Psychology of younger school age Tutorial. Tutorial: Junior school age. Development of attention, memory, imagination

1. Introduction

2. Features of communication

2.1 Speech and emotional communication

3. Mental development

3.1 oral and written speech

3.2 Sensory development

3.3 Thinking

3.4 Development of attention, memory, imagination

4. Personality of the child of younger school age

4.1 Sexual identification

4.2 Psychological Personality Time

4.3 Development of feelings

5. Educational activities

5.1 School Readiness

5.2 General Characteristics of Educational Activities

5.3 Effect of teaching on mental development

5.4 Influence of teaching on personality development

6. Literature

1. Introduction

The younger school age (from 6-7 to 9-10 years) is determined by an important external circumstance in the life of a child - to school. Currently, the school accepts, and parents give a child in 6-7 years. The school takes responsibility through the forms of various interviews to determine the readiness of the child to primary learning. The family decides on which elementary school to give the child: state or private, three-year or four-year-old.

The child entered the school automatically takes a completely new place in the system of relations of people: he has constant duties related to educational activities. Close adults, teacher, even outsiders communicate with a child not only as a unique person, but also with a person who have committed itself (no matter - voluntarily or forced) to learn how all children at his age.

By the end of preschool age, the child is in a certain sense personality. He is aware of what place it takes among people (he, preschooler) and what place he will have to take in the near future (he will go to school). In short, he discovers a new place in the social space of human relations. By this period, it has already achieved a lot in interpersonal relationship: it is focused on family-related relationships and knows how to occupy the desired and its social status among relatives and relatives. He knows how to build relationships with adults and peers: has the skills of self-control, it is able to subordinate themselves to circumstances, be adamant in their desires. He already understands that the assessment of his actions and motifs is determined not so much by his own attitude towards itself ("I am good"), but first of all, how his actions look in the eyes of the people around. He has enough reflective abilities. At this age, a significant achievement in the development of the identity of the child is the predominance of the motive "I must" over the motive "I want".

One of the most important results of mental development during preschool childhood is the psychological readiness of the child to school. And it consists in the fact that the child at the time of admission to the school there are psychological properties inherent in a schoolboy actually. Finally, these properties may be found only during school education under the influence of living and activities inherent in it.

The younger school age promises a child new achievements in the new sphere of human activity - teaching. A child in elementary school assumes special psychophysical and mental actions that must serve the letter, arithmetic action, reading, physical education, drawing, hand-held work and other types of training activities. Based on training activities under favorable learning conditions and a sufficient level of mental development, the child arise prerequisites for theoretical consciousness and thinking (D. B. Elkonin, V.V. Davydov).

During the preschool childhood in the reconciliation of relationships with adults and with peers, the child learns reflection on other people. In school in the new living conditions, these acquired reflective abilities provide a child with a good service when solving problematic situations in relations with the teacher and classmates. At the same time, training requires a child with special reflection related to mental operations: analysis of educational tasks, control and organization of performing actions, as well as control over the attention, mnemonic actions, mental planning and solving problems.

A new social situation introduces a child in a strictly normalized world of relationships and requires him organized arbitrariness responsible for the discipline for the development of performing actions related to the acquisition of training skills, as well as mental development. Thus, the new social situation tightens the living conditions of the child and acts for him as a stressful one. Each child enrolled in school increases mental tensions. This is reflected not only on physical health, but also on the behavior of the child.

The child of the preschool age lives in the conditions of his family, where the requirements addressed to him consciously or unconsciously guarded with its individual characteristics: the family usually relates their requirements for the behavior of a child with its capabilities.

Another thing is a school. A lot of children comes to class, and the teacher must work with everyone. This determines the stability of the teacher's claims and strengthens the mental tension of the child. Prior to school, individual features of the child could not interfere with its natural development, as these features were accepted and taken into account by close people. The school has a standardization of the living conditions of the child, as a result, a lot of deviations are revealed from the pre-balanced way of development: hyperoportability, hypendine, pronounced inhibition. These deviations are based on children's fears, reduce volitional activity, cause oppressed states, etc. The child will have to overcome the tests launched on it.

