Psychology of primary school age

Psychology of primary school age

The social situation of the development of a junior schoolboy. Characteristics of educational activity as the leading activity of primary school age. Structure of learning activities. The requirements of educational activity to the level of psychological development of the child. Cognitive development of children of primary school age. Development of perception. Features of development of attention, memory and speech of younger schoolchildren. Mental development. The main directions of the formation of children's intellect in junior school age. Stimulation of mental development of junior schoolchildren. Formation of the personality of the junior schoolboy. Self-assessment of junior schoolchildren. Features of the development of the will.Personal neoplasms of primary school age.

Leading activity is teaching. Schooling and teaching may not coincide. To become a leading activity, the teaching must be organized in a special way. It should be akin to a game: after all, a child plays because he wants, this activity for her own sake, just like that. The product of learning activity is the person himself.

The social situation of development. It is characterized by the following features:

·                    A teacher appears in the system of relations ("a foreign adult"), which is an indisputable authority;

·                    In this period the child first encounters the system of strict cultural requirements imposed by the teacher, entering into conflict with which the child comes into conflict with the "society" (and he can not receive emotional support as in the family);

·                    The child becomes an object of evaluation, while not the product of his labor is judged, but he himself;

·                    Mutual relations with peers pass from sphere of personal preferences in sphere partner;

·                    It overcomes the realism of thinking that allows you to see patterns, unrepresented at Plan perception;

Neoplasms

1.                  Formation of theoretical thinking;

2.                  Personal reflection;

3.                  Intellectual reflection.

4.                  Ability to plan.

Personal reflection. At school age, the number of factors that affect self-esteem is significantly widening. The children at the age of 9 to 12 years continue to form a desire to have everything their point of view. They also have judgments about their own social significance - self-esteem. It develops due to the development of self-awareness and feedback to those of those around whom they value their opinion. A high score usually happens in children in the event that parents treat them with interest, warmth and love.

However, by the age of 12-13 the child has a new idea of ​​himself, when self-esteem loses its dependence on success-failure situations, but acquires a stable character. Self-esteem now expresses an attitude in which the image of oneself refers to the ideal Self.

Junior school age - the completion of self-consciousness.

Reflection is intellectual. This refers to reflection in terms of thinking. The child begins to think about the reasons why he thinks so, and not otherwise. There is a mechanism for correcting one's thinking from logic, theoretical knowledge. Consequently, the child becomes able to subordinate the intent of the intellectual goal, is able to hold it for a long time.

In school years, the ability to store and retrieve information from memory is improved, metapamyat develops. Children not only remember better, but also are able to reflect on how they do it.

Mental development. 7 - 11 years - the third period of intellectual development for Piaget - the period of concrete thought operations. The child's thinking is limited by problems relating to specific real objects.

The egocentrism inherent in the preschooler's thinking gradually decreases, which is facilitated by joint games, but does not disappear completely. Specifically thinking children often make mistakes, predicting the result. As a consequence, children, once formulating a hypothesis, reject new facts rather than change their point of view.

In place of decentralization comes the ability to focus on several attributes at once, correlate them, take into account several measurements of the state of the object or event simultaneously.

The child also develops the ability to mentally track changes in the object. Reversible thinking arises.

Relations with adults. Behavior and development of children is influenced by the leadership style of adults: authoritarian, democratic or conniving (anarchistic). Children feel better and develop more successfully under democratic leadership.

Relations with peers. Since the age of six, children are increasingly spending time with their peers, almost always with the same sex.Compliance is increasing, reaching its peak by 12 years. Popular children usually adapt well, feel comfortable among peers and, as a rule, are able to cooperate.

A game. Children still devote much time to the game. It develops feelings of cooperation and rivalry, such concepts as justice and injustice, prejudice, equality, leadership, submission, loyalty, betrayal acquire personal meaning.

The game takes on a social coloration: children invent secret societies, clubs, secret cards, ciphers, passwords and special rituals. Roles and rules of children's society allow you to master the rules adopted in the society of adults. Games with friends between the ages of 6 and 11 take the most time.

