Olga gonina primary school psychology educational. Olga Gonina - Psychology of primary school age
The course of psychology of primary school age is one of the most important in the preparation of bachelors in the areas of "Psychology" and "Psychological pedagogical education." Mastering the course creates the basis for the meaningful assimilation of pedagogical knowledge, as well as knowledge in the field of other psychological disciplines. Future specialists need to know the basic laws of the formation of the leading type of activity and other types of activity of a child of primary school age, the development of cognitive mental processes and personality traits at this stage of ontogenesis, characterization of possible personal and behavioral problems of primary schoolchildren and be able to use diagnostic tools to identify the characteristics of the psyche of children, to design optimal conditions for them mental development.
This textbook is compiled with the aim of forming students' ideas about the basic laws of mental development of a child of primary school age, methods of their diagnosis and correction. The content of the tutorial is focused on scientific approach to the study of the patterns of mental development: ideas about the driving forces of the development of the psyche, about the general patterns and logic of the development of the psyche of junior schoolchildren, knowledge about the features of the social situation, leading activities and new formations of the psyche of junior schoolchildren.
The social situation of development in primary school age.
The specificity of the social situation of development in primary school age lies in the restructuring of the system of relations between the child and the surrounding reality, associated with admission to school. Younger school age is characterized by the fact that the child has a new status: he becomes a student, the leading activity changes from play to educational. Learning activity is socially significant and puts the child in a new position in relation to adults and peers, changes his self-esteem, rebuilds relationships in the family. On this occasion, D.B. Elkonin noted that educational activity is social in its content (it assimilates all the achievements of culture and science accumulated by mankind), social in its meaning (it is socially significant), social in its execution (it is performed in accordance with socially developed norms) , she is the leading one in primary school age, that is, during the period of formation.
The transition to educational activity is carried out against the background of a contradiction that arises within the social situation of the child's development: a preschooler outgrows the developing potential of a plot-role-playing game, the relations that he developed with adults and peers about the game. Quite recently, relationships governed by the role of play, game rules, were the source of the child's development, but now this situation has exhausted itself. The attitude towards the game has changed, the preschooler understands more and more clearly that he occupies an insignificant position in the social environment. Increasingly, he has a need to perform work that is necessary and important for others, and this need develops into the inner position of the student. The child acquires the ability to go beyond the limits of a specific situation and look at himself as if from the outside, through the eyes of an adult. That is why the crisis that occurs during the transition to schooling is called the crisis of the loss of immediacy. The social situation of development during the transition from preschool to primary school age is characterized, on the one hand, by an objective change in the child's place in the system social relations, on the other hand, a subjective reflection of this new situation in the feelings and consciousness of the child. It is the indissoluble unity of these two aspects that determines the prospects and the zone of proximal development of the child in this transitional period. At the same time, the actual change in the child's social position is not enough to change the direction and content of his development. For this, it is necessary that this new position be accepted and comprehended by the child himself and reflected in the acquisition of new meanings associated with educational activities and a new system of school relations. Only thanks to this, it becomes possible to realize the new development potential of the subject.
Content
Foreword
Chapter 1 Characteristics of the social situation of development and activities in primary school age
1.1. Social situation of development in primary school age
1.2. Educational activities of primary schoolchildren
1.3. Labor activity of junior schoolchildren
1.4. Communication of younger students
1.5. Play activities of younger schoolchildren
1.6. Productive species activities of younger students Questions and tasks for self-control
Workshop
Recommended reading
Chapter 2 Development of mental processes in primary schoolchildren
2.1. Perception of younger students
2.2. Attention of younger students
2.3. Memory of junior schoolchildren
2.4. Thinking of junior schoolchildren
2.5. Features of the development of the imagination of younger students
2.6. Speech development of primary school children Questions and tasks for self-control
Workshop
Recommended reading
Chapter 3 Development of the personality of a younger student
3.1. The sphere of self-awareness of a younger student
3.2. The emotional sphere of primary school children
3.3. Development of volitional regulation of behavior and volitional personality traits of primary schoolchildren
3.4. Motivational and need-based sphere of primary schoolchildren
3.5. Moral development of children Questions and tasks for self-control Workshop
Recommended reading
Chapter 4 Psychological support for the development of primary schoolchildren
4.1. Psychological readiness for school
4.2. Psychological adaptation of children to schooling
4.3. The problem of school failure
4.4. Personal and Behavioral Problems of Primary School Students
4.5. Psychocorrectional work with younger students Questions and tasks for self-control
Workshop
Recommended reading
Bibliography
Applications
Appendix 1 Questions for credit and exam in psychology of primary school age
Appendix 2 Test tasks in the psychology of primary school age
Appendix 3 Approximate topics of term papers and diploma works in psychology of primary school age.
The textbook examines the importance of the social situation of development in primary school age and general issues of the psychology of development of primary school children. The dynamics of the development of primary schoolchildren from grades 1 to 4 in terms of the main parameters of the cognitive, regulatory and socio-communicative spheres of the personality of primary schoolchildren are presented; the formation of the inner position of a junior schoolchild is considered. Particular attention is paid to vectors and risks of development in primary school age. Each chapter of the textbook is accompanied by discussion questions on the topic, assignments for the workshop, research assignments, reference material, and a list of recommended reading (main and additional).
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2.3. Memory of junior schoolchildren
The memory of younger schoolchildren is characterized by involuntary movements. It is easiest for children to remember the material included in their active activity, with which they directly interacted, as well as the one with which their interests, motives and needs are directly related. First-graders (as well as preschoolers) are dominated by well-developed involuntary memory, which ensures the memorization of emotionally rich information for the child. However, not all the information that children need to memorize at school is of interest and attractiveness to them. Therefore, only involuntary, immediate, emotional memory does not ensure the fulfillment of the requirements of educational activity, for the successful implementation of which an arbitrary purposeful memorization of educational material is necessary. The change in the leading activity from play to educational stimulates significant changes in the processes of memory of children.
The most significant changes in the development of memory in primary schoolchildren consist in a gradual increase in the features of the arbitrariness of memory processes, which become consciously regulated and mediated, which is primarily due to a significant increase in requirements for memory efficiency, high level which is necessary when performing educational activities. The mnemonic activity of younger schoolchildren, like their educational activity in general, becomes more arbitrary and meaningful, as evidenced by the allocation of mnemonic tasks and the children's mastery of techniques, methods of memorization. Children begin to realize and highlight a special mnemonic task (memorization task), which is different from other educational tasks. The allocation of mnemonic tasks began in preschool age, but preschoolers were not always able to single out these tasks or they did it with great difficulty. Already in the first year of schooling, the mnemonic tasks themselves are differentiated in children: children realize that certain material must be memorized literally, some information must be able to retell close to the text or in their own words, be able to reproduce it over a long period of time.