The total sensitivity to the impact of the surrounding living conditions inherent in childhood contributes to the development of adaptation forms of behavior, reflection and mental functions. In most cases, the child adapts itself to standard conditions. The leading activity becomes a training. In addition to the assimilation of special mental actions and actions serving a letter, reading, drawing, work, etc., the child under the guidance of the teacher begins to master the content of the main forms of human consciousness (science, art, morality, etc.) and learns to act in accordance with traditions and new Social expectations of people.

In new relations with adults and with peers, the child continues to develop reflection on himself and others. In training activities, claiming recognition, the child exercises his will to achieve learning purposes. To achieve success or suffering defeat, he falls into the trapping of concomitant negative entities (the feeling of superiority over others or envy). The developing ability to identify with others helps to remove the pressure of negative formations and develop into adopted positive forms of communication.

At the end of the childhood period, the child continues to develop physically (coordination of movements and actions, the image of the body, the value attitude towards itself is bodily). Body activity, coordination of movements and actions In addition to general motor activity, aimed at the development of specific movements and actions that provide learning activities.

Learning activities requires a child of new achievements in the development of speech, attention, memory, imagination and thinking; Creates new conditions for the personal development of the child.

2. Features of communication

2.1 Speech and emotional communication

The school makes new requirements for speech development for child: when answering a lesson, we must be a competent, brief, clear on thought, expressive; When communicating, speech constructions must comply with expectations in culture.

Communication becomes a special school of social relations. The child so far unconsciously reveals the existence of different styles of communication. Also unconsciously, he tries these styles, based on its own willing opportunities and a certain social courage. In many cases, the child faces the problem of resolving the situation of frusted communication.

In human relations, the following types of behavior in the situation of frustration can be distinguished in human relations:

1) actively included, adequately loyal, striving for overcoming the type of behavior - adaptive (high positive) form of social regulatory response;

2) actively included, inadequately loyal, fixed on frustration type of behavior- adaptive form of social regulatory response;

3) actively included, adequately disloyal, aggressive, fixed on frustration behavior - negative regulatory form of social response;

4) actively included, adequately disloyal, ignoring, fixed on frustration behavior - negative regulatory form of social response;

5) Passive, inconquent behavior type - undeveloped, non-adaptive form of social response. "

It is in terms of independent communication that the child discovers a variety of styles of possible constructing relationships.

With an active inclusive loyal type of communication, the child is looking for speech and emotional forms that promote the establishment of positive relations. If this requires the situation and the child was really wrong, he apologizes, fearlessly, but with respect he looks into his eyes to the opponent and expresses readiness to cooperate and advance in the development of relations. This kind of behavior of a younger student can usually cannot be really spent and accepted from inside the form of communication. Only in some, favorable situations of communication, it reaches this vertex.

With an actively included inadequately loyal type of communication, the child as if he lies his position without resistance, hurries to apologize, or simply obey the opposite side. The readiness without an open discussion of the situation to the adoption of an aggressive pressure of another is dangerous for the development of a child's personality. She fonts a child under himself and ruins him.

With an actively included adequately disloyal, aggressive type of communication, the child makes an emotional speech or effective lunge in response to aggression from the other. He can use open swearing or give feedback in words "Fool himself!", "I hear from this!" et al. Open aggression in response to aggression puts the child to the position of equality towards peers, and here the struggle of ambitions will determine the winner through the ability to provide volitional resistance, without resorting to the demonstration of the physical advantage.

With an active adequate disloyal, ignoring type of communication, a child demonstrates a complete neglect of aggression directed to it. Open ignoring in response to aggression can put a child over the situation, if he is enough intuition and reflective abilities not to overdo it in the expression of ignoring, do not insult the feelings of the frustrating peer and at the same time put it in place. Such a position allows you to keep a sense of self-esteem, a sense of person.

With a passive inconquent type of behavior, no communication occurs. The child avoids communication, closes in himself (pulls his head in the shoulders, looks into a certain space in front of him, turns away, lowers his eyes, etc.). Such a position sinks the feeling of self-esteem, deprives him of self-confidence.