Emotional development. From the moment the child went to school, his emotional development more than before depends on the experience that he gets outside the home.

The child's fears reflect the perception of the surrounding world, the scope of which is now expanding. Unexplained and fictitious fears of past years are replaced by others, more conscious: lessons, injections, natural phenomena, relationships between peers. Fear can take the form of anxiety or anxiety.

Educational activity. At the junior school age, learning activity becomes a leader. Naturally, it has a certain structure. Let us briefly consider the components of educational activity, in accordance with the ideas of D.B. Elkonin.

The first component - motivation. Educational activity is politically motivated - it is motivated and sent by different educational motives.Among them there are motives that are most adequate to the educational tasks; If they are formed by the student, his academic work becomes meaningful and effective. D.B. El'konin calls them learning and cognitive motives. They are based on the cognitive need and need for self-development. This is an interest in the content side of learning activity, what is being studied, and the interest in the process of activity-how, by what means results are achieved. The child should be motivated not only by the result, but also by the process of learning activity. It is also a motive for one's own growth, self-improvement, development of one's abilities.

The second component - learning task, i.e., A system of tasks, in which the child learns the most common modes of action. Children, solving many specific tasks, themselves spontaneously open for themselves a common way to solve them.

Teaching operation (third component) included in the mode of action. Operations and the educational task are considered the main link in the structure of educational activity. The operator content will be those specific actions that the child performs, solving particular problems - find the root, prefix, suffix and ending in the given words. Each training operation should be worked out.

The fourth component - control. Initially, the teaching work of children is supervised by the teacher. But gradually they begin to control it themselves, studying it partly spontaneously, partly under the guidance of the teacher. Without self-control, a full-fledged deployment of training activities is impossible.

The last stage of monitoring - evaluation. It can be considered the fifth component of the structure of educational activity. The child, controlling his work, must learn and adequately assess it. At the same time, it is also not enough to assess in general how well and accurately the task was performed; Need assessment of their actions - mastered the way to solve problems or not, which operations have not yet been worked out. The latter is especially difficult for younger schoolchildren. But the first task too is not easy at this age, as children come to school with a little overestimated self-esteem.

Development of mental functions. The dominant feature in the early school years becomes a way of thinking. Thanks to this, the thinking processes themselves are intensively developed and reconstructed, and on the other hand, the development of other mental functions depends on the intellect.

Ends outlined in the preschool transition from visual-figurative to the verbal and logical thinking. The child appears logically correct reasoning: reasoning, it uses the operation. However, these are not formal-logical operations, the junior schoolboy can not yet reason in hypothetical terms. Operations specific to this age, Piaget named concrete, because they can only be applied to a specific, visual material.

At the end of primary school age (and later) individual differences manifest themselves: among the children psychologists distinguish groups of "theoreticians" or "thinkers" who easily solve teaching problems in the verbal plan, "practitioners" who need reliance on visual presentation and practical actions, and " Artists "with vivid imaginative thinking. Most children have a relative balance between different types of thinking.

In the process of learning in primary school children formed scientific concepts. Having a very important influence on the formation of verbal-logical thinking, they, nevertheless, do not arise on "empty space". In order to learn them, children should have sufficiently developed everyday concepts - ideas acquired in preschool age and continuing spontaneously to appear on the basis of each child's own experience.The everyday concepts are the lower conceptual level, the scientific - the upper, the higher, characterized by awareness and arbitrariness.The scientific concept in the process of assimilation goes from generalization to concrete objects.

Mastery in learning scientific concepts system makes it possible to talk about the development in primary school children the basics of conceptual or theoretical thinking. Theoretical thinking allows the student to solve problems, being guided not by external, evident signs and connections of objects, but by internal, essential properties and relations.

The development of other mental functions depends on the development of thinking.