The ability of primary school children to voluntarily memorize is not the same throughout the learning process in primary school and differs significantly between first-graders and pupils in grades 3-4. For first graders, it is easier to fulfill the “remember” setting than the “remember with the help of something” setting, and children are easier to memorize material without using any means than by comprehending and organizing the material, which affects memory performance. As it gets more complicated study assignments the attitude “to remember without using any means” becomes extremely ineffective, and this forces younger students to look for methods of organizing memory. Most often, this technique is multiple repetition - a universal method that provides mechanical memorization of information. In grades 1–2, where the student is only required to reproduce a small amount of material, this method of memorization allows you to cope with educational tasks. But often it remains the only one among junior schoolchildren throughout the entire period of study, which is due to the lack of mastery of the methods of semantic memorization, insufficient formation of logical memory.
Younger schoolchildren gradually master a variety of mnemonic techniques - memorization techniques. At first, schoolchildren use the most elementary techniques - prolonged examination of the material, its repeated repetition when dividing it into parts that often do not coincide with the semantic units. Children of primary school age gradually master the most important memorization technique - dividing a text into semantic units, drawing up a plan. When using this technique, first-graders find it difficult to divide the text into semantic parts, they cannot highlight the essential, the main thing in each passage, often when dividing they only mechanically separate the memorized material in order to more easily memorize smaller parts of the text. Particular difficulties for younger students are caused by the division of the text into semantic parts from memory. Children divide the text into semantic parts better with direct perception of the text.
Without special purposeful training, memorization techniques are formed spontaneously and often turn out to be unproductive. The low level of development of mnemonic processes and the child's inability to memorize directly affect the effectiveness of his educational activities and, ultimately, the attitude towards studies and school as a whole. Only a few junior schoolchildren can independently move on to more complex, rational methods of voluntary memorization. Most children learn these techniques in the process of special education aimed at the formation of meaningful memorization. Meaningful memorization is based on the use of complex mental operations (analysis, synthesis, comparison), which children gradually master in the learning process, and involves dividing the material into semantic units, semantic grouping, semantic comparison, etc., as well as the use of various external means of memorization ... In the elementary grades, mnemonic methods of comparison and correlation are also widely used. The usually memorized material is correlated with something already well-known, and individual parts, questions within the memorized material are compared. First, these methods are used by younger students in the process of direct memorization, relying on external aids (objects, models, pictures), and then on internal ones (comparing new and old materials, drawing up a plan, etc.).
The age-related characteristics of the memory of younger schoolchildren include easier and more productive memorization of visual material than verbal one. In verbal material, children better remember the names of objects and much more difficult - abstract concepts. The control of the results of memorization is carried out mainly at the level of recognition: first-graders look at the text and believe that they have learned it, because they experience a feeling of familiarity. Other main age-related features of the memory of primary schoolchildren are:
Plasticity of memory, manifested in passive imprinting and rapid forgetting;
The selective nature of memory, which leads to better memorization of emotionally attractive and interesting material and the material that needs to be memorized sooner;
An increase in the arbitrariness of memorization, reliance on various semantic connections;
The gradual release of memory from the need to rely on perception, a decrease in the value of recognition;
Preservation of the figurative component of memory and its close connection with active imagination;
An increase in the level of voluntary regulation of mnemonic actions, which is characterized by the formulation of a mnemonic task, the presence of a memorization motive, the nature of the mnemonic attitude and the use of mnemonic techniques (Fig. 2.3).
Features of memory development in primary school age:
Plasticity and selectivity of memory;
Increase in memory capacity, increase in the accuracy and consistency of reproduction;
An increase in the arbitrariness of memorization;
Mastering various special methods of memorization;
Improving logical memory;
Freeing memory from reliance on perception;
Turning playback into a manageable process;
The imagery of memory and its close connection with active imagination;
Increasing the level of voluntary regulation of mnemonic actions.
Rice. 2.3. Age features of the memory of primary schoolchildrenIn general, both voluntary and involuntary memory significantly improve during primary school age, memory changes quantitatively and qualitatively, and becomes more productive. The child's memory capacity from the first to the fourth grade increases by an average of 2-3 times. In the development of voluntary memory in younger schoolchildren, an aspect associated with written speech and drawing is also distinguished. As they master sign and symbolic means, written speech, children also master mediated memorization using such speech as a sign means.
Important conditions for the development of memory are the child's interest in knowledge, a positive attitude to individual academic subjects and to learning in general, his active position, a high level of cognitive motivation, special memorization exercises, assimilation of memorization methods and strategies related to the organization and semantic processing of memorized information. , the presence of an installation for memorizing the material.
Practical example
Pupils of the second grade were offered two stories to memorize and were warned that one of them should be told the next day, and the second should be memorized "forever." A few weeks later, a survey of students was conducted, and it was found that a story read with the mindset to remember "forever", they remember better.
Relying on thinking, the use of various methods and means of memorization (grouping of material, understanding the connections of its various parts, drawing up a plan, strong points, classification, structuring, schematization, analogies, associations, recoding, completing the material, serializing the material, etc.) contributes to the transformation memory of a younger student into a true higher mental function, characterized by awareness, mediation, arbitrariness.
There is an improvement in logical, semantic memory, which is based on the use of thought processes as a support, a means of memorization. Semantic correlation, classification, allocation of semantic supports and drawing up a plan, etc., are used as mental methods of memorization at primary school age. Vorobyova notes that the development of logical memory takes place in three stages: at the first stage, children master the logical operations of thinking; at the second stage, individual operations are formed into logical methods of thinking, while the logical memory functions on an involuntary-intuitive basis; the third stage is characterized by the formation of logical methods of memorization, that is, the arbitrary use of thinking for mnemonic purposes, the transformation of mental actions into mnemonic skills and abilities (Table 2.3).