In the younger school age there is a restructuring of a child's relationship with people. As indicated by L.S. Vygotsky, the history of the cultural development of the child to the result, which can be defined "as sociogenesis of higher forms of behavior."

3. Mental development

3.1 oral and written speech

The first years of the child's life, as we have already spoken, are sensitive to the development of speech and cognitive processes. It was during this period that children appear in the language of language phenomena, peculiar common linguistic abilities - the child begins to enter the reality of the sample-icing system. In childhood, the development of speech is in two main directions: firstly, the vocabulary is intensively recruited and the morphological system of the language is learned on which others say; Secondly, it is a restructuring of cognitive processes (attention, perception, memory, imagination, as well as thinking). At the same time, the growth of the dictionary, the development of the grammatical system of speech and cognitive processes directly depend on the living conditions and education. Individual variations here are very large, especially in speech development. Let us turn to the consistent analysis of speech and cognitive processes of the child.

By the time of arrival in the school, the vocabulary of the child increases so much that he can freely explain with another person for any reason relating to everyday life and in the sphere of his interests. If in three years a normally developed child consumes up to 500 or more words, then six-year-old - from 3,000 to 7000 words. The child's dictionary in elementary classes consists of nouns, verbs, pronouns, adjectives, numerical and connecting unions.

Without special training, the child will not be able to conduct sound analysis even the simplest words. This is understandable: in itself, speech communication does not put the tasks before the child, in the process of which these specific forms of analysis would develop. A child who does not know how to conduct an analysis of the sound of the word, can not be considered to be retained. He is simply not trained.

The need for communication determines the development of speech. Throughout the childhood, the child is intensively mastering speech. Speech development turns into speech activities.

A child who has entered the school is forced to move from the "own program" of learning speech to the program offered by the school.

Methodists offer the following scheme of species of speech for systematic organization of work on the development of speech.

3.2 Sensory development

The child who came to school, not only distinguishes the colors, forms, the size of the objects and their position in space, but can correctly call the proposed colors and forms of objects, correctly relate objects in magnitude. It can also portray the simplest forms and paint them into a specified color.

It is very important that the child can easily establish the identity of objects to this or another standard. Standards are the samples of the basic varieties of the qualities and properties of items produced by humanity. As mentioned above, the standards were created during the history of human culture and are used by people as samples, measure, with which the correspondence of the perceived reality is established, or another model from the system of ordered standards.

If the child can correctly name the color and shape of the item, if it can relate perceived quality with the standard, then it can establish and identity (round ball), partial similarity (Round apple, but not perfect, like a ball), nursing (ball and cube) . Thoroughly examining, feeling or listening, the child performs correlating actions, traces the relationship perceived with the standard.

In nature there is an endless variety of colors, shapes, sounds. Humanity gradually ordered them, minimizing flowers, shapes, sounds - sensory references. For school learning, it is important that the sensory development of the child was quite high.

A normal developed child to school age understands well that the picture or drawing is the display of reality. Therefore, he is trying to relate the paintings and drawings with reality, see what is depicted in them. Considering the drawing, a copy of the picture or the picture itself, the child accustomed to the visual art does not perceive the multicolor palette used by the artist as a dirt, he knows that the world consists of an infinite number of sparkling paints. The child is already able to properly evaluate the promising image, as he knows that the same thing located far, looks like a small picture, and close - much more. Therefore, he looks closely, correlates the images of some objects with others. Children love to consider images - they are stories about the life that they want to comprehend. Pictures and paintings contribute to the development of the sign function of consciousness and artistic taste.

3.3 Thinking

Feature of the child's healthy psyche - cognitive activity. The curiosity of the child is constantly aimed at knowledge of the surrounding world and building its painting of this world. The child, playing, experiments, is trying to establish causal relationships and dependencies. He himself, for example, can be assessed which items are drown, and which will float.

The more active in mental terms, the more he asks questions and the more diverse these questions. A child can be interested in everything in the world: what is the depth of the ocean? How do animals breathe there? How many thousand kilometers a globe? Why does snow melts in the mountains, and at the bottom melted?

