rest of the child.
Biologically, younger schoolchildren are going through a "period of the second rounding" (48, p. 136): in comparison with the previous age, their growth slows down and their weight noticeably increases; the skeleton undergoes ossification, but this process is not yet completed. There is an intensive development of the muscular system. With the development of the small muscles of the hand, the ability to perform subtle movements appears, thanks to which the child masters the skill of fast writing. Significantly increases muscle strength. All tissues of the child's body are in a state of growth. In junior school age being improved nervous system, the functions of the cerebral hemispheres are intensively developed, the analytical and synthetic functions of the cortex are enhanced. The weight of the brain at primary school age almost reaches the weight of the brain of an adult and increases to an average of 1400 grams. The mind of the child develops rapidly. The relationship between the processes of excitation and inhibition is changing: the process of inhibition becomes stronger, but the process of excitation still predominates, and younger students are highly excitable. Increases the accuracy of the senses. Compared to preschool age, color sensitivity increases by 45%, joint-muscular sensations improve by 50%, and visual sensations by 80% (48).
Intensive sensory development at preschool age provides the younger student with a level of perception sufficient for learning - high visual acuity, hearing, orientation to the shape and color of an object.
At the same time, syncretism, as well as high emotionality, remain features of the perception of younger students. Syncretism is manifested in the perception of “lumps”, which is characteristic of a preschooler and persists at primary school age. This feature makes it difficult to perform the analysis operations required in educational activities.
The initial period of school life occupies the age range from 6 to 10 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology (58, p. 496). With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new activities for them and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.
At primary school age, those basic human characteristics of cognitive processes are fixed and further developed: attention, perception, memory, imagination, thinking and speech.
In the initial period of educational work with children, one should, first of all, rely on those aspects of cognitive processes that are most developed in them, not forgetting, of course, the need for parallel improvement of the rest.
The attention of children by the time they enter school should become arbitrary, possessing the necessary volume, stability, and switchability. Since the difficulties that children face in practice at the beginning of schooling are connected precisely with the lack of attention development, it is necessary to take care of its improvement in the first place, preparing the preschooler for learning.
Attention at primary school age becomes voluntary, but for quite a long time, especially in the primary grades, involuntary attention in children remains strong and competes with voluntary attention. The volume and stability, switchability and concentration of voluntary attention to the third grade of school in children are almost the same as in an adult. Younger students can move from one type of activity to another without much difficulty and internal effort.
In a younger student, one of the types of perception of the surrounding reality can dominate: practical, figurative or logical.
The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. The memory of children of primary school age is quite good. Memory gradually becomes arbitrary, mnemonics is mastered. From 6 to 10 years old, they actively develop mechanical memory for unrelated logical units of information. The older the younger student becomes, the more advantages he has of memorizing meaningful material over meaningless. Even more important than memory for children's learning is thinking. When entering school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical. However, in practice, we often encounter a situation where, having the ability to solve problems well in a visually effective way, a child copes with them with great difficulty when these tasks are presented in a figurative, let alone verbal-logical form. It also happens vice versa: a child can reasonably conduct reasoning, have a rich imagination, figurative memory, but is not able to successfully solve practical problems due to insufficient development of motor skills and abilities.
During the first three to four years of schooling, progress in the mental development of children can be quite noticeable. From the dominance of a visual-effective and elementary way of thinking, from a pre-conceptual level of development and thinking poor in logic, the student rises to verbal-logical thinking at the level of specific concepts. The beginning of this age is connected, using the terminology of J. Piaget and L. S. Vygotsky, with the dominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts. At the same age, the general and special abilities children, allowing to judge their giftedness.
Primary school age contains a significant potential for the mental development of children. The complex development of children's intelligence in primary school age goes in several different directions:
- - assimilation and active use of speech as a means of thinking;
- - connection and mutually enriching influence on each other of all types of thinking: visual-effective, visual-figurative and verbal-logical;
- - allocation, isolation and relatively independent development in the intellectual process of two phases: the preparatory phase (problem solution: an analysis of its conditions is carried out and a plan is developed); executive phase - this plan is implemented in practice.
First-graders and second-graders are dominated by visual-effective and visual-figurative thinking, while students of the third and fourth grades rely more on verbal-logical and figurative thinking, and equally successfully solve problems in all three plans: practical, figurative and verbal -logical (verbal).
Deep and productive mental work requires perseverance from children, restraining emotions and regulating natural motor activity, focusing and maintaining attention. Many of the children quickly get tired, tired. A particular difficulty for children of 6-7 years of age, who begin to study at school, is the self-regulation of behavior. They do not have enough willpower to constantly keep themselves in a certain state, to control themselves.
Until the age of seven, only reproductive images can be found in children - ideas about events known to them that are not perceived in this moment time, and these images are mostly static. Productive images-representations of the result of a new combination of some elements appear in children in the process of special creative tasks. This creates an opportunity for children to develop the distribution of attention and, as a consequence, the development of polyphonic musical abilities.
The main activities that a child of this age is mostly engaged in at school and at home are teaching, communication, play and work. Each of the four types of activity characteristic of a child of primary school age: teaching, communication, play and work - performs specific functions in his development.
Teaching contributes to the acquisition of knowledge, skills and abilities, the development of abilities (including musical ones).
Of no small importance for success in learning are the communicative traits of the child's character, in particular, his sociability, contact, responsiveness and complaisance, as well as strong-willed personality traits: perseverance, purposefulness, perseverance and others.
A particularly important positive role in intellectual development younger schoolchildren play work, which is a relatively new type of activity for them. Labor improves the practical intellect necessary for various types of future professional creative activity. It should be quite varied and interesting for children. It is advisable to make any task at school or at home interesting and creative enough for the child, giving him the opportunity to think and make independent decisions. In work, the child's initiative and creative approach to work should be encouraged, and not only the work performed by him and its specific result.
Expansion of the scope and content of communication with other people, especially adults, who act as teachers for younger students, serve as role models and the main source of various knowledge. Collective forms of work that stimulate communication are nowhere more useful for general development and compulsory for children, as in primary school age. Communication improves the exchange of information, improves the communicative structure of the intellect, teaches how to correctly perceive, understand and evaluate children.
The game improves objective activity, logic and methods of thinking, forms and develops the skills of business interaction with people. Children's games also become different at this age, they acquire more perfect forms. Changes, enriched by newly acquired experience, their content. Individual object games acquire a constructive character, they widely use new knowledge, especially from the field of natural sciences, as well as the knowledge that children have acquired in labor classes at school. Group, collective games are intellectualized. At this age, it is important that the younger student is provided enough developing games at school and at home and had time to practice them. The game at this age continues to take second place after the educational activity (as the leading one) and significantly influence the development of children.
Of great interest to younger students are games that make you think, provide a person with the opportunity to test and develop their abilities, including them in competitions with other people. The participation of children in such games contributes to their self-affirmation, develops perseverance, the desire for success and other useful motivational qualities that children may need in their future adult life. In such games, thinking is improved, including the actions of planning, forecasting, weighing the chances of success, choosing alternatives, and the like.
Speaking about the motivational readiness of children to learn, one should also keep in mind the need to achieve success, the corresponding self-esteem and level of claims. The need to achieve success in a child, of course, must dominate over the fear of failure. In learning, communication and practical activities related to testing abilities, in situations involving competition with other people, children should show as little anxiety as possible. It is important that their self-assessment is adequate, and the level of claims is consistent with the real opportunities available to the child.
At primary school age, the child’s character is mainly formed, his main features are formed, which later influence the child’s practical activities and his communication with people.
The abilities of children do not have to be formed by the beginning of schooling, especially those that continue to develop actively in the learning process. Another thing is more significant: that even in the preschool period of childhood, the child should form the necessary inclinations for the development of the necessary abilities.
Almost all children, playing a lot and in various ways at preschool age, have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of training relate to the connection between imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that it is enough to imagine and present to a child, as well as an adult. difficult.
In this age period there are also changes in the structure of the relationship "child - adult", it becomes differentiated and is divided into substructures: "child - teacher" and "child - parents".
The "child-teacher" system begins to determine the relationship of the child to parents and the relationship of the child to children. B. G. Ananiev, L. I. Bozhovich, I. S. Slavitsa showed this experimentally. Good behavior and good grades are what construct a child's relationship with adults and peers. The “child-teacher” system becomes the center of a child’s life; the totality of all favorable conditions for life depends on it.
For the first time the relation "child - teacher" becomes the relation "child - society". Within the framework of relationships in the family, there is an inequality of relations, in kindergarten an adult acts as an individual, and at school the principle “everyone is equal before the law” operates. The teacher embodies the requirements of society, he is the bearer of the system of standards and measures for evaluation. Therefore, often, the student tries to imitate his teacher, thus approaching a certain "standard".
The situation "child - teacher" permeates the whole life of the child. If it’s good at school, then it’s good at home, which means it’s good with children too.