At the beginning of primary school age not sufficiently differentiated perception. Because of this, the child sometimes confuses letters and figures that are similar in spelling (for example, 9 and 6). Although he can purposefully consider objects and drawings, they are distinguished, as well as in the preschool age, by the brightest, "conspicuous" properties - mainly color, shape and magnitude. To disciple more finely analyze the quality of the objects, the teacher should hold a special work by teaching his observation.

If preschool children was characterized by analyzing the perception, by the end of primary school age, with appropriate training, there is a synthesizing perception.

Memory is developing in two directions - the arbitrariness and meaningfulness. Children involuntarily memorize educational material that evokes interest in them, presented in a game form, associated with bright visual aids or images-memories, etc. But, unlike preschool children, they are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year more and more as the training is built relying on an arbitrary memory.

Junior students, like preschool children, have good mechanical memory. Improving semantic memory at this age gives the opportunity to learn a fairly wide range of mnemonic techniques, ie, Rational ways of remembering. When a child comprehends the educational material, understands it, he simultaneously remembers it.

In the early school years growing attention. Without sufficient formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the students' attention to the teaching material, holds it for a long time, switches from one type of work to another.In comparison with preschool children, younger schoolchildren are much more attentive. They are already able to focus on the actions of uninteresting, but they still dominated by involuntary attention. Their attention is small in volume, small in stability - they can concentrate on one thing for 10-20 minutes. It is difficult to distribute attention and switch from one study task to another. In the educational activity, the child's voluntary attention develops.

Personal development. The junior high school student is included in socially significant educational activity, the results of which are highly or lowly estimated by close adults. From the school performance, the evaluation of the child as a good or bad student directly depends in this period the development of his personality.

Motivational sphere - the core of the personality. At the beginning of his school life, having an internal position of a schoolboy, he wants to learn. And to study well, perfectly. Among the various social motives for learning, perhaps the most important place is occupied by the motif of getting high grades. High marks for a small student - the source of other incentives, a pledge of his emotional well-being, a matter of pride.

Other broad social motives of the exercise are duty, responsibility, the need to get education ("to be literate", as the children say), etc. - are also recognized by students, give a certain meaning to their academic work. But they remain only "known". Abstract for him the notion of duty or the distant prospect of continuing education in the university directly induce him to study can not.

Wide social motives correspond to those value orientations that children take from adults, mainly they absorb in the family. No less striking differences were observed in the field of cognitive interests.

An important aspect of cognitive motivation is educational and cognitive motives, motives for self-improvement. If a child begins to rejoice in the learning process that he has learned something, understood, learned something, then he develops a motivation adequate to the structure of the learning activity.

Many students who are lagging behind in the teaching are intellectually passive.

Self-esteem, inflated at the beginning of training, drastically decreases.

Children with low and low self-esteem often experience a feeling of inferiority and even hopelessness. Reduces the severity of these experiences, compensatory motivation - the focus is not on learning activities, but on other activities. But even in cases when children compensate their low performance with successes in other areas, a "muffled" sense of inferiority, inferiority, acceptance of the position of the laggard lead to negative consequences.

The full development of the personality involves the formation of a sense of competence, which is E. Erickson said central neoplasm of age.Educational activity is the basic for the younger schoolboy, and if the child does not feel competent in it, his personal development is distorted.

For the development of children self-esteem and feelings of competence necessary to create a classroom atmosphere of psychological comfort and support.

Becoming a junior student self-esteem depends not only on its performance and features of dialogue of the teacher with the class. Of great importance is the style of family education, accepted the value of family.

School and family - the external factors of development of self-consciousness. Its formation depends on the development of a theoretical reflexive thinking of the child. By the end of primary school age there is a reflection, thus creating new opportunities to build self-esteem achievements and personal qualities. Self-esteem becomes generally more adequate and differentiated judgments about themselves - more reasonable. At the same time here there are wide individual differences. It should be stressed that children with high and low self-esteem change its level is extremely difficult.