The child seeks knowledge, and the mastering of knowledge takes place through the numerous "why?", "How?", "Why?". He is forced to operate knowledge, present situations and try to find a possible way to answer the question. We have already talked about the fact that when some tasks occur, the child is trying to solve them, really trying to try on and trying, but he can solve the tasks, as they say, in the mind. He imagines a real situation and, as if acting in her imagination. Such thinking, in which the solution of the problem occurs as a result of internal actions with images, is called visual-shaped. Fashionable thinking is the main type of thinking in the younger school age. Of course, the youngest schoolboy may think logically, but it should be remembered that this age is sensitive to learning based on visibility.

J. Piaget found that the child's thinking in six to seven years is characterized by the "core" or the perception of the world of things and their properties with 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 learning in school, to developing learning changes the orientation of the child in the surrounding phenomena of reality. At the doubuter stage of the development of thinking, the child judges changes with egocentric positions, but the transition to the assimilation of new ways to solve problems changes the child's consciousness, its position in the assessment of items and changes taking place with it. Developing training lends the child to the assimilation of the scientific picture of the world, he begins to navigate the socially developed criteria.

3.4 Development of attention, memory, imagination

Educational activities require the development of higher mental functions - arbitrariness of attention, memory, imagination. Attention, memory, the imagination of the younger schoolboy is already acquired by independence - the child will learn to own special actions that make it possible to focus on training activities, to keep in memory of seen or heard, to imagine something coming beyond the perceived earlier. If, in preschool age, gaming activities itself contributed to quantitative changes in the development of arbitrariness (increasing the arbitrariness expressed in the concentration and sustainability of attention, the leading of the preservation of images in memory, the enrichment of imagination), then in the younger school age, the training activities require a child to assign special actions due to which ATTENTION, memory, imagination acquire a pronounced arbitrary, deliberate character. However, the arbitrariness of cognitive processes in the six-seven children, ten-eleven years arises only at the peak of a volitional effort, when the child specially organizes himself under the pressure of circumstances or on its own motive. In ordinary 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. The cognitive activity of the child, aimed at examining the surrounding world, organizes his attention on the objects under study for quite a long time until the interest is running out. If the six-seven-year-old child is engaged in an important game for him, he, without distracted, can play two, or even three hours. Also, it can also be concentrated on productive activities (drawing, designing, making significant crafts for him). However, such results of focusing are a consequence of interest in what the child is busy. He will be languishing, distracted and feel completely unhappy if it is necessary to be attentive in the activity that is indifferent or not at all like it.

Younger schoolchild in a certain extent can also plan its activities. At the same time, he verbally pronounces what it should and in what sequence will be executed this or that work. Planning will certainly organize the attention of the child.

Memory development. When the memorization becomes a condition for a successful game or matters to realize the child's claims, it easily remembers the words in a given order, poems, sequence of actions, etc. The child can use the memorization receptions already consciously. He repeats what needs to be remembered, trying to comprehend, realize memorable in a given sequence. However, involuntary memorization remains more productive. Here again, everything defines the child's interest in the case he is busy.

At school, the child gets up to remember arbitrarily. Educational activities strictly requires memorization. The teacher gives the child instructions how can you remember and reproduce what should be learned. Together with the children, it discusses the content and volume of the material, distributes it into parts (within the meaning, the difficulty of memorization, etc.), teaches the memorization process. Understanding is a prerequisite for memorization - the teacher fixes the attention of the child on the need for understanding, teaches a child to understand what he must remember, asks the motivation of the strategy of memorization: the preservation of knowledge, skills not only to solve school tasks, but also for all subsequent life.

Arbitrary memory becomes a function that learns learning activities, and the child comes to understanding the need to make his memory work. It is memorial and reproduction of the educational material that allows the child to reflect their personal mental changes as a result of immersion in learning activities and to see what "learning ourselves" means to change yourself in knowledge and in gaining ability to arbitrary actions.

Development of imagination. In the younger school age, the child in his imagination can already create a variety of situations. Forming in gaming substitutions of some objects by others, imagination goes to other activities.