The malleability and well-known suggestibility of schoolchildren, their gullibility, tendency to imitate, the enormous authority enjoyed by the teacher, create favorable conditions for the formation of a highly moral personality. The foundations of moral behavior are laid in primary school, its role in the process of socialization of the individual is enormous.
From the foregoing, we can conclude: primary school age is a period of absorption, assimilation, accumulation of knowledge. This is the period of childhood most favorable for educational influences. It is characterized by trusting obedience to the authority of an adult, increased susceptibility, attentiveness. The main mental functions during this period reach enough high level, which becomes the basis for subsequent qualitative acquisitions of the psyche. Children at this age are receptive and impressionable, which ensures the dynamic cognitive and personal development of the child and creates the possibility of developing polyphonic musical abilities.
- 1. A teacher who stimulates the development of voluntary interest will have a formative effect on the mental development of the child.
- 2. At primary school age, imitation is based on imitation of the teacher.
- 3. The process of mastering analysis in children of primary school age begins with an emotional-sensory experience.
- 4. The education of a younger student leads to the development of his emotional and volitional abilities.
- 5. Awareness of the age characteristics of children of primary school age allows the music teacher to identify the forms, methods of his professional pedagogical activity aimed at developing the musical abilities of children of this age. Among them, a special place is occupied by the game.
- 6. The educational activity of younger students contributes to the development of cognitive abilities.
- 7. At primary school age, the arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of a system of scientific concepts, sets in.
Considering the features of the development of children of primary school age, we came to the main conclusion that in the development of polyphonic musical abilities, the teacher must be especially sensitive, proceed from the age characteristics of children, as well as a humane-personal approach, stand on the positions of a differentiated approach. The teacher should know the age characteristics of children, but the approach to each child should be individual. A sensitive teacher, using an individual approach, is able to influence the development of all parameters of attention in children, - “By managing attention, we take into our own hands the key to education and to the formation of personality and character”, - L.S. Vygotsky (68, p. 173). A differentiated approach to play activity involves the teacher's involvement in the game of each child, regardless of his age characteristics, type of temperament, knowledge, skills, etc.
Introduction
The problem of the mental development of younger schoolchildren is one of the fundamental problems of modern child psychology. The study of this problem, along with scientific significance, is also of practical interest, since it is ultimately aimed at solving many pedagogical issues related to the organization effective learning and education of younger students. Knowledge of these features and capabilities is important for improving educational work with children.
Entering school sums up preschool childhood and becomes the launching pad for primary school age (6-7 - 10-11 years old). Primary school age is a very important period of school childhood, on the full-fledged living of which depends the level of intelligence of the individual, the desire and ability to learn, self-confidence.
At primary school age, in connection with the subordination of motives and the formation of self-consciousness, the development of the personality continues, which began in preschool childhood. The younger student is in other conditions - he is included in socially significant educational activities, the results of which are evaluated by close adults. The development of his personality during this period directly depends on school performance, assessment of the child in the role of a student.
The younger student is actively involved in various activities - playing, working, sports and art. However, teaching takes on a leading role in primary school age. In primary school age, learning activity becomes the leading one. Educational activity is an activity directly aimed at the assimilation of knowledge and skills developed by mankind. This is an unusually difficult activity, which will be given a lot of time and effort - 10 or 11 years of a child's life. Educational activity, having a complex structure, goes through a long path of formation. Its development will continue throughout the years of school life, but the foundations are laid in the first years of study. A child, becoming a junior schoolchild, despite the preparatory period, more or less experience of training sessions, finds himself in fundamentally new conditions. School education is distinguished not only by the special social significance of the child's activity, but also by the mediation of relations with adult models and assessments, by following the rules common to all, and by the acquisition of scientific concepts. These moments, as well as the specifics of the child's educational activity, affect the development of his mental functions, personal formations and arbitrary behavior.
Thinking becomes the dominant function in primary school age. Due to this, the mental processes themselves are intensively developed, rebuilt, and, on the other hand, the development of other mental functions depends on the intellect. In the learning process, cognitive processes change - attention, memory, perception. In the foreground is the formation of the arbitrariness of these mental functions, which can occur either spontaneously, in the form of a stereotyped adaptation to the conditions of the activity of learning, or purposefully, as the internalization of special control actions.
The motivational sphere, according to A.N. Leontiev, - the core of personality. Among the various social motives, the main place is occupied by the motive of getting high grades. High grades are a source of other rewards, a guarantee of his emotional well-being, a source of pride. Other broad social motives are duty, responsibility, the need to get an education, and so on. - are also realized by students, give meaning to their educational work. They correspond to the value orientations that children learn mainly in the family.
The object of the study is a junior schoolchild, the subject of the study is the features of the psychological development of a junior schoolchild.
The purpose of the study is a theoretical analysis of the characteristics of psychological development in primary school age.
The main objectives of the study:
.give a general description of primary school age;
.analyze the social situation of development, the leading activity of primary school age;
.to analyze the development of mental functions and personal development in primary school age.
1. general characteristics psychological characteristics of primary school age
1.1 The social situation of development in primary school age
In domestic psychology, the specificity of each age, each age stage is revealed through the analysis of the leading activity, the features of the social situation of development, and the characteristics of the main age-related neoplasms.
As soon as a child enters school, a new social situation of development is established. The change in the social situation of development consists in the child's going beyond the family, in expanding the circle significant persons. Of particular importance is the allocation of a special type of relationship with an adult mediated by a task ("child - adult - task").
The teacher becomes the center of the social situation of development. A teacher is an adult whose social role is associated with the presentation of important, equal and mandatory requirements for children, with an assessment of the quality of educational work. The school teacher acts as a representative of society, a bearer of social patterns.
The new position of the child in society, the position of the student is characterized by the fact that he has a mandatory, socially significant, socially controlled activity - educational, he must obey the system of its rules and be responsible for their violation. The main neoplasm of primary school age is abstract verbal-logical and reasoning thinking, the emergence of which significantly restructures other cognitive processes of children; thus, memory at this age becomes thinking, and perception becomes thinking. Thanks to such thinking, memory and perception, children are subsequently able to successfully master truly scientific concepts and operate with them. I.V. Shapovalenko points to the formation of intellectual reflection - the ability to comprehend the content of one's actions and grounds - a neoplasm that marks the beginning of the development of theoretical thinking in younger students.
Another important new formation of this age is the ability of children to arbitrarily regulate their behavior and control it, which becomes an important quality of the child's personality.
According to the concept of E. Erickson, in the period from 6 to 12 years, the child is introduced to the working life of society, diligence is developed. The positive outcome of this stage brings the child a sense of his own competence, the ability to act on an equal footing with other people; the unfavorable outcome of the stage is an inferiority complex.
At the age of 7-11 years, the motivational-need sphere and self-awareness of the child are actively developing. One of the most important is the desire for self-affirmation and the claim to recognition from teachers, parents and peers, primarily associated with educational activities, its success. In the personality of the child, a hierarchical system of motives and motives is built, in contrast to the amorphous, one-level system at preschool age.
From the beginning of the child's entry into school, his interaction with other children is carried out through the teacher, who gradually accustoms the children to direct interaction with each other. The motives for communicating with peers coincide with the motivation of preschoolers (the need for playful communication, the positive qualities of the personality of the chosen one, the ability for a particular type of activity).
In grades 3-4, the situation changes: the child has a need for peer approval. The requirements, norms, expectations of the team are formed. Children's groups are formed with their own rules of conduct, secret languages, codes, ciphers, etc., which is one of the manifestations of the tendency to separate from the world of adults. As a rule, such groups are formed from children of the same sex.
J. Piaget argued that the emergence of a child's ability to cooperate can be detected by the age of 7, which is associated with the development of his ability to decenter, the ability to see the world from the perspective of another person.
By the age of 6-7, the child has moral instances leading to changes in the motivational sphere. The child develops a sense of duty - the main moral motive that encourages specific behavior. At the first stage of mastering moral norms, the leading motive is the approval of an adult. The desire of the child to follow the requirements of adults is expressed in a generalized category, denoted by the word "must", which appears not only in the form of knowledge, but also experience.
In elementary school social motives of teaching prevail. First-graders are mainly attracted by the very process of learning as a socially valuable activity. Motivation by the content is mediated at first by the orientation towards the teacher. In the first grade, the status or positional motive “to be a student” dominates. Leading is also the motive of "good mark". Often there is a motive for approval in the class team, striving for excellence and recognition by peers. The presence of this motive testifies to the egocentric position of the child (“to be better than everyone else”). Studies by American psychologists have shown that rivalry between children increases between 3.5 and 5.5 years; as the dominant model of interaction, the motive of rivalry is established by the age of 5; from the age of 7, rivalry acts as an autonomous motive. With the dominance of this motive in a situation of choice, an action is carried out that increases one's own benefit and reduces the benefit of another child.