A look at the crisis of psychology 7 years

The turning point in the life of every child is the crisis of a 7-year-olds. This period is characterized by certain symptoms, not always pleasant for the parents. Psychology has been studying the issue for many decades and has achieved some success. At this age, children receive an urgent need to act like adults, dress like a senior, to take decisions on their own. Development of such a demand is largely facilitated by the cultural environment in which children grow up. Even from an early age it is suggested that having gone to the first class, he will mature and will be quite an adult. That's why he wants to get a new social school student position for him.

Causes and symptoms of the crisis

Age crisis has played an important role in the formation of personality and as a result after it appear mental tumors, on which the development in the future. This applies to any of the age crises. One of the most important psychological neoplasms 7 years - is the need for social functioning. Age physiology also implies change (change of deciduous teeth, active growth, etc.).

Psychologists have found that the main cause of the crisis is the personal development of the child, as well as the emergence of self-knowledge.

The crisis has its manifestations:

1.                  Loss of spontaneity. Children begin to think about the meaning of each of its actions before you commit it. Childlike disappears.

2.                  Mannerisms . The child begins to try to seem strict and smart , have him appear Secrets fromparents . Copying behavior Of adults The first time It is a theater and ostentatious .

3.                  Bitter sweet. At age 7, the child tries to hide from adults when it is bad.

The beginning of the crisis and the steps

in the field of child psychology experts distinguish between primary school and pre-school age (3 to 7 years). L.S. Vygotsky believed that during this period the child begins to think about the meaning of work and the pleasure of it, or dissatisfaction. In other words, children have emotional and semantic orientation act foundations. In general, age periodization LS Vygtskogo has 6 periods of crisis, from birth to adulthood.

Psychological Crisis base

According to DB Elkonin, outstanding teachers, with the comprehension of behavior and the transition to a new age (from preschool to younger school age).

The crisis occurs in different ways depending on the age at which parents decide to send their children to school, if he goes to the junior school late (7,3-8 years), he will face the following phases:

1.                  Subcritical . The game moves on the second plan . Have children appears the desire to become an adult .

2.                  Critical. Yesterday preschooler ready for school, but experiences with the personal and emotional discomfort. Changing behavior, negative symptoms appear, aimed at the immediate environment (parents and teachers).

3.                  Post-critical . recovery Internal comfort and stabilization of the emotional state , the crisis passes .

Children who go to school early (up to 6.5 years), go through the following phases:

1.                  The objective prerequisites for learning in school is not formed, the child is not interested in learning. He does not want to do your homework, it is much more attracted to games and entertainment.

2.                  Schoolboy is not satisfied with his social position, which leads to discomfort and, as a consequence, negative symptoms.

3.                  In the case of overcoming contradictions in children stabilized personality-emotional state, and recovers comfort, or negative symptoms are worse and still going quite a long time.

Be careful if you do decide to send their kid to school early, remember that it may lead to delays in their studies. Children's psyche is not yet adapted to the changing nature of the activity. Backlog from classmates can last for many years.

According to psychologists

So, the crisis necessary conditions for the development of personality. He considered LS Profitable, there are two types of age: a stable and critical. The critical period for humans is a rapid development. This period is characterized by the lack of harmony between the child and his environment, in addition, at this time there is a disintegration of old and new ideas about the world and himself.

What changes in the psychology of the child

However, we meet with the opposite opinion of psychologists. Such scientists as LI Bozovic and DB Leontiev believed that the crisis is - a manifestation of parenting mistakes. This critical moment, primarily associated with the change of the main activity (transition from games to study), on the basis of which the new targets appear in life. According to DB Lenteva crisis is not a necessary step for the transition from one age to another, it is painful and acute period of development. Part of this behavior of children, he explains errors in the education of parents.

As you can see, even in the context of child psychology, there is no consensus regarding such a period in life, as a crisis. And the parent for himself must decide whether to fight him with a naughty child, or ride out the storm.

What challenges are waiting for their parents?

So, try to understand what the parents may encounter and how to overcome the crisis.