Table 2.3
Stages of development of logical memory of primary schoolchildren
First step. Mastering the logical operations of thinking
Second phase. The folding of individual operations into logical methods of thinking, the functioning of logical memory on an involuntary-intuitive basis
Stage three. Formation of logical methods of memorization, arbitrary use of thinking for mnemonic purposes, transformation of mental actions into mnemonic skills and abilities
Practical example
The mastery of the mnemonic method of structuring by younger schoolchildren can begin with performing a speech action: after reading the text, children learn in a joint discussion to identify the topic, main idea and semantic parts, to determine the topic of each of them and their relationship. Then, gradually, cognitive actions are transferred to the internal mental plane: children, when reading the text, highlight the semantic parts in their minds, and then call them to the teacher. In the future, schoolchildren are tasked with using appropriate mental actions to memorize the text.
But even having successfully mastered the corresponding mental operations and their use as a means of memorization, younger schoolchildren do not immediately come to their application in educational activities. Second-graders do not yet have a need to use them independently. By the end of primary school age, children themselves increasingly begin to turn to new methods of memorization when working with educational material. The optimal development of the logical memory of children of primary school age occurs subject to a number of conditions related to the organization of teaching children memorization techniques, their practical application, teaching schoolchildren to self-analysis of mnemonic activity, correct setting memorization tasks for adults:
The need for children to form a clear idea of a variety of mnemonic techniques;
Statement of a mnemonic problem with an indication of how to solve it;
Providing children with the opportunity to choose mnemonic techniques, followed by an analysis of the effectiveness of the selected techniques in solving specific tasks memorization;
Encouraging children from adults: teachers and parents to use a variety of material processing techniques to solve mnemonic problems.
Compliance with the above conditions makes it possible to achieve significant changes in the memory work of primary schoolchildren, which are manifested in the conscious voluntary use of rational mnemonic techniques by children when organizing memorization, which, in turn, leads to an increase in memory productivity.
E.G. Zavertkina formulated a number of principles for the development of mnemonic abilities in primary schoolchildren:
The principle of the interconnection of the operational mechanisms of cognitive abilities - that is, a set of methods for processing memorized material, which leads to an increase in the productivity of memory processes, namely: to an increase in the speed, volume, accuracy of memorizing and reproducing material; to increase the strength of its memorization and preservation; to the growth of the possibility of its correct memorization, reproduction;
The principle of the inclusion of the process of development of mnemonic abilities in the general process of intellectual development of primary schoolchildren;
The principle of an individual approach, implemented by means of diagnostics of the initial level of development of mnemonic abilities of schoolchildren and individual selection of a system of developmental exercises that adjust the universality of educational programs;
The principle of the structural organization of a developmental program in accordance with the methods of organizing mnemonic activity by its subject;
The principle of psychological and pedagogical cooperation and joint activities of participants in the educational process.
Younger school age can be considered sensitive for the formation of voluntary memory, therefore, at this age stage, purposeful psychological and pedagogical developmental work on mastering mnemonic activity, taking into account the individual characteristics of the child's memory, is especially effective. The indicators of the level of development of mnemonic abilities of a younger student as a whole can be considered the productivity of memorization based on the functional and operational mechanisms of mnemonic abilities, the availability of methods for processing memorized information, the degree of awareness of the use and mastery of mnemonic techniques, the degree of formation of the ability to regulate, manage mnemonic processes.
1. Introduction
2. Features of communication
2.1 Verbal and emotional communication
3. Mental development
3.1 Speaking and writing
3.2 Sensory development
3.3 Development of thinking
3.4 Development of attention, memory, imagination
4. Personality of a child of primary school age
4.1 Gender identification
4.2 Psychological time of personality
4.3 Development of the senses
5. Educational activities
5.1 Ready for school
5.2 General characteristics of training activities
5.3 Impact of learning on mental development
5.4 Impact of learning on personal development
6. Literature
1. Introduction
Younger school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - entering school. Currently, the school accepts, and the parents send the child at 6-7 years old. The school assumes responsibility through the forms of various interviews to determine the child's readiness for primary education. The family decides which primary school to send the child to: public or private, three-year or four-year.
A child who enters school automatically takes a completely new place in the system of human relations: he has constant responsibilities associated with educational activities. Close adults, teacher, even strangers communicate with the child not only as a unique person, but also as a person who has undertaken the obligation (it does not matter - willingly or under compulsion) to learn, like all children of his age.
By the end of preschool age, the child is, in a sense, a person. He realizes what place he occupies among people (he, a preschooler) and what place he has to take in the near future (he will go to school). In short, he discovers a new place in the social space. human relations... By this period, he had already achieved a lot in interpersonal relations: he is guided in family and kinship relations and is able to take the desired and corresponding to his social status place among relatives and friends. He knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, to be adamant in his desires. He already understands that the assessment of his actions and motives is determined not so much by his own attitude to himself ("I am good"), but primarily by how his actions look in the eyes of the people around him. He already has sufficiently developed reflexive abilities. At this age, a significant achievement in the development of the child's personality is the predominance of the motive “I must” over the motive “I want”.
One of the most important outcomes of mental development during preschool childhood is the child's psychological readiness for schooling. And it consists in the fact that a child, by the time he enters school, develops psychological properties inherent in the actual student. Finally, these properties can develop only in the course of schooling under the influence of the conditions of life and activity inherent in it.
The younger school age promises the child new achievements in new sphere human activity - learning. In elementary school, a child learns special psychophysical and mental actions that must serve writing, arithmetic operations, reading, physical education, drawing, manual labor and other types of educational activities. On the basis of educational activity under favorable conditions for learning and a sufficient level of mental development of the child, the prerequisites for theoretical consciousness and thinking arise (D.B. Elkonin, V.V. Davydov).
During preschool childhood, in the vicissitudes of relationships with adults and with peers, the child learns to reflect on other people. In school in the new conditions of life, these acquired reflexive abilities do the child a good service in solving problem situations in relations with the teacher and classmates. At the same time, educational activity requires from the child special reflection associated with mental operations: analysis of educational tasks, control and organization of performing actions, as well as control over attention, mnemonic actions, mental planning and problem solving.
The new social situation introduces the child into a strictly normalized world of relations and requires from him organized 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 toughens the child's living conditions and acts as stressful for him. Every child who enters school has increased mental stress. This is reflected not only in physical health, but also in the behavior of the child.
A preschool child lives in the conditions of his family, where the requirements addressed to him, consciously or unconsciously, correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.
School is another matter. Many children come to the class, and the teacher has to work with everyone. This determines the rigor of the teacher's requirements and increases the mental tension of the child. Before school, the individual characteristics of a child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. At school, the child's living conditions are being standardized, as a result, many deviations from the predetermined path of development are revealed: hyperexcitability, hyperdynamia, severe inhibition. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have fallen on him.