Structure of motives:
A) Internal motives: 1) cognitive motives - those motives that are associated with the content or structural characteristics of the educational activity itself: the desire to acquire knowledge; the desire to master the ways of self-acquisition of knowledge; 2) social motives - motives associated with factors that affect the motives of learning, but not related to educational activities (social attitudes in society change -> social motives for learning change): the desire to be a literate person, to be useful to society; the desire to get the approval of senior comrades, to achieve success, prestige; the desire to master ways of interacting with other people, classmates. Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do the task well, correctly, to get the desired result. Motivation for avoiding failure: children try to avoid the "deuce" and the consequences that a low mark entails - teacher dissatisfaction, parental sanctions (they will scold, forbid walking, watching TV, etc.).
B) External motives - to study for good grades, for material reward, i.e. the main thing is not getting knowledge, some kind of reward.
The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. School assessment directly affects the formation of self-esteem. Evaluation of progress at the beginning schooling, in essence, is an assessment of the personality as a whole and determines social status child. High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. The full development of the personality involves the formation of a sense of competence, which E. Erickson considers the central neoplasm of this age. Educational activity is the main one for a younger student, and if the child does not feel competent in it, his personal development is distorted.
Primary school age is associated with the child's transition to systematic schooling. The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. The whole system of the child's life relationships is rebuilt and is largely determined by how successfully he copes with the new requirements.
1.2 Leading activity in primary school age
Primary school age is the period of childhood, in which educational activity becomes the leading one. From the moment the child enters school, it begins to mediate the entire system of his relations. One of its paradoxes is as follows: being social in its meaning, content and form, it is at the same time carried out purely individually, and its products are the products of individual assimilation. In the process of educational activity, the child masters the knowledge and skills developed by mankind.
The second feature of this activity is the child's acquisition of the ability to subordinate his work in various classes to a mass of rules binding on all as a socially developed system. Obedience to rules forms in the child the ability to regulate his behavior and thus higher forms of arbitrary control of it.
When a child enters school, his whole way of life, his social position, position in the team, and family change dramatically. From now on, his main activity is teaching, the most important social duty is the duty to learn, to acquire knowledge. And teaching is a serious work that requires a certain organization, discipline, and considerable volitional efforts on the part of the child. More and more often you have to do what you need, and not what you want. The student is included in a new team for him, in which he will live, study, develop and grow up.
From the first days of schooling, the main contradiction arises, which is driving force development in early childhood. This is a contradiction between the ever-growing demands that educational work and the team make on the personality of the child, on his attention, memory, thinking, and the current level of mental development, the development of personality traits. Demands are constantly growing, and the current level of mental development is continuously drawn up to their level.
Learning activity has the following structure: 1) learning tasks, 2) learning activities, 3) control action, 4) evaluation action. This activity is associated primarily with the assimilation of theoretical knowledge by younger students, i.e. those in which the main relations of the studied subject are revealed. When solving educational problems, children master the general ways of orientation in such relationships. Educational activities are aimed at the assimilation of these methods by children.
important place in overall structure learning activity is also occupied by control and evaluation actions, which allow students to carefully monitor the correct implementation of the learning actions just indicated, and then identify and evaluate the success of solving the entire learning task.
Learning activity is a special form of student activity aimed at changing himself as a subject of learning. This is an unusually difficult activity, which will be given a lot of time and effort - 10 or 11 years of a child's life. Educational activity is the leading one at school age because, firstly, through it the main relations of the child with society are carried out; secondly, they form both the basic personality traits of a school-age child and individual mental processes. An explanation of the basic neoplasms that arise at school age is impossible without an analysis of the process of formation of educational activity and its level. The study of the patterns of formation of educational activity is the central problem of developmental psychology - the psychology of school age. Assimilation is the main content of educational activity and is determined by the structure and level of development of educational activity in which it is included.
The basic unit of learning activity is the learning task. The main difference between a learning task and any other tasks is that its goal and result is to change the acting subject itself, i.e. in mastering certain modes of action, and not in changing the objects with which the subject acts. The learning task consists of the main interrelated structural elements: learning goals and learning activities. The latter include both learning activities in the narrow sense of the word, and actions to control the actions performed and evaluate them.
The learning task is a clear idea of what is to be mastered, what is to be mastered. Learning activities are methods of learning work. Some of them are of a general nature and are used in the study of various academic subjects, while others are subject-specific. Actions of control (indication of the correctness of execution) and self-control (actions of comparison, correlation of one's own actions with the model). The activities of assessment and self-assessment are associated with determining whether the result has been achieved, how successfully the learning task has been completed. Self-assessment as an integral part of the activity of teaching is necessary for the formation of reflection.
In the formed learning activity, all these elements are in certain relationships. By the time the child enters school, the formation of learning activities is just beginning. The process and effectiveness of the formation of educational activity depend on the content of the material being assimilated, the specific teaching methodology and the forms of organization of schoolchildren's educational work.
Due to the spontaneity of the process, educational activity is often not formed until the transition to the middle classes of the school. The lack of formation of educational activity leads to a drop in academic performance that is sometimes observed during the transition to the middle classes of the school. The formation of learning activities should be included in the system of tasks carried out in the process of learning in the primary grades of the school. The central task of the elementary school is the formation of the “ability to learn”. Only the formation of all components of educational activity and its independent implementation can be a guarantee that the teaching will fulfill its function as a leading activity.
In the 60-80s. 20th century under the general supervision of D.B. Elkonin and V.V. Davydov developed the concept of developmental education for schoolchildren, an alternative to the traditional illustrative and explanatory approach. In the system of developmental education, the main goal is the development of the student as a subject of learning, able and willing to learn. To achieve it, the need for a radical change in the content of education is postulated, the basis of which should be a system of scientific concepts. And this, in turn, entails a change in teaching methods: the learning task is formulated as a search and research task, the type of student's learning activity, the nature of the interaction between the teacher and the student and the relationship between students change. Developing education places high demands on the level vocational training teachers.
The subject of integral educational activity owns the following actions: spontaneous formulation of an educational problem, in particular by transforming a specific practical task into a theoretical one; problematization and redesign of the general way of solving the problem where it loses its "permissive power" (and not just the rejection of the old and the subsequent choice of a new way of solving, which is already set through a ready-made model); various types of initiative acts in educational cooperation, etc. All these actions give educational activity a self-directed character, and the subject of educational activity acquires such attributive characteristics as independence, initiative, consciousness, etc.
Features of the construction of the educational process have a significant impact on the formation of student teams and the development of the personality of students. The classes of developmental education are generally more cohesive, to a much lesser extent divided into isolated groups. In them, the orientation of interpersonal relations towards joint educational activities is more clearly manifested. The type of formation of educational activity has a noticeable influence on the individual psychological characteristics of the personality of younger students. In developing classes, a much larger number of students showed personal reflection and emotional stability.
The end of primary school age under the conditions of the traditional education system is marked by a deep motivational crisis, when the motivation associated with taking a new social position is exhausted, and the meaningful motives for learning are often absent and not formed. Symptoms of the crisis, according to I.V. Shapovalenko: a negative attitude towards the school as a whole and to the obligation to attend it, unwillingness to study tasks, conflicts with teachers.
In early school age, a child experiences many positive changes and transformations. This is a sensitive period for the formation of a cognitive attitude to the world, learning skills, organization and self-regulation. In the process of schooling, all spheres of a child's development are qualitatively changed and restructured.
Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at a given age. age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.
The central neoplasms of primary school age are:
a qualitatively new level of development of arbitrary regulation of behavior and activity;
reflection, analysis, internal action plan;
development of a new cognitive attitude to reality;
peer group orientation. The profound changes taking place in the psychological make-up of the younger schoolchild testify to the broad possibilities for the development of the child at this age stage. During this period, at a qualitatively new level, the potential for the development of the child as an active subject, learning the world and himself, acquiring his own experience of acting in this world.
Primary school age is sensitive for the formation of learning motives, the development of sustainable cognitive needs and interests; development of productive methods and skills of educational work, the ability to learn; disclosure of individual characteristics and abilities; development of skills of self-control, self-organization and self-regulation; the formation of adequate self-esteem, the development of criticality in relation to oneself and others; assimilation of social norms, moral development; developing communication skills with peers, establishing strong friendly contacts.
2. Mental development in primary school age
2.1 Development of mental functions in primary school age
The most important new formations arise in all spheres of mental development: the intellect, personality, social relations are transformed. Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed. School education is structured in such a way that verbal-logical thinking is predominantly developed. If in the first two years of schooling children work a lot with visual samples, then in the next classes the volume of this kind of work is reduced. Figurative thinking is becoming less and less necessary in educational activities. At the end of primary school age (and later), individual differences appear: among children, psychologists distinguish groups of “theorists” or “thinkers” who easily solve learning problems verbally, “practitioners” who need reliance on visualization and practical actions, and “ artists" with bright figurative thinking. Most children show a relative balance between different types thinking. An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships.