The child, experiencing difficulties in real life, perceiving his personal situation as a hopeless, can go to the imaginary world. So, when there is no father and it brings inexpressible pain, in the imagination you can find the most wonderful, most unusual - generous, strong, courageous father. In the imagination, you can even save your father from mortal danger, and then it will not just love you, but also appreciate your courage, resourcefulness and courage. Father-friend is a dream not only boys, but also girls. Imagination gives a temporary opportunity to relax, get rid of the voltage in order to continue to live on without a father. When peers are oppressed - they beat, threatened with violence, humiliate morally, in the imagination you can create a special world in which a child or solve your problems with your own generosity, reasonable behavior, or turns into an aggressive lord who brutally takes poses with its offenders. It is very important to listen to the statements of the child about oppressing his peers.

The mental development of a child attending school, qualitatively changing thanks to the requirements for educational activities. The child is now forced to enter the reality of figurative-iconic systems and into the reality of the objective world through a constant immersion in a situation of solving a variety of educational and vital tasks. We list the main tasks that are solved in the younger school age: 1) penetration into secrets of linguistic, syntactic, etc. 2) the absorption of the meanings and meanings of verbal signs and the independent establishment of their subtle integrative ties; 3) the decision of the mental tasks associated with the transformation of the objective world; 4) the development of arbitrary aspects of attention, memory and imagination; 5) Development of imagination as a way to go beyond personal practical experience as a condition of creativity.

4. Personality child of younger school age

At the age of seven-eleven years, the child begins to understand that it represents a certain personality, which is certainly subjected to social impacts. 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 regarding behavior and value orientation. At the same time, he knows what is different from others and is experiencing his uniqueness, his "self", seeking to approve himself among adults and peers.

4.1 Sexual identification

The youngest schoolboy already knows about his belonging to one or another floor. He already understands that it is irreversible, and seeks to approve himself as a boy or a girl.

The boy knows that he must be brave, do not cry, give way to all adults and girls. The boy looks close to the male professions. He knows what men's work is. He himself is trying to spill something, to score something. It is very proud when these his efforts are noticed and approved. Boys are trying to behave like men.

The girl knows that she should be friendly, kind, feminine, not fight, do not spit, do not climb on the fences. She comes to homework. When her praise for the fact that she had a needlewoman and a hostess, she flashes from pleasure and embarrassment. Girls seek to like women.

In the class of girls and boys, when communicating with each other, do not forget that they are opposite: when a teacher puts a boy and a girl for one desk, children are confused, especially if the surrounding peers react to this circumstance. In direct communication in children, you can observe some distancing due to the fact that they are "boys" and "girls". However, the younger school age is relatively calm in terms of pronounced fixation on sexual relations.

Special, the following inference to the sexual identification of a child of younger school age begins to provide the linguistic space of the native language, which contains an infinite number of values \u200b\u200band meanings, which determines the formation of psychological installations for sex identification.

4.2 Psychological Personality Time

The judgments of the child of younger school age about their past, the present and the future are still quite primitive. Usually, the child of this age lives today's day and the closest future.

The distant future for the younger schoolboy in general is abstract, although when he paints a rainbow picture of his future success, he shines from pleasure. His intentions to be a strong, smart, courageous man or good, friendly, feminine woman, of course, are commendable, but today's child takes only some kind of symbolic efforts, relying on good gusts.

Personal past has a dual value for younger schoolchildren. First, the child already has its own memories. Images of its memory bright and emotional. The child of 7-12 years in the norm was released from an early age amnesia. Memory keeps visual representations, which are reproduced in the form of generalized memories transforming at this age by enriching the child with life experience and symbolic culture of the language. The child loves to "return" in childhood and re-worry the expensive stories. These stories today bring satisfaction and deliver open joy. From evil memories, as a rule, the child seeks to free himself. Secondly, during the period of adaptation to the school in the first and second grades, many children express sincere regret that they became older. These children would like to return to the past, in their preschool childhood without depressing and tired of their commitments to learn and learn. The desire to become small and not to go to school can be students and in the third, fourth classes. In this case, the child needs psychological support and support.