At 7 years old child's life come into a difficult period, the child is in first grade, his social environment is changing, its duties and daily habits. Parents think that their docile child becomes absolutely uncontrollable and begins to withdraw into himself and begins to wriggle build yourself a laughing stock.

in psychology experts say that in 7 years, children develop social "I", which leads to changes in behavior. But what does it mean?

There is a change of interests, that is, the game no longer interest him, is now its core business to become a study, evaluation and achievement. Preschooler becomes aware of itself as a separate independent individual with their feelings and experiences and tries to show them as much as possible, and where there are theatrical behavior and antics.

Parents may be faced with the fact that their son or daughter does not want to go to school. But what the reason is? impression of the adult conversations in children that the school waiting for him extremely difficult, as they are afraid of them. In addition, the majority of children thirst for learning and a desire to learn to read and write, partly satisfied even in kindergarten.

Development of the person at younger school age

In the early school years intensively developing self-awareness: the child begins to realize that she is an individual who is subject to social influences: it is obliged to learn and in the process of learning to change itself by assigning collective marks (language, numbers, etc.), the collective concept knowledge, ideas that exist in the society, the system of social expectations of behavior and values; water nochas child experiences his uniqueness, his self, seeks to establish itself among the adults and peers.

The educational activity at the student added representations of themselves, self-esteem, self-forming and self-regulation skills

The development of self-esteem, its adequacy, usvidomlyuvanist, generalization is largely dependent on how meaningful is the representation of the child about himself: self-esteem can be adequately stable, with high resistant or fragile, low volatile due to the fact that the presentation itself may be adequate and resilient inadequate and unstable characteristics may contain data other my humans (adults.

There is a correlation features self younger students and the level of formation of educational activity: in children with a high level of development of educational activity there is a relatively stable and adequately reflective and self-esteem; low level of formation of educational activity meets the lack of self-reflexivity, its high categorical and inadequate in the early school age m the transition from the concrete to the generic situational samootsenkui.

At this age, developing self-awareness and self-reflection as the ability to set their own limits of their capabilities Reflection manifests itself in the possibility to allocate features of their own actions and to do, and their object of analysis is very important that the child knows what he can and knows how to do, including the best ability do something better than anyone else is fundamentally important for younger students to develop in them a sense of skillfulness, competence, polnotsennostistі.

For the development of the will of the younger pupils the importance of accessibility goals of the optimal complexity task, whereas too light or challenges hamper the development of volitional qualities and the conditions in force devel itku willpower is such organization of activities in which the child sees his own progress toward goals and recognizes it as a a consequence of their own efforts in this age of strong-willed regulation shaping the way: cn ochatku this verbal instruction of the teacher, then, with the development of consciousness, volition called sobst ennymi mladentsevni needs.

By the end of primary school age are formed such strong-willed character qualities as independence, perseverance, endurance

At this age, is the assimilation of moral norms and rules of behavior: the child masters his own behavior more accurately and differentially understand norms of behavior at home, in public places, shows increased attention to the moral side of behavior tends to act a moral evaluation, standards of conduct are converted into internal requirements SEB.

However, for younger students is characterized by instability of moral character: consciously accepting the rules and teach them to others, he is alleged he affirms that really corresponds to the sample, and if n contradiction between the sample and their own behavior easily consoles himself with the fact that he did accidentally The notion of the formal nature of the rules and regulations prevents the normal formation of the moral sphere Therefore, the language of moral development of the child is the knowledge of morals and understanding of the value and necessity .

Important conditions of education of discipline of students, formation of moral qualities of the person - a clear statement of the rules and regulations, promote the implementation of, a response to the violation of discretion dlive discipline and affective relation to the rules of moral norms is developing the child through emotional-evaluative attitude to them an adult who authorizes certain povedeniyai type.

The main task of moral education in primary school age is the development of voluntary self-regulation of the level of moral behavior is important to the development of the moral side of the children's attitude to learning, the basis is, which develops trudolyubieo.