The general sensitivity to the impact of the surrounding conditions of life, inherent in childhood, promotes the development of adaptive forms of behavior, reflection and mental functions. In most cases, the child adapts himself to standard conditions. Educational becomes the leading activity. In addition to mastering special mental actions and actions that serve writing, reading, drawing, work, etc., the child, under the guidance of the teacher, begins to master the content of the basic forms human consciousness(science, art, morality, etc.) and learns to act in accordance with traditions and new social expectations of people.
In new relationships with adults and with peers, the child continues to develop reflection on himself and others. In educational activity, claiming recognition, the child exercises his will to achieve educational goals. In achieving success or failing, he falls into the trap of concomitant negative formations (a sense of superiority over others or envy). The developing ability to identify with others helps to relieve the pressure of negative formations and develop into accepted positive forms of communication.
At the end of the period of childhood, the child continues to develop bodily (coordination of movements and actions, the image of the body, the value attitude towards oneself in the body are improved). Bodily activity, coordination of movements and actions, in addition to general motor activity, are aimed at mastering specific movements and actions that provide educational activity.
Learning activity requires new achievements from the child in the development of speech, attention, memory, imagination and thinking; creates new conditions for personal development child.
2. Features of communication
2.1 Verbal and emotional communication
The school makes new demands on the child with regard to speech development: when answering in the lesson, speech should be competent, short, clear in thought, expressive; when communicating, speech constructions should correspond to the expectations of the culture.
Communication is becoming a special school of social relations. The child is still unconsciously discovering the existence of different communication styles. He also unconsciously tries these styles, based on his own volitional capabilities and a certain social courage. In many cases, the child is faced with the problem of resolving the situation of frustrated communication.
In reality, in human relations, the following types of behavior in a situation of frustration can be distinguished:
1) an actively included, adequately loyal, type of behavior striving to overcome frustration - an adaptive (high positive) form of social normative response;
2) actively included, inadequately loyal, type of behavior fixed on frustration - an adaptive form of social normative response;
3) an actively included, adequately disloyal, aggressive type of behavior fixed on frustration - a negative normative form of social reaction;
4) actively included, adequately disloyal, ignoring, type of behavior fixed on frustration - a negative normative form of social reaction;
5) a passive, non-included type of behavior - an undeveloped, non-adaptive form of social response. "
It is in the conditions of independent communication that the child discovers various styles of possible relationship building.
With an actively engaged loyal type of communication, the child looks for speech and emotional forms that contribute to the establishment of positive relationships. If the situation requires it and the child was really wrong, he apologizes, fearlessly, but respectfully looks into the eyes of his opponent and expresses his willingness to cooperate and move forward in the development of relations. This kind of behavior of a primary school student usually cannot be a really worked out and accepted form of communication from within. Only in certain situations of communication that are favorable for himself, he reaches this peak.
When an inadequately loyal type of communication is actively switched on, the child seems to give up his position without resistance, in a hurry to apologize, or simply submit to the opposing side. Willingness without open discussion of the situation to accept the aggressive pressure of another is dangerous for the development of a child's sense of personality. She crushes the child under herself and dominates him.
With an actively activated, adequately disloyal, aggressive type of communication, the child makes an emotional speech or effective attack in response to aggression from the other. He can use open curses or fight back with words like "You are a fool!", "I hear from this!" and others. Open aggression in response to aggression puts the child in a position of equality in relation to his peer, and here the struggle of ambitions will determine the winner through the ability to show volitional resistance, without resorting to demonstrating physical advantage.
With an actively switched on adequate disloyal, ignoring type of communication, the child demonstrates complete disregard for the aggression directed at him. Open ignorance in response to aggression can put a child over the situation if he has enough intuition and reflexive abilities not to overdo it in the expression of ignorance, not to offend the feelings of a frustrating peer and at the same time put him in his place. This position allows you to maintain self-esteem, a sense of personality.
With a passive non-included type of behavior, no communication occurs. The child avoids communication, withdraws into himself (pulls his head into his shoulders, looks into a certain space in front of him, turns away, lowers his eyes, etc.). This position smears the child's self-esteem, deprives him of self-confidence.
At the primary school age, a restructuring of the child's relations with people takes place. As L.S. Vygotsky, the history of the cultural development of a child towards a result that can be defined "as the sociogenesis of higher forms of behavior."
3. Mental development
3.1 Speaking and writing
The first years of a child's life, as we have already said, are sensitive to the development of speech and cognitive processes. It is during this period that children develop a flair for linguistic phenomena, a kind of general linguistic abilities - the child begins to enter the reality of the figurative-sign system. In childhood, the development of speech goes in two main directions: firstly, it is intensively recruited vocabulary and the morphological system of the language spoken by others is assimilated; secondly, speech provides a restructuring of cognitive processes (attention, perception, memory, imagination, as well as thinking). At the same time, the growth of the vocabulary, the development of the grammatical structure of speech and cognitive processes directly depend on the conditions of life and upbringing. Individual variations are very large here, especially in speech development... Let us turn to the sequential analysis of the child's speech and cognitive processes.
By the time of admission to school, the child's vocabulary increases so much that he can freely communicate with another person about any matter related to everyday life and within the scope of his interests. If at three years old a normally developed child uses up to 500 or more words, then a six-year-old - from 3000 to 7000 words. A child's vocabulary in primary school consists of nouns, verbs, pronouns, adjectives, numerals and conjunctive conjunctions.
Without special training, a child will not be able to perform sound analysis of even the simplest words. This is understandable: in itself, verbal communication does not pose tasks for the child, in the process of solving which these specific forms of analysis would develop. A child who does not know how to analyze the sound composition of a word cannot be considered lagging. He's just not trained.
The need for communication determines the development of speech. Throughout childhood, the child intensively masters speech. Mastering speech turns into speech activity.
A child who enters a school is forced to move from his "own curriculum" of teaching speech to the curriculum offered by the school.
Methodologists propose the following scheme of types of speech for the systematic organization of work on the development of speech.
3.2 Sensory development
A child who comes to school not only distinguishes colors, shapes, sizes of objects and their position in space, but can correctly name the proposed colors and shapes of objects, correctly correlate objects in size. He can also draw the simplest shapes and paint them in a given color.
It is very important that the child is able to establish the identity of objects to one or another standard. Standards are samples of the basic varieties of qualities and properties of objects developed by mankind. As mentioned above, the standards were created in the course of the history of human culture and are used by people as models, measures with the help of which the correspondence of perceived reality to one or another sample from the system of ordered standards is established.