4.3 Development of feelings

The new faces of the feelings of the child of younger school age are developing primarily within training activities and about learning activities. Of course, all those feelings that appeared in his preschool age continue to stay and deepen in everyday relationship with their loved ones close adults. However, the social space expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.

It is also very important for another significant feeling for a developed person - empathy to another.

Empathy is an experience of anything together with another (other), separation of someone's experiences; This is the action in relation to the one who empathizes. The developed ability to empathy includes the entire range of this state: first, it is compassion (pity, excited by the unfortunate of another person) and sympathy (responsive, spinning attitude towards experiences, unfortunately); Secondly, this is a savory (experience sense of satisfaction with the joy and success of another).

The child learns empathy through the mechanism of imitation. Following a sample is called imitation. Imitation is carried out through copying behavior and feelings. Actions, deed, Mimica, Pantomimik are reproduced on the basis of physiological mechanisms. Imitation of feelings occurs on the basis of both physiological and psychological mechanisms.

The child learns empathy through the imitation of the external manifestations of this state of the person and through the imitation of actions accompanying empathy.

Imprinting the actions of empathy, which manifest adults towards each other, to children, animals, leads a child to the fact that he learns to show the entire external attribution of empathy and is really able to experience the short pods of the state of empathy to others. Feelings arising from a child towards other people are easily transferred to them on the characters of fairy tales, stories, poems. The most vivid empathy is manifested when hearing fairy tales and stories when it comes to the character who got into trouble.

Teacher can inspire. To do this, he must have suggestion technique. It does not need argument. A suggestion of the effect on the will, consciousness, intention to certain actions, primarily through the first signaling system. This impact is carried out by voice, intonation, faithful. The inspiring speech is different from the narrative. With the help of intonographic and electronic computing machine, the difference between the physical characteristics of the inspiring speech from the narrative. From a psychological point of view, the effectiveness, emotionality of the speaker and the degree of severity of confidence is, which is said. If the teacher constantly with squeamishness and indignation will relate to envy, gloating and sander, then the inspired 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. The child of younger school age is still very ammunition. And this imitancy increases the change of place in the system of public relations - the advent of the child to school. The uncertainty that the child is experiencing in school increases its imitativeness.

The imitation of the child can be involuntary and arbitrary.

Incoming imitancy leads to borrowing the manner of the behavior of classmates, teachers. This imitancy is based on the physiological simulation mechanism - on the demonstrated sample. Here the child unconsciously borrow an action.

Arbitrary imitation is a volitional act that is extended over involuntary imitation. In this case, the child purposefully reproduces this or that action, trying to give it enough to recreate it in accordance with the sample. Repeating syllables for the teacher, reproducing the phonemes, the child masters the native and other languages \u200b\u200bthrough the mechanisms of involuntary and arbitrary imitation. Through these mechanisms, the child masters the actions of physical culture, visual activities, singing, labor skills, etc.

Advanced as a very important socially significant quality can gain its special development through the imitation of teacher's behavior with children about their failure and success. If the teacher, appreciating the knowledge of the child, informs him noise and sympathizes him, is upset with him, then the children will behave in the future.

5. Training activities

5.1 School Readiness

Admission to school is a turning point in the life of a child. A distinctive feature of the state of the student, the student is that his studies are mandatory, socially significant activities. For it, he is responsible to the teacher, school, family. The student's life is subordinate to the system of strict, the same for all schoolchildren rules. Its main content becomes the absorption of knowledge common to all children.

The important side of psychological readiness for school is a sufficient level of the gain of the child.

Special place in psychological readiness for school is occupied by special knowledge and skills, traditionally relating to the school actually, - by diploma, account, solving arithmetic tasks.

The readiness for the assimilation of the school program is not the knowledge and skills themselves, but the level of development of cognitive interests and cognitive activity of the child. The general positive attitude towards school and to the teaching is not enough to ensure sustainable successful studies, if the child does not attract the contents of the knowledge gained at school, it is not interested in the new one, with which he meets in the lessons if he does not attract the process of knowledge.