Significant place in the junior student life are feeling as the motives of development of emotional sphere in this period is characterized by intensification of moderation and mindfulness of emotions manifestations, improving wells emotional stability of junior high school students begin more discreetly to show their emotions, especially negative, due to situations resolution, which You may or may not show their feelings, that is, arbitrary behavior gradually beginning to affect the sphere of the senses, however, in general for children characterized by NKM ity and chutkostst.

Along with the increase of the arbitrariness of emotional process, in the early school age changes the content side of the emotions and feelings of the higher senses are being actively developed: intelligent (curiosity, surprise, I doubt, intellectual pleasure), moral (camaraderie, friendship, duty, compassion, indignation of the feeling of injustice etc.), esteticheskieі.

Significant influence on the formation of emotions younger students should be learning activity, the relationship with the teacher and the collective name of the class emotional attitude to the master is a kind of signal in the emotional sphere student, etc. It is especially important for the child function of the teacher as an arbiter: the emotional coloration resulting from teacher assessment , strengthens or weakens the motives of the doctrine, and the level of self-esteem changes Domagoj Anh junior student, so indifferent to learning and, above all, to teacher assessments in this vozra CTE can be considered a measure of deviations.

Thus, with the age of children's emotions become more generalized, arbitrary, socially regulated, complicated maintenance of the emotional sphere, changing its expressive side

At the end of primary school age there is a profound motivational crisis, when motivation is associated with the desire to take up a new social position, exhausted and meaningful motives for learning are often absent: in the period from 8 to 10 years old is 5 times reduced the number of children who want to study, because they interesting.

Symptomatology of the crisis: a negative attitude towards school in general, and the obligation of her visit; the reluctance to carry out educational tasks; This conflicts with teachers complicated by the fact that the school consists dos Sit pupil steady status, the status is poor tends to be maintained during the transition from primary to secondary school classes.

In 9-10 years, as there is a crisis of self-confidence, which is reflected in the rapid growth of negative self-assessments of students a decade compared to the balance with the positive and negative judgments about his 9 g s Critical self-assessment - is a manifestation of dialogic in the child's mind, the internal dialogue I - no, I, the phenomenon of objective attention to itself, which is in a temporary distraction from the outside th contents and its concentration on the most sobі.

The main psychological content peredpidlitkovoi crisis is reflective turn over - the emergence of "orientation of the \" on the personal qualities and abilities as a condition for the solution of various problems on the opinion of DI Feldstein, between 9 and 10 years begins a new level of social development, is fixed in position "I and society \ "when the child tries to go beyond the children's way of life, take a socially important, socially valuable space This is the nodal line when the child is aware of himself as the subject, feels the need to implement ebya as a subject, to join the social level preobrazovaniyago on rіvnі peretvorennya.

The main neoplasms younger schoolboy: focus on peer group formation personal reflection (the ability to set their own limits of their capabilities) forming the first conscious and generalized self-esteem; awareness and display of feelings restraint, forming higher senses; realization of volitional action, the formation of strong-willed.

Younger school age - emerging personality from 6-7 to 10-11 years, characterized by increased impressionability, suggestibility, arbitrary, internal plan of action, self-control and reflection.

Primary school age covers the period of life from 6 to 11 years and is determined by the most important factor in a child's life - his entering school.

In the center of the mental development of priority to the formation of the arbitrariness (planning, implementation of action programs and monitoring). It is going improvement of cognitive processes (perception, memory, attention), the formation of higher mental functions (speech, writing, reading, numeracy) that allows a child of primary school age are already producing more complex, compared with a preschooler, mental operations.

Under favorable conditions, education and an adequate level of intellectual development on this basis, there are prerequisites for the development of theoretical thinking and consciousness. At this age the child first begins to realize clearly the relationship between him and the others, to understand the motives of social behavior, moral evaluation, the importance of conflict situations, that is gradually entering into the conscious phase of identity formation.

Psychological characteristics of the younger schoolboy :

1 . Crisis 7 years e the period of the birth of the social "I" of the child. Features of the crisis: a reassessment of values, generalization of experience, the emergence of the internal life of a child, action-oriented semantic basis, the loss of childish.