If the child can correctly name the color and shape of the object, if he can correlate the perceived quality with the standard, then he can establish identity (round ball), partial similarity (round apple, but not perfect, like a ball), dissimilarity (ball and cube) ... Thoroughly examining, feeling or listening, the child performs correlative actions, traces the connection of the perceived with the standard.
In nature, there is an endless variety of colors, shapes, sounds. Humanity has gradually streamlined them, reducing them to systems of colors, shapes, sounds - sensory standards. It is important for schooling that the sensory development of the child is high enough.
By school age, a normally developed child understands well that a picture or drawing is a reflection of reality. Therefore, he tries to correlate pictures and drawings with reality, to see what is depicted in them. Considering a drawing, a copy of a painting, or the painting itself, a child accustomed to fine arts, does not perceive the multicolored palette used by the artist as dirt, he knows that the world consists of an infinite number of sparkling colors. The child already knows how to correctly evaluate a perspective image, as he knows that the same object, located far away, looks small in the drawing, but close - much larger. Therefore, he closely scrutinizes, correlates images of some objects with others. Children love to look at images - after all, these are stories about the life that they are so eager to comprehend. Drawings and painting contribute to the development of the symbolic function of consciousness and artistic taste.
3.3 Development of thinking
A feature of a healthy child's psyche is cognitive activity. The child's inquisitiveness is constantly aimed at knowing the world around him and building his own picture of this world. The child, playing, experiments, tries to establish causal relationships and dependencies. He himself, for example, can inquire which objects are sinking and which ones will float.
The more mentally active the child is, the more questions he asks and the more varied these questions. A child can be interested in everything in the world: how deep is the ocean? how do animals breathe there? how many thousand kilometers is the globe? Why doesn't the snow melt in the mountains, but melted below?
The child strives for knowledge, and the very assimilation of knowledge occurs through the numerous “why?”, “How?”, “Why?”. He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question. We have already said that when some problems arise, the child tries to solve them, really trying on and trying, but he can solve problems, as they say, in his mind. He imagines real situation and, as it were, acts in her in her imagination. Such thinking, in which the solution of the problem occurs as a result of internal actions with images, is called visual-figurative. Figurative thinking is the main type of thinking in primary school age. Of course, a younger student can think logically, but it should be remembered that this age is sensitive to learning based on visualization.
J. Piaget established that the thinking of a child at the age of six or seven is characterized by "centralization" or perception of the world of things and their properties from the position that is actually occupied by the child, which is the only possible position for the child. It is difficult for a child to imagine that his vision of the world does not coincide with how other people perceive this world.
The transition to systematic teaching at school, to developing education changes the orientation of the child in the phenomena of reality surrounding him. At the pre-scientific stage of the development of thinking, the child judges changes from an egocentric position, but the transition to the assimilation of new ways of solving problems changes the child's consciousness, his position in the assessment of objects and changes that occur to him. Developmental education leads the child to the assimilation of the scientific picture of the world, he begins to focus on socially developed criteria.
3.4 Development of attention, memory, imagination
Learning activity requires the development of higher mental functions - the arbitrariness of attention, memory, imagination. Attention, memory, imagination of the younger schoolchild are already acquiring independence - the child learns to master special actions that make it possible to concentrate on educational activity, to keep what he saw or heard in his memory, to imagine something that goes beyond the framework of what was previously perceived. If at preschool age play activity itself contributed to quantitative changes in the development of volitionality (an increase in voluntariness, expressed in concentration and stability of attention, long-term retention of images in memory, enrichment of the imagination), then at primary school age, educational activity requires the child to assign special actions, thanks to which attention, memory, imagination acquire a pronounced arbitrary, deliberate character. However, the arbitrariness of cognitive processes in children of six to seven, ten to eleven years old occurs only at the peak of volitional effort, when the child deliberately organizes himself under the pressure of circumstances or on his own motivation. Under normal circumstances, it is still very difficult for him to organize his mental functions at the level of the highest achievements of the human psyche.
Development of attention. The child's cognitive activity, aimed at exploring the world around him, organizes his attention to the objects under study for a long time, until the interest dries up. If a six-seven-year-old child is busy with an important game for him, then he, without distraction, can play for two, or even three hours. As long as he can be focused on productive activities(drawing, designing, making crafts that are significant for him). However, these results of focusing attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in activities that he is indifferent to or does not like at all.
To a certain extent, the younger student can plan his own activities. At the same time, he verbally pronounces what he must and in what sequence he will perform this or that work. Planning will certainly organize the child's attention.
Memory development. When memorization becomes a condition for a successful game or is important for the realization of the child's aspirations, he easily memorizes words in a given order, poems, a sequence of actions, etc. The child can use memorization techniques already consciously. He repeats what needs to be remembered, tries to comprehend, to realize what is memorized in a given sequence. but involuntary memorization remains more productive. Here, again, everything determines the child's interest in the business in which he is busy.
At school, the child is faced with the need to memorize voluntarily. Learning activity strictly requires memorization from the child. The teacher gives the child directions on how to remember and reproduce what is to be learned. Together with the children, he discusses the content and volume of the material, distributes it into parts (according to meaning, according to the difficulty of memorizing, etc.), teaches how to control the memorization process. Understanding is a prerequisite for memorization - the teacher fixes the child's attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: preserving knowledge, skills, not only for solving school assignments, but also for all subsequent life.
Voluntary memory becomes a function on which learning activity is based, and the child comes to understand the need to make his memory work for himself. It is memorization and reproduction of educational material that allows the child to reflect on his personal mental changes as a result of immersion in educational activity and to see with his own eyes that “teaching oneself” means changing oneself in knowledge and in acquiring the ability to voluntary actions.
Development of imagination. At primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitution of some objects by others, the imagination goes over to other types of activity.
Child experiencing difficulties in real life, perceiving his personal situation as hopeless, can go into an imaginary world. So, when there is no father and this brings inexpressible pain, in the imagination you can find the most wonderful, the most extraordinary - a generous, strong, courageous father. In imagination, you can even save your father from mortal danger, and then he will not only love you, but also appreciate your courage, resourcefulness and courage. Father-friend is the dream of not only boys, but girls as well. Imagination provides a temporary opportunity to relax, release from tension in order to continue to live on without a father. When peers oppress - beat, threaten with violence, humiliate morally, in the imagination you can create a special world in which a child either solves his problems with his own generosity, reasonable behavior, or turns into an aggressive ruler who cruelly takes revenge on his offenders. It is very important to listen to the statements of the child about the oppressing peers.