At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child “sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6 or the letters d and b). Although he can purposefully examine objects and drawings, he is distinguished, as well as at preschool age, 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 him to observe. If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This can be easily seen when children describe the picture. Stages: 2-5 years - the stage of listing objects in the picture; 6-9 years old - description of the picture; after 9 years - interpretation (logical explanation).
Memory in primary school age develops under the influence of learning in two directions - strengthening the role and specific gravity verbal-logical, semantic memorization (compared to visual-figurative), and the child masters the ability to consciously control his memory and regulate its manifestations (memorization, reproduction, recall).
Children involuntarily memorize educational material that arouses their interest, presented in game form associated with bright visual aids, 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. Younger schoolchildren, like preschoolers, have a good mechanical memory. Many of them mechanically memorize educational texts throughout their education in elementary school, which leads to significant difficulties in the middle classes, when the material becomes more complex and larger in volume. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, i.e. rational methods of memorization (dividing the text into parts, drawing up a plan, methods of rational memorization, etc.).
At the early school age, attention develops. Without sufficient formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes. The volume of attention increases 2 times, its stability, switching and distribution increase. According to V.A. Krutetsky, educational activity in primary school stimulates, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perception. Possibilities of volitional regulation of attention, management of it at primary school age are limited. In addition, the voluntary attention of a younger student requires a short, in other words, close, motivation.
Significantly better in primary school age developed involuntary attention. The beginning of schooling stimulates its further development. An age-related feature of attention is also its relatively low stability (this mainly characterizes students in grades 1 and 2). The instability of the attention of younger schoolchildren is a consequence of the age-related weakness of the inhibitory process. First-graders, and sometimes second-graders, do not know how to concentrate on work for a long time, their attention is easily distracted.
The child begins to study at school, having concrete thinking. Under the influence of learning, there is a gradual transition from cognition of the external side of phenomena to cognition of their essence, reflection in thinking of essential properties and signs, which will make it possible to make the first generalizations, the first conclusions, draw the first analogies, build elementary conclusions. On this basis, the child gradually begins to form concepts called by L.S. Vygotsky scientific (in contrast to everyday concepts that develop in a child on the basis of his experience outside of purposeful learning).
E.I. Turevskaya identifies risk groups in primary school age associated with the level of development of mental functions.
Children with attention deficit disorder (hyperactive): excessive activity, fussiness, inability to concentrate. It is more common in boys than in girls. Hyperactivity is a whole complex of disorders.
Left-handed child (10% of people). Decreased ability of hand-eye coordination. Children draw images poorly, have poor handwriting, and cannot keep a line. Distortion of form, specular writing. Skipping and rearranging letters when writing. Errors in the definition of "right" and "left". Special strategy of information processing. Emotional instability, resentment, anxiety, reduced performance.
Violations of the emotional-volitional sphere. These are aggressive children, emotionally disinhibited, shy, anxious, vulnerable. Reasons: features of family education, type of temperament, teacher's attitude.
Primary school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory.
According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child's conscious activity, becomes the dominant function. In the course of systematic training aimed at the assimilation of scientific knowledge, verbal-logical, conceptual thinking develops, which leads to the restructuring of all other cognitive processes. Assimilation in the course of educational activity of the foundations of theoretical consciousness and thinking leads to the emergence and development of such new qualitative formations as reflection, analysis, and an internal plan of action.
During this period, the ability to voluntarily regulate behavior changes qualitatively. The “loss of childish spontaneity” (L.S. Vygotsky) that occurs at this age characterizes a new level of development of the motivational-need sphere, which allows the child to act not directly, but be guided by conscious goals, socially developed norms, rules and ways of behavior.
2.2 Personal development in middle childhood
The foundation is laid in early childhood moral behavior, there is an assimilation of moral norms and rules of behavior, the social orientation of the individual begins to form.
Z. Freud called middle childhood the latent stage. He believed that for most children, the age of 6 to 12 is the time when their jealousy and envy (as well as sexual impulses) recede into the background. Therefore, most children can redirect their emotional energy to peer relationships, creativity, and fulfilling culturally prescribed responsibilities in school or society.
However, Erickson focused on the psychosocial factors of personality development. Erickson came to believe that the central event of middle childhood is psychosocial conflict - industriousness versus feelings of inferiority. In middle childhood, thanks to school and other forms of education, a significant part of the time and energy of children is directed to acquiring new knowledge and skills.
The second theoretical perspective - the cognitive theory of development - is increasingly used to explain the development of personality and social development. For example, Jean Piaget and Lawrence Kohlberg great attention devoted to the development of children's ideas about their personality and morality.
Finally, social learning theory has made a major contribution to understanding how specific behaviors are learned in families and peer groups. During middle childhood, peers increasingly act as models of behavior, accepting or condemning this or that behavior, which has a strong influence on personality development.
None of the three theories mentioned can adequately explain all the lines of a child's social development in middle childhood, but together they help to see a more complete picture. The self-concept helps to understand the development of a child during middle childhood, as it permeates his personality and social behavior. Children form increasingly stable self-images, and their self-concept also becomes more realistic. As children get older, they gain a broader view of the physical, intellectual, and personality characteristics of themselves and others. The child constantly compares himself with his peers. Susan Harter put it aptly, pointing out that the emergence of children's self-concept creates a "filter" through which they evaluate their own behavior and the behavior of others. During the years of education in elementary school, children continue to develop and develop gender stereotypes and at the same time come to greater flexibility in interactions with other people.
With the advent of self-esteem (self-esteem) some evaluation component is introduced. Self-esteem is built into early childhood, it is influenced both by the child's experiences of successes and failures, and by his relationship with his parents.
Entering school significantly expands the circle of social contacts of the child, which inevitably affects his "I-concept". The school promotes the independence of the child, his emancipation from his parents, provides him with ample opportunities to explore the world around him - both physical and social. Here he immediately becomes an object of evaluation in terms of intellectual, social and physical capabilities. As a result, the school inevitably becomes a source of impressions, on the basis of which the rapid development of the child's self-esteem begins. As a result, the child is faced with the need to adopt the spirit of this evaluative approach, which will henceforth permeate his entire school life. If in learning situations a student receives a predominantly negative experience, then it is quite possible that he will form not only a negative idea of himself as a student, but also a negative general self-esteem, which dooms him to failure.
Modern scientific data allow us to assert that the relationship between the academic performance of schoolchildren and their ideas about their learning abilities is in the nature of mutual influence. Academic success contributes to the growth of self-esteem, and self-esteem, in turn, affects the level of academic success through the mechanisms of expectations, claims, standards, motivation and self-confidence. However, many children who do not excel academically manage to develop high self-esteem nonetheless. If they belong to a culture where education is not given much importance or where it is simply absent, their self-esteem may not be related to academic achievement at all.
Some researchers point out that at the age of nine, children's self-esteem drops sharply, which indicates the presence of stressful factors for the child in school life and that the school organization as a whole is in no way focused on creating a favorable emotional atmosphere for students.
The central place in the course of socialization in middle childhood belongs to social cognition: thoughts, knowledge and ideas about the world of one's social interactions with others. Throughout middle childhood and adolescence, social cognition becomes an increasingly important determinant of children's behavior. They begin to look closely at the world of people and gradually comprehend the principles and rules by which it exists. Children try to make sense of their experience as an organized whole. Understanding the world of preschoolers is limited by their egocentrism. In middle childhood, they gradually develop a less egocentric attitude, which allows them to take into account the thoughts and feelings of other people.
The first component of social cognition is social inference - guesses and assumptions about what the other person feels, thinks or intends to do. By the age of 10, children are able to imagine the content and train of thought of another person, at the same time assuming that this other person is doing the same with their own thoughts. The process of developing accurate social inferences continues well into late adolescence.
The second component of social cognition is the child's understanding of social responsibility. Children gradually build up knowledge about the existence of such obligations imposed by friendship as honesty and loyalty, respect for authority, as well as concepts such as legality and justice, while deepening and expanding their understanding.
The third aspect of social cognition is the understanding of social precepts such as customs and conventions. As children get older, most of them learn to distinguish between good and bad, kindness from cruelty, generosity from selfishness. A mature moral consciousness is more than just the rote memorization of social rules and conventions. It involves making independent decisions about what is right and what is wrong.
According to Piaget, a sense of morality arises in children as a result of the interaction of their developing cognitive structures and gradually expanding social experience. The moral development of children goes through two stages. At the stage of moral realism (beginning of middle childhood) children believe that it is necessary to follow all the rules, following each of their letters. Toward the end of middle childhood, children enter the stage of moral relativism. . Now they realize that the rules are an agreed product different people and, as the need arises, may change.
Piaget's theory of two stages of moral development was supplemented and expanded by Kohlberg, who identified six stages (Appendix B). Kohlberg identified three main levels of moral judgment: preconventional, conventional, and postconventional. Kohlberg's theory has been supported by a number of studies showing that men, at least in Western countries, usually go through these stages in this way.