Especially high demands of the school makes a child thinking. The child should be able to allocate significant in the phenomena of the surrounding reality, be able to compare them, to see similar and excellent; He must learn to reason, find the causes of phenomena, draw conclusions.

Another side of the mental development, which determines the readiness of the child to school, is the development of speech - the ownership of the skill is connected, consistently, understandable to others describe the subject, picture, event, pass the course of their thoughts, to explain this or other phenomenon, rule.

Special problem - adaptation to school. The situation of uncertainty is always increasing. And before the school, each child is experiencing emergency excitement. It enters life in new conditions compared to kindergarten. It may happen that the child in junior grade will obey the majority in spite of their own. Therefore, it is necessary to help the child in this difficult period of life to gain himself, to teach him himself to respond to his actions.

5.2 General Characteristics of Educational Activities

The educational activity of the child develops as gradually, through the experience of entering it, as well as all previous activities (manipulation, subject, game). Educational activities are activities aimed at the student. The child learns not only knowledge, but also to the assimilation of these knowledge.

Educational activities have its own structure. D. B. Elkonin allocated several interrelated components in it:

1) the learning task is that the student must assimilate the method of action;

2) Educational actions - the fact that the student should do to form a sample of the digestible action and reproduce this sample;

3) control action - comparison of the reproduced action with the sample;

4) Evaluation is determined how much the student has reached the result, the degree of change that occurred in the child itself.

The ultimate goal of learning activities is a conscious educational activity of the student, which he himself builds on its inherent objective laws. The training activities organized by the original adults should turn into independent activities of the student in which it formulates the learning task, produces curricula and control actions, evaluates, i.e. Educational activities through the reflection on it of a child turns into self-study.

Higher mental functions, according to L.S. Vygotsky, develop in collective interactions of people. L.S. Vygotsky formulated the general genetic law of cultural development: "Any function in the cultural development of the child appears on the scene twice, in two plans, first - social, then - psychological, first between people, as the category interpsichki, then inside the child, as the category intraxicheskic. This applies equally to random attention, as a logical memory, to the formation of concepts, to the development of will. The psychological nature of a person is a combination of human relations transferred inside. This transfer is carried out under the condition of the joint activity of the adult and the child. In training activities - teachers and student.

The gradual increase in the potential of existing in culture of mental operations and methods of training activities is the natural way of developing individual intelligence and its socialization. However, in the theory of content and structure of training activities, for decades, the idea that the basis of developing learning is the maintenance and methods of organizing training are crystalling. This provision developed by L.S. Vygotsky, and then D.B. Elkonin and V.V. Davydov. The idea of \u200b\u200bL. S. Vygotsky was fundamentally fundamental for theorists that "learning his leading role in mental development is carried out primarily through the content of the knowledge of knowledge." Concretioning this provision, V.V. Davodov notes that "the developing nature of educational activities as leading activities in the younger school age is associated with the fact that its content is theoretical knowledge." Scientists accumulated scientific knowledge and culture are absorbed by the child through the development of educational activities. V. V. Davydov, exploring the learning activities of younger schoolchildren, writes that it is "built in accordance with the method of presenting scientific knowledge, with a way to climb from abstract to a specific". Thinking in the process of learning activities to some extent as analogous to the scientist's thinking, sets out the results of its research through meaningful abstractions, generalizations and theoretical concepts. It is assumed that the knowledge characteristic of other "high" forms of public consciousness also receive the possibility of holistic reproduction in a similar way - artistic, moral and legal thinking performs operations related to theoretical knowledge.

5.3 Effect of teaching on mental development

The problem of educational training and education was developed in our country for many decades. Originally, attention was paid to the development of training skills. As a result, it was found that initial training does not affect any significant childhood development of children. L.V. Zankov wrote that the achievement of good quality of knowledge and skills in primary grades is not accompanied by success in the development of the child. The formed training system generated by specifically the historical development of training activities, demanded the restructuring of the theory and practice of educational activities. In the late 1960s, initial education was carried out, one of whose goals was to increase the role of education in the mental development of children.

When you assimilate younger schoolchildren of theoretical knowledge, there are conditions conducive to the formation of psychological entities that determine mental development, reflection, analysis and planning.