The mental development of a child attending school changes qualitatively due to the requirements of educational activities. The child is now forced to enter the reality of figurative-sign systems and the reality of the objective world through constant immersion in situations of solving various educational and life problems. Let's list the main tasks that are solved in primary school age: 1) penetration into the secrets of the linguistic, syntactic, and other structures of language; 2) assimilation of the meanings and meanings of verbal signs and the independent establishment of their subtle integrative ties; 3) solving mental tasks related to the transformation of the objective world; 4) the development of arbitrary aspects of attention, memory and imagination; 5) the development of imagination as a way to go beyond personal practical experience, as a condition for creativity.
4. Primary School Child Identity
At the age of seven or eleven years, the child begins to understand that he is a kind of individuality, which, of course, is subject to social influences. He knows that he is obliged to learn and in the process of learning to change himself, assigning collective signs (speech, numbers, notes, etc.), collective concepts, knowledge and ideas that exist in society, a system of social expectations in relation to behavior and value orientations. At the same time, he knows that he is different from others and experiences his uniqueness, his "self", striving to establish himself among adults and peers.
4.1 Gender identification
The younger student already knows about his or her gender. He already understands that this is irreversible, and seeks to establish himself as a boy or a girl.
The boy knows that he must be brave, not cry, give way to all adults and girls. The boy is looking closely at male professions. He knows what a man's job is. Himself trying to saw off something, score something. He is very proud when his efforts are noticed and approved. Boys try to behave like men.
The girl knows that she should be friendly, kind, feminine, not fighting, not spitting, not climbing fences. She joins in homework. When she is praised for being a needlewoman and hostess, she flushes with pleasure and embarrassment. Girls strive to become like women.
In the classroom, girls and boys, when communicating with each other, do not forget that they are opposite: when the teacher puts the boy and the girl at the same desk, the children are embarrassed, especially if the peers around them react to this circumstance. In direct communication, children can observe some kind of distancing due to the fact that they are "boys" and "girls". However, the younger school age is relatively calm in terms of a pronounced fixation on gender-role relationships.
A special, latent influence on the sexual identification of a child of primary school age begins to be exerted by the linguistic space of the native language, which contains an infinite number of meanings and meanings that determine the formation of psychological attitudes towards sexual identification.
4.2 Psychological time of personality
The judgments of a child of primary school age about his past, present and future are still quite primitive. Usually, a real child of this age lives in the present day and in the immediate future.
The distant future for a younger student is generally abstract, although when he is painted with a rosy picture of his future success, he shines with pleasure. His intentions to be a strong, intelligent, courageous man or a kind, affable, feminine woman are certainly commendable, but today's child makes only some symbolic efforts for this, relying on good impulses.
Personal past has a twofold meaning for junior schoolchildren. First, the child already has his own memories. The images of his memory are vivid and emotional. A child of 7-12 years old was normally freed from amnesia at an early age. Memory stores visual representations, which are reproduced in the form of generalized memories, which are transformed at this age due to the enrichment of the child life experience and the symbolic culture of the language. The child loves to "return" to childhood and relive the stories that are dear to him. These stories today bring him satisfaction and open joy. From bad memories, as a rule, the child seeks to free himself. Secondly, during the period of adaptation to school in the first and second grades, many children express their sincere regret that they have become older. These children would like to go back in time to their preschool childhood without the depressing and tiring obligations to learn and learn. The desire to become small and not go to school may be among students in the third and fourth grades. In this case, the child needs psychological support and support.
4.3 Development of the senses
New facets of the feelings of a child of primary school age develop, first of all, within educational activity and in relation to educational activity. Of course, all those feelings that appeared in his preschool age continue to remain and deepen in everyday relationships with beloved close adults. However, the social space has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.
Another very important feeling for a developed personality is empathy for another.
Empathy is experiencing something together with another (others), sharing someone's experiences; it is also an action in relation to the one whom they empathize with. The developed ability to empathize includes the entire range of this state: first, it is compassion (pity, excited by the misfortune of another person) and sympathy (a responsive, sympathetic attitude to the feelings, misfortune of another); secondly, it is compassion (the feeling of satisfaction with the joy and success of another).
The child learns empathy through the mechanism of imitation. Following a pattern is called imitation. Imitation is carried out through copying behavior and feelings. Actions, deeds, facial expressions, pantomime are reproduced on the basis of physiological mechanisms. The imitation of feelings occurs on the basis of both physiological and psychological mechanisms.
The child learns empathy through imitation of the external manifestations of this state of a person and through imitation of actions that accompany empathy.
Imitation of the actions of empathy that adults show in relation to each other, to children, animals, leads the child to the fact that he learns to show all the external attributes of empathy and is really able to experience short rushes of empathy towards others. Feelings arising in a child in relation to other people are easily transferred by him to the characters of fairy tales, stories, poems. The most vivid empathy is shown when listening to fairy tales and stories when it comes to a character who is in trouble.
The teacher can inspire. To do this, he must possess the technique of suggestion. No argumentation is needed here. Suggestion is the impact on the will, consciousness, the urge to certain actions, primarily through the first signaling system. This influence is carried out by voice, intonation, facial expressions. Suggestive speech is different from narrative speech. With the help of an intonograph and an electronic computer, the difference between the physical characteristics of suggestive speech and narrative speech was shown. From a psychological point of view, the effectiveness, emotionality of the speaker and the degree of expression of confidence in what is being said are especially significant. If the teacher constantly treats envy, gloating and conceit with disgust and indignation, then the inspiring power of his feelings will give positive results.
The teacher can work on imitative identification, on the mechanism of identifying a child with a significant adult. A child of primary school age is still very imitative. And this imitation is reinforced by the change of place in the system of social relations - the arrival of the child at school. The uncertainty that a child experiences in school increases his imitativeness.
The child's imitativeness can be involuntary and voluntary.
Involuntary imitation leads to the borrowing of the behavior of classmates, teachers. This imitation is based on a physiological imitation mechanism - on the demonstrated sample. Here the child unconsciously borrows the action.
Voluntary imitation is a volitional act that is built on top of involuntary imitation. In this case, the child purposefully reproduces this or that action, tries to reliably recreate it in accordance with the model. Repeating syllables after the teacher, reproducing phonemes, the child masters the native and other languages through the mechanisms of involuntary and voluntary imitation. Through these mechanisms, the child learns actions. physical culture, visual activity, singing, work skills, etc.