During the period of education in primary school, the nature of the relationship between children and parents changes. At primary school age, children's behavior requires more subtle guidance, but parental control continues to be important. Modern research points to the single most important goal of parents - to encourage the development of self-regulatory behavior in their children. , in fact, their ability to control, direct their actions and meet the demands placed on them by their families and society. Discipline based on parental authority is more effective than others in developing self-regulation in children. When parents resort to verbal arguments and suggestions, the child tends to negotiate with them. Parents are more likely to succeed in developing self-regulatory behavior in their children if they gradually increase the degree of their participation in family decision-making. In a series of studies on parental dialogue and parenting methods, E. Maccoby concluded that children are best adapted when parents demonstrate what she called co-regulation in their behavior. . Such parents encourage their children to cooperate and share responsibility with them. Parents are already trying to discuss various problems with their children more often and have conversations with them. They are aware that they are creating a structure for responsible decision-making.
During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually lost, peers begin to acquire more and more importance for the child, and the role of the children's community increases.
Relationships with peers during middle childhood become increasingly important and have almost the main impact on the social and personal development of children. The ability to draw conclusions about the thoughts, expectations, feelings, and intentions of others is central to understanding what it means to be a friend. Children who can see things through the eyes of others have a better ability to form strong close relationships with people.
Children's understanding of friendships goes through a number of separate stages during middle childhood, although researchers have different points perspective on the foundations of these stages. Robert Selman studied the friendships of children between the ages of 7 and 12. Based on the children's answers to these questions, Selman described four stages of friendship (Appendix B). In the first stage (ages 6 and under), a friend is simply a playmate, someone who lives nearby, goes to the same school, or has interesting toys. In the second stage (from 7 to 9 years), the realization begins to appear that the other person also experiences some feelings. At the third stage (9-12 years old), the idea appears that friends are people who help each other, and the concept of trust also arises. In the fourth stage, occasionally observed in the 11-12-year-old children studied by Selman, a perfect ability to see the relationship from the perspective of another person was manifested.
Selman argued that a key factor in change in the development of children's friendships is the ability to accept the position of another person. However, the friendships that unfold in the real world are far more subtle and fluid than Selman's model would allow. They may at one point in time involve reciprocity, trust, and reversibility, and at another, competition and conflict.
Both children and adults benefit from close, trusting relationships with each other. Through friendship, children learn social concepts learn social skills and develop self-esteem. The nature of friendship changes throughout childhood. The egocentric nature of friendship at the first stage of its development according to Selman, characteristic of preschoolers and students of grades 1-2, changes during middle childhood, when children begin to establish closer relationships and they have true friends. At the end of childhood and adolescence, group friendships become most common.
Finally, while research shows that virtually all children are in at least one-way friendship relationships, many of them lack reciprocal friendships characterized by mutual exchange and mutual assistance.
peer group is more than just a collection of children. It is a relatively stable entity that maintains its unity, whose members regularly interact with each other and share common values. Peer groups remain important to the child throughout middle childhood, but between the ages of 6 and 12 there are significant changes in both their organization and meaning. The peer group becomes significantly more important to its members when they reach the age of 11-12. Conformity to group norms becomes of exceptional importance for the child, and group influence now becomes much more difficult to overcome. In addition, and group structure made more formal. Gender division becomes very important. Circumstances constantly bring children together - at school, at summer camp, at the place of residence. Under these conditions, groups form quickly. From the moment of acquaintance in the group, the process of role differentiation begins, as well as common values and interests appear. Mutual expectations and the influence of its members on each other are growing, group traditions are taking shape.
With the beginning of entering school, younger students are undergoing a process of intensive formation of those personality traits that ensure the process of communication. The complexity of it in the school period increases, and this is due to the increase in the variety of social situations and groups in which the student finds himself, with qualitative changes in the very forms and methods of communication. The ever-increasing diversity of the main determinants of mental development leads to uneven and heterochronic development of the subjective and personal properties of a person, to their complex and even contradictory relationships with each other.
Primary school age is a qualitatively new stage in the mental development of a person. At this time, mental development is carried out mainly in the process of educational activity and, therefore, is determined by the degree of involvement of the student himself in it. This is the stage of intensive social development of the psyche, its main substructures, expressed both in the process of socialization of individual formations, and in new formations in the personal sphere and in the formation of the subject of activity. Mental development in school conditions is carried out in the process of socially significant, complexly organized, multi-stage and multi-subject activity and, thus, acquires a socially pronounced character.
Conclusion
Junior school age is the beginning of school life. Entering it, the child acquires the internal position of the student, educational motivation. Educational activity becomes the leading one for him. During this period, the child develops theoretical thinking; he receives new knowledge, skills, skills - creates the necessary basis for all his subsequent training. But the significance of educational activity is not exhausted by this: the development of the personality of a junior schoolchild directly depends on its effectiveness. School performance is an important criterion for evaluating a child as a person by adults and peers. The status of an excellent student or underachiever is reflected in the child's self-esteem. Successful work, awareness of one's abilities and skills to perform various tasks qualitatively lead to the formation of a sense of competence - a new aspect of self-awareness, which, along with theoretical reflective thinking, can be considered 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.
At this age, self-knowledge and personal reflection develop as the ability to independently set the boundaries of one's capabilities, an internal plan of action, arbitrariness, self-control. Norms of behavior turn into internal requirements for oneself. Higher feelings develop: aesthetic, moral, ethical (sense of camaraderie, sympathy, experience of injustice). Nevertheless, the instability of the moral character, the inconstancy of experiences and relationships are quite typical for the younger schoolchild.
According to L.M. Obukhova, the main psychological neoplasms of primary school age are:
cognitive motivation and purposefulness of educational activity;
fundamentals of theoretical thinking;
arbitrariness of educational and cognitive actions and mental functions (mental operations, memory, attention, imagination, perception, speech);
inner plane of consciousness and mental activity.
Due to conscious discipline, strict requirements for joint actions, the emotions of children change. The causes, conditions and consequences of emerging emotions are comprehended. Restraint and awareness in the manifestation of emotions is growing, the stability of emotional states is increasing. The ability to control mood and even mask it is formed.
The child has a sense of satisfaction, curiosity, admiration in the course of educational activities. It is also possible the manifestation of negative, angry reactions, the cause of which is most often the discrepancy between the level of claims and the possibilities of its satisfaction.
The school develops a fairly stable status of the student. When moving from primary school in the middle, unresolved, unresolved in time, learning difficulties caused by an insufficient level of knowledge, skills, and an undeveloped ability to learn are exacerbated. The child faces new tasks, problems that he is forced to solve (testing himself and comparing with others, adapting to new learning conditions, etc.).
The main psychological content of the preadolescent crisis is, according to K.N. Polivanova, reflexive “turn on oneself”. The reflexive attitude to the measure of one's own capabilities in educational activity, formed in the previous stable period, is transferred to the sphere of self-consciousness.
During the restructuring of the entire social situation of the development of the child, a “orientation to oneself”, to one’s qualities and skills, arises as the main condition for solving various kinds of problems. The behavior of children not only loses its direct character, many aspects of personal development begin to be determined by communication with peers.
Primary school age is a period of positive changes and transformations. Therefore, the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not acquire the ability to learn, does not learn to make friends, does not gain confidence in himself, his abilities and capabilities, it will be much more difficult to do this in the future (outside the sensitive period) and will require immeasurably higher mental and physical costs.
school junior personality psychological
List of sources
1.Vygotsky, L.S. Sobr. op. in 6 volumes. T. 2 [Text] / L.S. Vygotsky. - M., 1982. - 367 p.
2.Dubrovina, I.V. etc. Psychology [Text]: Textbook for students. avg. ped. textbook institutions / I.V. Dubrovina, E.E. Danilova, A.M. parishioners; Ed. I.V. Dubrovina. - M.: Publishing Center "Academy", 1999. - 464 p.
.Craig G., Bockum D. Developmental Psychology [Text] / G. Craig, D. Bockum. - 9th ed. - St. Petersburg: Peter, 2005. - 940 p.: ill. - (Series "Masters of Psychology").
.Obukhov, L.F. Child (age) psychology [Text]: Textbook / L.M. Obukhov. - M., Rospedagenstvo, 1996. - 374 p.
.Polivanova, K.N. Psychology of age-related crises [Text] / K.N. Polivanova. - M., Publishing Center "Academy", 2000. - 184 p. - ISBN 5-22465-325-1
6.Rean, A.A. Human psychology from birth to death [Text] / Ed. A.A. REANA. - St. Petersburg: prime-EVROZNAK, 2002. - 656 p. - (Series "Psychological Encyclopedia").
.Stolyarenko, L.D. Fundamentals of psychology [Text]. Third edition, revised and enlarged. Series "Textbooks, Teaching Aids" / L.D. Stolyarenko. - Rostov-on-Don, "Phoenix", 1999. - 672 p.