2 . Social situation of development in the early school years. With the child enters school installed a new social situation of development. The center of social development situation becomes a teacher. The differentiation of SSR. Child - Adult → child - parent and child, teacher → P-P and P - the same age.

3 . Training activities - as the leading activity. Thus, in the primary school, age becomes a learning activity leading. Training activities - a special form of student activity, aimed at changing yourself as a subject of teaching. Each activity is characterized by its subject. The subject of training activities for the first time becomes a disciple himself, it changes in the course of its business or "self".

4. Neoplasms - is an intensive intellectual development, "memory becomes thinking, thinking and perception," are prerequisites to the development of a sense of adulthood.

Thus, the basic psychological structures of primary school age are:

1. arbitrary and awareness of mental processes and intellectualization, their internal mediation, which occurs due to the assimilation of systems of scientific concepts. All but intelligence.

Intelligence does not know himself.

2. Awareness of their own changes as a result of the development of training activities.

All of these achievements demonstrate the child's transition to the next age period, which completes childhood.

The structure of the educational activities of DB Elkonin :

- motivation theory - meaning a system that makes the child learn, learning activities gives sense.

- learning task, ie, Job system, under which the child masters the most common modes of action;

- training activities, those in which digested learning task, ie, all the actions that students do in the classroom (specific for each subject and overall);

- control the action - the actions that control the course of mastering the learning task;

- evaluating the action - the actions by which we measure the success of mastering learning task.

The development of mental functions in the early school years :

The dominant feature in the early school years to become - thinking.

Thinking becomes more generalized nature, pervonachano thinking - specifically, that children understand any phenomenon literally.

Ends, outlined in the preschool transition from visual-figurative to the verbal and logical thinking. Schooling is constructed in such a way that the verbal-logical thinking gets preferential development. If the first two years of teaching the children a lot of work with illustrative examples, the following classes, the volume of this type of training is reduced.

At the end of primary school age (and later), individual differences occur: psychologists distinguish among children:

- a group of "theoretical" or "thinkers" that are easy to solve educational problems in verbal terms;

- "practitioners" who need support and visibility to the action;

- "artists", with bright, imaginative thinking.

Most of the children there is a relative balance between the different types of thinking. An important condition for the formation of theoretical thinking - the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on the external, visual signs and communication facilities, and internal, essential properties and relationships.

At the beginning of primary school age not sufficiently differentiated perception . Because of this, the child sometimes confuses similar to writing letters and numbers. Although it can be considered purposeful objects and drawings, are allocated to them, as well as in the preschool years, the most striking "eye-catching" properties - mostly color, shape and size. To disciple more finely analyze the quality of the objects, the teacher should hold a special work by teaching his observation.

Memory - acquires a pronounced educational character, the child becomes aware of mnemonic task (remember), but memory has a spontaneous character. Emotions affect the long-term memorization.

Memory is developing in two directions - the arbitrariness and meaningfulness. Children unconsciously memorize the material, causing their interest, prepodnesonny playfully associated with bright visual aids. But, in contrast to the pre-school children, they are able to purposefully random memory material, they are not interested. Every year more and to a greater extent, learning is built relying on an arbitrary memory. Junior high school students, as well as preschool children, have good mechanical memory.

Many of them, throughout the primary school, educational mechanically memorize texts, which leads to considerable difficulties in middle school, when the material becomes harder and more by volume. Improving semantic memory at this age will make it possible to learn a fairly wide range of mnemonic techniques, ie, rational ways of storing (the division of the text into parts).

In the early school years growing attention . Without adequate formation of this mental function, the learning process is impossible. At the lesson the teacher attracts students to educational material, holds it for a long time. Junior high school students can be engaged in the same business concentration 10-20 minutes. Underdeveloped properties of attention: the distribution, stability. The ability to voluntary attention 10-15 minutes.