Empathy as a very important socially significant quality can get its special development through imitation of the teacher's behavior with children about their failure and success. If the teacher, evaluating the knowledge of the child, informs him about the failure and at the same time sympathizes with him, is upset with him, then this is how the children will behave in the future.
5. Educational activities
5.1 Ready for school
Going to school is a turning point in a child's life. A distinctive feature of the position of a student, a student is that his study is compulsory, socially significant activities... For her, he is responsible to the teacher, school, family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.
An important aspect of psychological readiness for school is a sufficient level of volitional development of the child.
A special place in psychological readiness for school is occupied by the mastery of special knowledge and skills, traditionally related to the actual school - literacy, counting, solving arithmetic problems.
The readiness to master the school curriculum is evidenced not by knowledge and skills per se, but by the level of development of cognitive interests and cognitive activities child. A general positive attitude towards school and learning is not enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge acquired at school, is not interested in the new that he gets to know in the classroom, if he is not attracted by the process of learning itself.
The school places especially high demands on the child's thinking. The child should be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions.
Another aspect of mental development, which determines the child's readiness for schooling, is the development of speech - the ability to coherently, consistently, understandable for others to describe an object, picture, event, convey the course of their thoughts, explain this or that phenomenon, rule.
Adapting to school is a special problem. Uncertainty is always exciting. And in front of school, every child experiences extreme excitement. He enters life in new conditions compared to kindergarten. It may also happen that a child in lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his own actions.
5.2 General characteristics of training activities
The child's educational activity develops as gradually, through the experience of entering it, as all previous activities (manipulation, objective, play). Learning activities are activities aimed at the student himself. The child learns not only knowledge, but also how to carry out the assimilation of this knowledge.
Educational activity has its own structure. D. B. Elkonin identified several interrelated components in it:
1) educational task - what the student must learn, the mode of action to be learned;
2) training activities- what the student must do in order to form a pattern of learned action and reproduce this pattern;
3) control action - matching the reproduced action with the sample;
4) the action of the assessment - determining how much the student has achieved the result, the degree of changes that have occurred in the child himself.
The ultimate goal of educational activity is the student's conscious educational activity, which he himself builds according to the objective laws inherent in it. Learning activity, organized initially by an adult, should turn into an independent activity of a student, in which he formulates an educational task, performs educational actions and control actions, carries out an assessment, i.e. educational activity through the child's reflection on it turns into self-study.
Higher mental functions, according to L.S. Vygotsky, develop in the collective interactions of people. L.S. Vygotsky formulated the general genetic law of cultural development: “Every function in the cultural development of a child appears on the scene twice, in two planes, first socially, then psychological, first between people, as an interpsychic category, then inside a child, as an intrapsychic category. This applies equally to voluntary attention as to logical memory, to the formation of concepts, to the development of will. The psychological nature of man is the totality of human relationships transferred inward. This transfer inside is carried out under the condition of the joint activity of the adult and the child. In educational activities - teacher and student.
Gradually building the capacity of existing cultural thinking operations and learning methods - natural way development of individual intelligence and its socialization. However, in the theory of the content and structure of educational activity, over the course of decades, the idea has crystallized that the basis of developmental education is its content and methods of organizing education. This position was developed by L.S. Vygotsky, and then D.B. Elkonin and V.V. Davydov. Of fundamental importance for theorists of the conditions for the assimilation of knowledge was the idea of L. S. Vygotsky that "teaching its leading role in mental development is carried out, first of all, through the content of the acquired knowledge." Specifying this provision, VV Davydov notes that "the developmental nature of educational activity as a leading activity in primary school age is associated with the fact that its content is theoretical knowledge." The scientific knowledge and culture accumulated by mankind is assimilated by a child through the development of educational activities. V. V. Davydov, examining the educational activity of primary schoolchildren, writes that it “is built in accordance with the way of presentation scientific knowledge, with a way of ascent from the abstract to the concrete. " Thinking in the process of educational activity is to some extent similar to the thinking of a scientist, setting out the results of his research through meaningful abstractions, generalizations and theoretical concepts... It is assumed that knowledge characteristic of other "high" forms of social consciousness also receives the possibility of integral reproduction in a similar way - artistic, moral and legal thinking carries out operations that are related to theoretical knowledge.
5.3 Impact of learning on mental development
The problem of developing education and upbringing has been developed in our country for many decades. Initially, attention was paid to the development of learning skills. Consequently, it was found that primary education does not significantly affect the mental development of children. L.V. Zankov wrote that the achievement of a good quality of knowledge and skills in primary school is not accompanied by success in the development of the child. The formed teaching system, generated by the concretely historical development of educational activity, required a restructuring of the theory and practice of educational activity. At the end of the 60s, a restructuring of primary education was carried out, one of the goals of which was to increase the role of education in the mental development of children.
With the assimilation of theoretical knowledge by primary schoolchildren, conditions arise that are conducive to the formation in them of psychological formations that determine mental development - reflection, analysis and planning.
Relative success gives the teacher the opportunity to see what each student is gaining. Analyzing the actual and relative success of the child, L.S. Vygotsky, along with the level of the child's actual development, singled out the concept of a zone of proximal development, which marks the “distance between the level of his actual development, determined with the help of tasks solved independently, and the level of possible development of the child, determined with the help of tasks solved by the child under the guidance of adults and in cooperation with his smarter companions ... The level of actual development characterizes the success of development, the results of development for the day before, and the zone of proximal development characterizes the mental development for tomorrow. " The maturation of the function of the child's mind is accomplished not only according to the complex laws of development, but also thanks to the complicity of an adult who takes on the mission of leading the child along with him, performing educational actions with him so that tomorrow he can perform them independently. For the dynamics of mental development and for school success, the functions that have matured today are not so essential as the functions that are in the stage of maturation: what is essential is not so much what the child has already learned, but what he is able to learn.
We should once again turn to the idea of L.S. Vygotsky that development at each age is based on different functions. At an early age, the leading function is perception, then memory, thinking. In reality, the transition from one function to another does not occur according to the stages of age development. Each child has its own special dominants in the development of functions. So, in the conditions of school education, aimed initially at development logical thinking, children appear who are clearly not ready to develop mentally in the proposed way. They may be dominated by visual-figurative thinking, they need figurative supports to solve problem situations (from educational tasks to situations of everyday life). NS. Leites described this type of child's development and showed that it has not only a negative side, but also potentially carries in itself opportunities for creativity. By correlating the absolute success in educational activity of a child of primary school age with early giftedness, the teacher may make a mistake: not every case of absolute success reveals to us a future intellectual and future talent. At the same time, not every case of developmental delay deliberately predetermines a failure in the prospects of mental development. Studying earlier the manifestations of giftedness and mental retardation, N.S. Leites showed that there are many options for development. The development of each child has its own prospects - this must be remembered. You should communicate with the child, first of all, as a person, and not as a successful or unsuccessful student.