8.Turevskaya, E.I. Developmental psychology [Text] / Turevskaya E.I. - Tula, 2002. - 165 p.
9.Feldstein, D.I. Reader on developmental psychology [Text]: Tutorial for students: Comp. L.M. Semenyuk. Ed. DI. Feldstein. - Edition 2, supplemented. - M.: Institute of Practical Psychology, 1996. - 364 p.
10.Specificity and conditions of development of children in preschool and primary school age. Unit 2 [Text]. - Moscow, Modern Humanitarian Academy, 2006. - 66 p.
11.Shapovalenko, I.V. Developmental psychology (Developmental psychology and developmental psychology) [Text] / I.V. Shapovalenko. - M.: Gardariki, 2005. - 349 p.
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on the topic: "Age features of primary school age"
1. Mental characteristics of children of primary school age
2. Development of interpersonal relationships of primary school age in a peer group
3. Imagination and creativity of younger students
1. Mental features dechildren of primary school age
Primary school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - admission to school.
A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. The new social situation of development introduces the child into a strictly normalized world of relations and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of skills in educational activities, as well as for mental development. Thus, the new social situation of schooling toughens the child's living conditions and acts as a stressful one for him. Every child who enters school has increased mental tension. This affects not only the physical health, but also the behavior of the child.
Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. The school standardizes the conditions of a child's life. The child will have to overcome the trials that have piled on him. In most cases, the child adapts himself to standard conditions. Education becomes the leading activity. In addition to mastering special mental actions and actions serving writing, reading, drawing, labor, etc., the child, under the guidance of a teacher, begins to master the content of the main forms of human consciousness (science, art, morality, etc.) and learns to act in accordance with traditions and new people's social expectations.
According to the theory of L.S. Vygotsky, school age, like all ages, opens with a critical, or turning point, period, which was described in the literature earlier than others as a crisis of seven years. It has long been noted that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy.
Recently, a number of studies devoted to this age have appeared. The results of the study can be schematically expressed as follows: a 7-year-old child is distinguished, first of all, by the loss of childish spontaneity. The immediate cause of childish immediacy is the lack of differentiation between inner and outer life. The child's experiences, desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in the preschooler. The most significant feature of the crisis of seven years is usually called the beginning of differentiation of the inner and outer sides of the child's personality.
The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child. This does not mean that the crisis of seven years leads from a direct, naive, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.
At the age of 7, we are dealing with the beginning of the emergence of such a structure of experience, when the child begins to understand what it means "I rejoice", "I am upset", "I am angry", "I am kind", "I am evil", i.e. . he has a meaningful orientation in his own experiences. Just as a three-year-old child discovers his relationship with other people, so a seven-year-old discovers the very fact of his experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.
Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences. As on a chessboard, when with each move completely new connections between the pieces arise, so here completely new connections between experiences arise when they acquire a certain meaning. Consequently, the whole character of the child's experiences is rebuilt by the age of 7, just as a chessboard is rebuilt when the child has learned to play chess.
By the time of the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failure at every turn: ordinary children play, an abnormal child tries to join them, but he is refused, he walks down the street and is laughed at. In a word, he loses at every step. In each individual case, he has a reaction to his own insufficiency, and in a minute you look - he is completely satisfied with himself. Thousands of individual failures, but no general feeling of little value, he does not generalize what has happened many times already. A child of school age has a generalization of feelings, i.e., if a situation has happened to him many times, he has an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory . For example, a child preschool age no real self-esteem, no self-love. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.
A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age. imagination creativity junior schoolboy
Such neoplasms as pride, self-esteem remain, but the symptoms of the crisis (manipulation, antics) are transient. In the crisis of seven years, due to the fact that differentiation of the internal and external arises, that for the first time a meaningful experience arises, an acute struggle of experiences also arises. A child who does not know whether to take bigger or sweeter candies is not in a state of internal struggle, although he hesitates. The internal struggle (contradictions of experiences and the choice of one's own experiences) becomes possible only now.
A characteristic feature of primary school age is emotional impressionability, responsiveness to everything bright, unusual, colorful. Monotonous, boring classes sharply reduce cognitive interest at this age and give rise to a negative attitude towards learning. Going to school makes a big difference in a child's life. A new period begins with new duties, with the systematic activity of teaching. The life position of the child has changed, which makes changes in the nature of his relations with others. The new circumstances of the life of a small schoolboy become the basis for such experiences that he did not have before.
Self-esteem, high or low, gives rise to a certain emotional well-being, causes self-confidence or disbelief in one's own strength, a feeling of anxiety, an experience of superiority over others, a state of sadness, sometimes envy. Self-esteem is not only high or low, but also adequate (corresponding to the true state of affairs) or inadequate. In the course of solving life problems (educational, everyday, gaming), under the influence of achievements and failures in the activities performed, the student may experience inadequate self-esteem - increased or decreased. It causes not only a certain emotional reaction, but often a long-term negatively colored emotional well-being.
Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in the pedagogical and social psychology the methodological foundations of the process of formation of younger schoolchildren as subjects of communication have not been developed. By this age, the basic block is structured psychological problems personality and there is a change in the mechanism of development of the subject of communication from imitative to reflexive.
An important prerequisite for the development of a younger student as a subject of communication is the appearance in him, along with business communication a new extra-situational-personal form of communication. According to M.I. Lisina, this form begins to develop from the age of 6. The subject of such communication is a person. The child asks the adult about his feelings and emotional states, and also tries to tell him about his relationships with peers, demanding an emotional response from an adult, empathy with his interpersonal problems.
2. Development of interpersonal relationships of primary school age in a peer group
The peer group also includes the peer group of primary school age.
A junior student is a person who actively masters communication skills. At this age there is an intensive establishment of friendly contacts. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the most important developmental tasks at this age stage.
With the arrival at school, there is a decrease in collective ties and relationships between children of primary school age compared with the preparatory group of the kindergarten. This is due to the novelty of the team and new educational activities for the child.
Acquiring the skills of social interaction with a group of peers and the ability to make friends is one of the most important tasks in the development of a child at this age stage.
The new social situation and new rules of behavior lead to the fact that in the first year of education the level of comfort of children increases, which is a natural consequence of joining a new group. Playing with peers important role in this age. It not only makes self-esteem more adequate and helps the socialization of children in new conditions, but also stimulates their learning.
The relationship of first-graders is largely determined by the teacher through the organization of the educational process. It contributes to the formation of statuses and interpersonal relationships in the classroom. Therefore, when conducting sociometric measurements, it can be found that among the preferred ones are often children who study well, who are praised and singled out by the teacher.
By grades II and III, the teacher's personality becomes less significant, but ties with classmates become closer and more differentiated.
Usually children begin to communicate on sympathy, commonality of any interests. The proximity of their place of residence and gender also plays a significant role.
A characteristic feature of the relationship between younger schoolchildren is that their friendship is based, as a rule, on the commonality of external life circumstances and random interests; for example, they sit at the same desk, live side by side, are interested in reading or drawing ... The consciousness of younger schoolchildren has not yet reached the level to choose friends according to any essential personality traits. But in general, children in grades III-IV are more deeply aware of certain qualities of personality and character. And already in III class if necessary, choose classmates for joint activities. About 75% of third-grade students motivate their choice by certain moral qualities of other children.
The materials of sociometric studies confirm that success in school is accepted by students as the main characteristic of personality. Answering questions, with whom do you want to sit at a desk and why? Who do you want to invite to your birthday and why him?
85% of students in grade I and 70% in grade II motivated their choice by the success or failure of their peers in school, and if the choice fell on an unsuccessful student, help was offered. Very often, in their assessments, the guys referred to the teacher.
It is at primary school age that the socio-psychological phenomenon of friendship appears as individual-selective deep interpersonal relations of children, characterized by mutual affection based on a feeling of sympathy and unconditional acceptance of the other. At this age, group friendships are most common. Friendship performs many functions, the main of which is the development of self-awareness and the formation of a sense of belonging, connection with a society of their own kind.
According to the degree of emotional involvement of the child's communication with peers, it can be comradely and friendly. Friendly communication - emotionally less deep communication of the child, is realized mainly in the classroom and mainly with the same sex. Friendly - both in the classroom and outside it, and also mostly with the same sex, only 8% of boys and 9% of girls with the opposite sex. The relationship between boys and girls in the lower grades is spontaneous.
The main indicators of humanistic relations between boys and girls are sympathy, camaraderie, friendship. With their development, there is a desire for communication. Personal friendship in elementary school is very rarely established in comparison with personal camaraderie and sympathy. The teacher plays an important role in these processes.
Typical inhumane relations between boys and girls are (according to Yu.S. Mitina):
The attitude of boys towards girls: swagger, pugnacity, rudeness, arrogance, refusal of any relationship ...
The attitude of girls towards boys: shyness, complaints about the behavior of boys ... or in some cases the opposite phenomena, for example, children's flirting.