Especially the younger schoolboy:

Motivational sphere , according to AN Leontiev - the core of the personality. Among the various social motives for learning, perhaps the most important place is occupied by the motif of getting high grades. High marks for small pupil - source other incentives, guarantee of his emotional well-being, a matter of pride.

A) Internal motives:

1) cognitive motives - motives of those who are associated with substantial or structural characteristics of most training activities: the desire to acquire knowledge; the desire to master the techniques of self-knowledge acquisition;

2) Social motivy- motifs associated with the factors influencing the teaching motives, but not related to the educational activity (changing attitudes in society - changing social motives for learning): the desire to be a competent person to be useful to society; the desire to obtain the approval of senior colleagues, to succeed, prestige; the desire to master the ways of interaction with other people, classmates.

B) External motivation - learning for good marks for financial reward, ie important thing is not the acquisition of knowledge, some kind of reward.

Identity: From the assessment depends on the development of learning motivation, it is on this basis, and in some cases there are severe worries and school maladjustment. Directly affects school grades, and on the development of self-esteem. Children, focusing on the evaluation of teachers, consider themselves and their peers honors, "Losers" and "troechnikov" good and average students, giving each group a set of representatives of the respective qualities.

Assessment of progress at the beginning of schooling, in essence, is an estimate of the individual as a whole and defines the social status of the child. In standouts and some well-achieving children develops high self-esteem. In underachieving pupils and extremely weak systemic failures and low scores lower their self-confidence in their capabilities.

The full development of the personality involves the formation of a sense of competence, which is E. Erickson said central neoplasm of age.

Emotional and volitional :

Emotional sphere of the younger schoolboy determined :

1) Colored perception, imagination, intellectual and physical activities emotions;

2) openness and immediacy in terms experiences;

3) high emotional instability, frequent changes of mood;

4) a tendency to short and rapid affect.

Volitional : Students perform volitional actions, mainly for adult instruction. The third class, they acquire the ability to perform volitional acts in conformity with their own motives. Younger students may persevere in learning activities. Over time, they develop self-control, weakening impulsivity. Students showed volitional qualities, mostly only to be good performers will of others to earn to his location adults.

At this age, there is the emergence of an important new formations - arbitrary behavior. The child becomes independent, he chooses what he should do in certain situations. The basis of this type of behavior are moral motives, emerging at this age. The baby absorbs the moral values, trying to follow certain rules and laws. That is, their behavior is somehow connected with the main motive, dominant at this age - the motive to achieve success.

With the formation of the younger pupils arbitrary behavior is closely associated with such tumors , as the plan of action and the results of reflection. The child is able to assess his behavior in terms of its results and thus change their behavior, to plan it properly. There is semantic-orienting basis in his actions, it is closely linked to the differentiation of internal and external life.

Development of the person of the younger schoolboy depends on academic achievement, assessment of older children. As I said, the child at this age is very susceptible to outside influence. In primary school age children there is a growth aspiration to achievement. Therefore, the main motive of activity of the child at this age is a motive to achieve success. Sometimes there is another kind of motive - the motive of avoiding failure. In the consciousness of the child lays down certain moral ideals, patterns of behavior. The child begins to understand their value and necessity. But to the formation of the child's personality proceeded most efficiently, it is important to note and assessment of the adult.

In the early school years , the child develops in the direction of other people, have been expressed in prosocial behavior taking into account their interests. Prosocial behavior is very significant for the development of personality. Empathy gets its development in a school because the child is involved in the new business relationship, he involuntarily forced to compare themselves with other children - with their successes, achievements, behavior, and the child just has to learn to develop their skills and qualities.

Thus, the primary school age is the most important stage of childhood schooling. The main achievements of this age group are due to the leading nature of learning activities and are largely decisive for the subsequent years of study by the end of primary school age child must want to learn, able to learn and believe in themselves.

Full accommodation of this age, its positive acquisitions are necessary foundation on which is built the further development of the child as an active subject of knowledge and activity. The main task of adults to work with children of primary school age - to create optimal conditions for the disclosure and realization of children's capabilities, taking into account the individuality of each child.