5.4 Impact of learning on personal development
The mental development of the child is fundamentally influenced by the activity of learning. At the same time, the assimilation and development of speech in the training system are of decisive importance. The spontaneous assimilation of speech in the first years of childhood should be replaced by programmatic development in the conditions of school education.
The programmatic development of speech includes the following types of learning and development of the child.
First, the mastery of a literary language, subject to the norm. This includes the development of reflection on the correlation of literary and non-literary languages. The child is still very sensitive to corrections on the part of an adult, he easily perceives the words of the teacher, who indicates that this speech corresponds to literary language or vulgar, colloquial, far from the requirements of speech. Second, mastery of reading and writing. Both reading and writing are speech skills based on the language system, on the knowledge of its phonetics, graphics, vocabulary, grammar, spelling. Success in mastering reading and writing determines the skills of constructing speech, the peculiarities of expressing one's thoughts and perception of someone else's speech.
Thirdly, the correspondence of students' speech to a certain level of requirements, below which the child should not be, since he occupies the position of a student.
Learning makes its own requirements for speech exercises. This is, first of all, the systematic nature of classes for the assimilation and development of speech. All exercises have a reasonable sequence and relationship. Each lesson aimed at developing speech has its own requirements for the student.
Modern methods of speech development determine the basic skills of students. Skills required include:
1) skills associated with understanding the topic, which the child must consistently reveal; 2) skills related to storyline planning and planning, the accumulation of material for the upcoming story or essay;
3) skills associated with planning the story or composition itself (plot, composition, etc.);
4) skills related to the language preparation of a story or essay;
5) skills related to the construction and writing of the text itself, as well as control and correction of the text. (Based on materials by M.R. Lvov.)
Speech stereotypes are so strong that even in the speech of a person who has chosen languages as his profession in adulthood, who has mastered more than one foreign and native language, no, no, and even the vernaculars learned in childhood slip through. However, this circumstance should not be an excuse for either the teacher or the student. Mastering cultural speech is the norm of mental development modern man.
The development of speech is facilitated by mental development - the ability to fully and correctly assess the situation, analyze what is happening, as well as the ability to identify the problem. This also includes the ability to logically correctly describe the situation under discussion (consistently, clearly highlighting the main thing). The child should be able not to miss something significant, not to repeat the same thing, not to include in the story that which is not directly related to the given story. It is also important to monitor the accuracy of speech.
6. Literature
1. Mukhina V.S. Age-related psychology. - 4th ed., - M., 1999 .-- 456 p.
Olga Olegovna Gonina
Psychology of primary school age
Educational edition
© Gonina O.O., 2015
© FLINTA Publishing House, 2015
Foreword
The course of psychology of primary school age is one of the most important in the preparation of bachelors in the areas of "Psychology" and "Psychological and pedagogical education." Mastering the course creates the basis for the meaningful assimilation of pedagogical knowledge, as well as knowledge in the field of other psychological disciplines. Future specialists need to know the basic patterns of the formation of the leading type of activity and other types of activity of a child of primary school age, the development of cognitive mental processes and personality traits at this stage of ontogenesis, the characteristics of possible personal and behavioral problems of younger schoolchildren and be able to use diagnostic tools to identify the characteristics of the psyche of children, to design optimal conditions for their mental development.
This textbook is compiled with the aim of forming students' ideas about the basic laws of mental development of a child of primary school age, methods of their diagnosis and correction. The content of the textbook is focused on a scientific approach to the study of the patterns of mental development: ideas about the driving forces of the development of the psyche, about the general patterns and logic of the development of the psyche of junior schoolchildren, knowledge about the features of the social situation, leading activities and new formations of the psyche of younger students.
Tutorial begins with a consideration of the social situation of development and the leading activities of primary school age. This is followed by a description of the rest of the activities typical of younger schoolchildren: play, communicative, productive and work, which is due to the activity-based approach to the analysis of the psyche of children. The following chapters are devoted to the patterns of development of the cognitive sphere of children: sensations and perception, attention, memory, thinking, imagination, speech. The main age-related features of the cognitive development of children, the directions of quantitative and qualitative changes in mental functions are described, the process of structure formation in the cognitive sphere is revealed. The characteristics of the personal development of a child at primary school age are characterized: the patterns of development of the sphere of self-awareness, motivational-needs sphere, age characteristics of the emotional and volitional spheres, moral development. At the same time, special attention is paid to the consideration of external and internal factors of personality development, which determine the driving forces and conditions for the personal development of the child. The last chapter of the textbook is devoted to the presentation of some aspects of the psychological support of the development of primary schoolchildren: the problems of psychological readiness for school and the adaptation of children to schooling, school failure, personal and behavioral problems of younger students, the basics of psychocorrectional work with children of primary school age.
After each chapter, there are texts for self-study, questions and tasks for self-control of knowledge, as well as practical and research tasks for in-depth analysis and practical understanding of the material studied, psychodiagnostic techniques that can be used to study the developmental characteristics of various types of activity, personal characteristics and features of the cognitive processes of children. Recommended reading lists after each chapter will also help organize independent work on the study of the psychology of primary school age. For the same purpose, the appendix contains control questions for the entire course of the discipline, topics of reports and abstracts. The text of the textbook is accompanied by practical examples, figures and tables that make it possible to better understand and assimilate factual material on the psychology of primary school age.
Together with other disciplines of the basic part of the professional cycle of the Federal State Educational Standard of Higher Professional Education, the discipline "Psychology of primary school age" provides a toolkit for the formation of professional competencies of a bachelor of psychological and pedagogical education.
When studying the discipline "Psychology of primary school age", the bachelor must have the following competencies:
Regularities in the development of various types of activity in primary school age;
Features of the cognitive and personal development of a child of primary school age;
The main directions and content of psychological support for the development of primary schoolchildren.
Apply the theoretical knowledge gained in work in educational and educational institutions;
Analyze the age characteristics of the mental development of younger students;
End of introductory snippet.
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