Relationships between boys and girls need constant attention and adjustment, they should be intelligently managed, not relying on the fact that they will develop correctly on their own.
Thus, we can conclude that the interpersonal relationships of peers of primary school age depend on many factors, such as academic success, mutual sympathy, common interests, external life circumstances, gender characteristics. All these factors influence the choice of the child's relationship with peers and their significance.
Pupils treat their comrades differently: the student chooses some classmates, does not choose others, rejects others; relation to some is stable, to others is not stable.
There are three social circles for each student in each class. In the first circle of communication are those classmates who are the object of constant stable choices for the child. These are the students for whom he experiences steady sympathy, emotional attraction. Among them there are those who, in turn, sympathize with this student. Then they are united by a mutual connection. Some students may not even have a single comrade for whom he would feel stable sympathy, that is, this student does not have the first circle of desired communication in the class. The concept of the first circle of communication includes both a special case and a grouping. The grouping consists of students who are united by a mutual connection, that is, those who are in the first circle of communication with each other.
All classmates, to whom the student feels more or less sympathy, make up the second circle of his communication in the class. The psychological basis of the primary team becomes such a part of the general team, where the students mutually make arcs for each other the second circle of desired communication.
These circles are certainly not a frozen state. A classmate who used to be in the second round of communication for the student can enter the first one, and vice versa. These circles of communication also interact with the widest third circle of communication, which includes all students in this class. But schoolchildren are in personal relationships not only with classmates, but also with students from other classes.
In the primary grades, the child already has a desire to occupy a certain position in the system of personal relationships and in the structure of the team. Children often have a hard time with the discrepancy between the claims in this area and the actual state.
The system of personal relationships in the classroom develops in the child as he masters and school reality. The basis of this system is made up of direct emotional relationships that prevail over all others.
In the manifestation and development of children's need for communication, primary school students have significant individual characteristics. Two groups of children can be distinguished according to these characteristics. For some, communication with comrades is mainly limited to school. For others, communication with comrades already occupies a considerable place in life.
Primary school age is a period of positive changes and transformations that occur with the child's personality. That is why the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the position of the child in the structure of personal relationships with peers will also be more difficult to correct.
The position of the child in the system of personal relationships is also influenced by such a phenomenon as speech culture.
The speech culture of communication consists not only in the fact that the child pronounces correctly and correctly selects the words of politeness. A child with only these capabilities can cause peers to feel a condescending superiority over him, since his speech is not colored by his volitional potential, expressed in expression, self-confidence and self-esteem.
It is the means of effective communication assimilated and used by the child that will primarily determine the attitude of the people around him. Communication becomes a special school of social relations. The child still unconsciously discovers the existence of different styles of communication. It is in conditions of independent communication that the child discovers various styles of possible relationship building.
Thus, the development of relationships in the group is based on the need for communication, and this need changes with age. She is satisfied with different children differently. Each member of the group occupies a special position both in the system of personal and in the system of business relations, which are influenced by the success of the child, his personal preferences, his interests, speech culture, and at the end of grades III-IV and individual moral qualities.
3. Imagination and creativity of younger students
The first images of the child's imagination are associated with the processes of perception and his play activity. A one and a half year old child is still not interested in listening to stories (fairy tales) of adults, since he still lacks the experience that generates perception processes. At the same time, one can observe how, in the imagination of a playing child, a suitcase, for example, turns into a train, a silent doll, indifferent to everything that happens, into a crying little man offended by someone, a pillow into an affectionate friend. During the period of speech formation, the child uses his imagination even more actively in his games, because his life observations are sharply expanded. However, all this happens as if by itself, unintentionally.
Arbitrary forms of imagination "grow up" from 3 to 5 years. Imagination images can appear either as a reaction to an external stimulus (for example, at the request of others), or initiated by the child himself, while imaginary situations are often purposeful, with an ultimate goal and a pre-thought-out scenario.
The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice.
Individual features of the imagination are clearly manifested in the process of creativity. In this sphere of human activity, imagination about significance is placed on a par with thinking. It is important that for the development of imagination it is necessary to create conditions for a person under which freedom of action, independence, initiative, and looseness are manifested.
It has been proven that imagination is closely connected with other mental processes (memory, thinking, attention, perception) that serve learning activities. Thus, not paying enough attention to the development of imagination, primary teachers reduce the quality of education.
In general, primary schoolchildren usually do not have any problems associated with the development of children's imagination, so almost all children who play a lot and in a variety of ways in preschool childhood have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of training relate to the connection between imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that can be imagined and presented to the child, as well as to an adult, hard enough.
Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. Parents and teachers often turn to psychological counseling, alarmed by such manifestations of fantasy in children, which they regard as deceit. In such cases, the psychologist usually recommends that you analyze whether the child is pursuing any benefit with his story. If not (and most often it happens that way), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.
At primary school age, in addition, there is an active development of the recreative imagination.
In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).
The main trend that arises in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination. If a child of 3-4 years old is satisfied with two sticks laid crosswise for the image of an airplane, then at 7-8 years old he already needs an external resemblance to an airplane ("so that there are wings and a propeller"). A schoolboy at the age of 11-12 often designs a model himself and demands from it an even more complete resemblance to a real aircraft ("so that it would be just like a real one and would fly").
The question of the realism of children's imagination is connected with the question of the relation of the images that arise in children to reality. The realism of the child's imagination is manifested in all forms of activity available to him: in play, in visual activity, when listening to fairy tales, etc. In play, for example, a child's demands for credibility in a play situation increase with age.
Observations show that the child strives to depict well-known events truthfully, as happens in life. In many cases, the change in reality is caused by ignorance, the inability to coherently, consistently portray the events of life. The realism of the younger schoolchild's imagination is especially evident in the selection of game attributes. For a younger preschooler in the game, everything can be everything. Older preschoolers are already selecting material for the game according to the principles of external similarity.
The younger student also makes a strict selection of material suitable for play. This selection is carried out according to the principle of maximum closeness, from the point of view of the child, of this material to real objects, according to the principle of the possibility of performing real actions with it.
The obligatory and main protagonist of the game for schoolchildren in grades 1-2 is a doll. With it, you can perform any necessary "real" actions. She can be fed, dressed, she can express her feelings. It is even better to use a live kitten for this purpose, since you can already really feed it, put it to bed, etc.
The corrections to the situation and images made during the game by children of primary school age give the game and the images themselves imaginary features, bringing them closer and closer to reality.
A.G. Ruzskaya notes that children of primary school age are not deprived of fantasizing, which is at odds with reality, which is even more typical for schoolchildren (cases of children's lies, etc.). “Fantasying of this kind still plays a significant role and occupies a certain place in the life of a younger student. Nevertheless, it is no longer a simple continuation of the fantasizing of a preschooler who himself believes in his fantasy as in reality. A 9-10 year old student already understands the “conventionality "his fantasies, his inconsistency with reality."
Concrete knowledge and fascinating fantastic images built on their basis coexist peacefully in the mind of a junior schoolchild. With age, the role of fantasy, divorced from reality, weakens, and the realism of children's imagination increases. However, the realism of a child's imagination, in particular the imagination of a younger schoolchild, must be distinguished from its other feature, close, but fundamentally different.
The realism of the imagination involves the creation of images that do not contradict reality, but are not necessarily a direct reproduction of everything perceived in life.
The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes. The theme of the game is the reproduction of impressions that took place in the lives of children; the storyline of the game is a reproduction of what was seen, experienced, and necessarily in the same sequence in which it took place in life.
However, with age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.
According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, "cultural sense of the word, i.e. something like what is real, imaginary, in a child, of course, more than in an adult.However, not only the material from which the imagination builds is poorer in a child than in an adult, but also the nature of the combinations that are added to this material, their quality and the variety is considerably inferior to the combinations of an adult.Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.
V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.
In the process of educational activity of schoolchildren, which starts from living contemplation in the primary grades, a large role, as psychologists note, is played by the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive abilities of children.
At primary school age, for the first time, there is a division of play and labor, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.
The importance of imagination in primary school age is the highest and necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.
Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on goes out.
Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.
However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to activate cognitive activity schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.
Thus, one cannot but agree with the conclusions of psychologists and researchers that imagination is one of the most important mental processes and the level of its development, especially in children of primary school age, largely depends on the success of mastering the school curriculum.
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Just yesterday, a cheerful toddler was building Easter cakes in the sandbox and rolling cars on a string, and today notebooks and textbooks are already on his desktop, and a huge satchel is hanging behind his back.
The preschool child has turned into a young schoolboy. What are the primary school age, how to educate a student with and what should be paid special attention to when teaching a child with a hearing impairment - all this will be discussed in this article. We will try to cover the topic in as much detail as possible so that you do not have any questions.
Age features of children of primary school age
Age features of children of primary school age 7-9 years old with hearing impairment are in the slow and uneven development of objective activities. These children often do not cope with tasks in which it is necessary to use any additional object, they perform them directly, without the help of this tool. Help the child understand the essence, show by example.
Hard of hearing children are hardly given tasks that require analysis and generalization. It is difficult for them to recognize their own emotions and even more difficult for them to describe them. This leads to problems such as anxiety, isolation and aggressiveness.
By teaching emotional stability, you can help him in interpersonal relationships and adaptation in society.
Sneaky. Primary School Pedagogy
Both elementary school teachers and parents of first-graders will be interested in the works of Ivan Pavlovich Podlasov, in which he talks about the upbringing, formation and education of children.
Podlasy sees the age characteristics of children of primary school age in the socialization and adaptation of children to a new, adult, school life. This requires the connection of teachers and parents, their desire to share their experience with the children, to form a holistic personality capable of self-knowledge and self-improvement.
The development of a child depends on both internal (properties of the organism) and external (human environment) conditions. By creating a favorable external environment, one can help overcome internal instability. It is also necessary to take into account the age characteristics of children of primary school age.
Table briefly describing the theory of pedagogy of elementary school Podlasov:
| Pedagogy | The science of education, upbringing and training |
| Subject of Pedagogy | Development and formation of a holistic personality of a student |
| Functions of Pedagogy | Formation of tasks and goals of education |
| Tasks of Pedagogy | Generalization and systematization of knowledge about education and training |
| Basic concepts | Education - the transfer of experience to the younger generation, the formation of moral values Education is the process of interaction between students and teachers, aimed at the development of students Education is a system of ways of thinking, knowledge and skills that a student has mastered in the learning process Development - changing the qualitative and quantitative processes of the student Formation - the process of evolution of the child under the control of the teacher |
| Currents of pedagogy | Humanistic and authoritarian |
| Research methods | Empirical and theoretical |
The main thing should be noted - love your children, praise them for every victory, help them overcome difficulties, and then the cute kid will turn into an educated, well-mannered and happy adult.
Federal Agency for Education
State educational institution higher vocational education
"Nizhny Novgorod State University of Architecture and Civil Engineering"
Institute of Architecture and Urban Planning
Department of Physical Education
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 a culture of movements of children of primary school age ………………………………………
Conclusion…………………………………………………………...
Bibliography………………………………………………………...
Introduction
Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. Educational activity becomes the leading activity of this period. The junior school period occupies a special place in psychology also because this period of study at school is a qualitatively new stage in the psychological development of a person. The strengthening of the physical and psychological health of the child continues. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, as they have not formed skeletal system phalanges of fingers. The role of adults is to pay attention to these important aspects of development and help the child take care of his own health.
The purpose of the work: to consider the features of age-related, physical development in primary school age.
Object of study: age and physical development of primary school age.
Subject of study: to analyze the age, physical development and give special attention to physical culture at primary school age.
1. Consider age characteristics in primary school age.
2. Consider the physiological and psychological characteristics of primary school age.
3. Theoretically substantiate the effectiveness of influence gymnastic exercises on the formation of a culture of movements of a younger student.
Chapter 1. General characteristics.
1. 1. Age features.
The boundaries of primary school age, coinciding with the period of study in primary school, are currently being established from 6-7 to 9-10 years. Social situation of development: The internal position of the student as a person who improves himself. Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated. Features of educational communication: the role of the teacher, the role of a peer. Joint discussion of the educational problem. Psychological neoplasms:
- <<Умение учится>>
Conceptual thinking
Internal Action Plan
Reflection - intellectual and personal
A new level of arbitrariness of behavior
Self-control and self-esteem
Peer group orientation
Dependence of the level of achievement on the content and organization of educational activities.
At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure.
Certain moral ideals, patterns of behavior are laid in the mind of the child. The child begins to understand their value and necessity. But in order for the formation of the child's personality to be most productive, the attention and assessment of an adult is important. "The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life." "The social space of the child has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules."
It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including relationships with peers. Children find new group forms of activity, classes. At first, they try to behave as is customary in this group, obeying the laws and rules. Then the desire for leadership begins, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn the ability to make friends and find a common language with different children. "Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds established in the child during the first five years of his life."
Children strive to improve the skills of those activities that are accepted and valued in an attractive company, in order to stand out in its environment, to succeed.
The ability to empathize develops in the conditions of schooling because the child is involved in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities.
Thus, primary school age is the most important stage of school childhood.
The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of study: by the end of primary school age, the child should want to learn, be able to learn and believe in himself.
Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of knowledge and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the disclosure and realization of the capabilities 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 the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, which open up both great opportunities for proper physical education and practicing many sports, and concealing negative consequences (in the absence of normal conditions physical development). That is why the proportionality of the furniture behind which the younger student sits proper fit at the table and desk - these are the most important conditions for the normal physical development of the child, his posture, the conditions for all his further performance.
In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. If we take this circumstance into account, it becomes clear why a younger student often copes with written assignments with great difficulty. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Do not overload younger students, especially students in grades I-II, with written assignments. Children's desire to rewrite a graphically poorly done task most often does not improve the results: the child's hand quickly gets tired.
In a younger student, the heart muscle grows intensively and is well supplied with blood, so it is relatively hardy. Due to the large diameter of the carotid arteries, the brain receives enough blood, which is an important condition for its performance. The weight of the brain increases markedly after the age of seven. The frontal lobes of the brain, which play an important role in the formation of the highest and most complex functions of human mental activity, especially increase.
The relationship between the processes of excitation and inhibition changes.
Thus, at primary school age, in comparison with preschool age, there is a significant strengthening of the musculoskeletal system, cardiovascular activity becomes relatively stable, and the processes of nervous excitation and inhibition acquire greater balance. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only considerable mental stress, but also great physical endurance. Psychological restructuring associated with the admission of the child to school. Each period of the mental development of the child is characterized by the main, leading type of activity. So, for preschool childhood, the leading activity is play. Although children of this age, for example, in kindergartens, are already studying and even working within their capacity, nevertheless, role-playing in all its diversity serves as the true element that determines their entire appearance. In the game, a desire for public appreciation appears, imagination and the ability to use symbolism develop. All this serves as the main points characterizing the child's readiness for school. As soon as a seven-year-old child enters the classroom, he is already a schoolboy. From that time on, the game gradually loses its leading role in his life, although it continues to occupy an important place in it; teaching becomes the leading activity of the younger student, significantly changing the motives of his behavior, opening up new sources for the development of his cognitive and moral forces. The process of such restructuring has several stages. The stage of the child's initial entry into the new conditions of school life stands out especially clearly. Most children are psychologically prepared for this. They happily go to school, expecting to find something unusual here compared to home and kindergarten. This inner position of the child is important in two respects. First of all, the anticipation and desirability of the novelty of school life help the child quickly accept the teacher's requirements regarding the rules of behavior in the classroom, the norms of relations with comrades, and the daily routine. These requirements are perceived by the child as socially significant and inevitable. The situation known to experienced teachers is psychologically justified; from the first days of the child's stay in the classroom, it is necessary to clearly and unambiguously disclose to him the rules of the student's behavior in the 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 familiar to him before. The requirement of strict observance of new rules and norms is not excessive strictness to first-graders, but necessary condition organization of their lives, corresponding to their own attitudes of children prepared for school. With the precariousness and uncertainty of these requirements, children will not be able to feel the uniqueness of a new stage in their lives, which, in turn, can destroy their interest in school. The other side of the child's internal position is connected with his general positive attitude towards the process of assimilation of knowledge and skills. Even before school, he gets used to the idea of the need for learning in order to one day truly become what he wanted to be in the games (pilot, cook, driver). At the same time, the child does not naturally represent the specific composition of knowledge required in the future. He still lacks a utilitarian-pragmatic attitude towards them. He is drawn to knowledge in general, to knowledge as such, which has social significance and value. This is where curiosity, theoretical interest in the environment is manifested in the child. This interest, as the basic prerequisite for learning, is formed in the child by the entire structure of his preschool life, including extensive play activity.
At first, the student is not yet truly familiar with the content of specific subjects. He does not yet have cognitive interests in the educational material itself. They are formed only as they deepen in mathematics, grammar and other disciplines. And yet the child learns the relevant information from the first lessons. At the same time, his educational work is based on an interest in knowledge in general, a particular manifestation of which in this case mathematics or grammar. This interest is actively used by teachers in the first lessons. Thanks to him, information about such essentially abstract and abstract objects as the sequence of numbers, the order of letters, etc. becomes necessary and important for the child.
The child's intuitive acceptance of the value of knowledge itself must be supported and developed from the first steps of schooling, but already by demonstrating unexpected, tempting and interesting manifestations of the very subject of mathematics, grammar and other disciplines. This allows children to develop genuine cognitive interests as the basis of learning activities. Thus, the first stage of school life is characterized by the fact that the child obeys the new requirements of the teacher, regulating his behavior in the classroom and at home, and also begins to be interested in the content of the educational subjects themselves. The painless passage of this stage by the child indicates a good readiness for schoolwork.