Relative success gives the teacher the opportunity to see what his student acquires. Analyzing the relevant and relative success of the child, L.S. Vygotsky, along with the level of the actual development of the child, allocated the concept of the nearest development zone, which marks the "distance between the level of its current development, determined by the tasks permitted independently, and the level of possible development of the child, determined by the tasks decided by the child under the guidance of adults and Cooperation with more intelligent companions ... The level of relevant development is characterized by the success of development, the results of development for yesterday, and the zone of the nearest development characterizes mental development for tomorrow. " The ripening of the child's mind function is made not only on complex laws of development, but also thanks to the adult complicity, who takes the mission to conduct a child for himself, to make training actions with him so that he can fulfill them independently. For the dynamics of mental development and for school success, there are not so significant functions that matured today, how many functions are in the stage of ripening: it is essential not so much that the child has already learned how much what he is capable of learn.

You should turn to the idea of \u200b\u200bL.S. Vygotsky that at each age development relies on different functions. At an early age, the leading function is perception, then the memory, thinking. Really, the transition from one function to the other does not occur on the steps of age-related development. Each child has its own special dominants in the development of functions. Thus, in the conditions of school learning, aimed initially on the development of logical thinking, children appear, clearly unawares to develop in mental attitude proposed. They can dominate visual-shaped thinking, they need to solve problem situations (from educational tasks before situations of everyday life) in figurative supports. N.S. Leithes described a similar type of child's development and showed that it has not only a negative side, but also potentially carries opportunities for creativity. Restlessly the absolute success in the study activities of the child of younger school age with early talent, the teacher may allow a mistake: not every case of absolute success opens to us the future intellectual and future talent. At the same time, not every case of the development delay is obviously predetermined by the failure in the prospects for mental development. Exploring before manifestation of giftedness and delay of mental development, N.S. Leithes showed that there are many development options. The development of each child has its prospects - it must be remembered. You should communicate with the child, first of all, as with a person, and not as a successful or unsuccessful student.

5.4 Influence of teaching on personality development

The mental development of the child has a fundamental impact of the activities of the teaching. At the same time, the assimilation and development of speech in the learning system are determined. The spontaneous absorption of speech in the early years of childhood should be changed by software development in school training.

The program development of speech includes the following types of learning and developing a child.

First, the assimilation of the literary language subordinate to the norm. This includes the development of reflection on the correlation of the literary and non-straining language. The child is still very sensitive to the amendments from an adult, he easily perceives the words of the teacher, which indicates that this speech corresponds to the literary language or vulgar, is integral, far from speech requirements. Secondly, mastering reading and writing. And reading, and a letter - speech skills based on the language system, on knowing its phonetics, graphics, vocabulary, grammar, spelling. Successes in mastering reading and writing determine the skills of building speech, features of expressing their thoughts and perception of someone else's speech.

Thirdly, the compliance of the speech of students with a certain level of requirements, below which the child should not be located, as it occupies the position of the student.

Human learning makes it necessary for speech exercises. This is, above all, the systematics of classes on the assimilation and development of speech. All exercises have a reasonable sequence and relationship. Each occupation aimed at developing speech provides its requirements for the disciple.

Modern methods of development of speech define the basic skills of students. The required skills include:

1) the skills associated with the awareness of the topic that the child must reveal consistently; 2) the skills associated with the planning of the storyline and the planning, the accumulation of the material for the upcoming story or essay;

3) the skills associated with the planning of the story itself or the composition (plot, composition, etc.);

4) the skills associated with language preparation of the story or writings;

5) the skills associated with the construction and writing of the text itself, as well as control and correction of the text. (According to M. R. Lviv.)

Speech stereotypes are so strong that even in the speech of a person who chooses in an adult age of his profession, the languages \u200b\u200bwho have mastered not one foreign and native language, no, no yes and slip the surroundings learned in childhood. However, this circumstance should not be an excuse for a teacher or a student. Mastering a cultural speech is the norm of mental development of a modern person.

The development of speech is promoted by mental development - the ability to fully and correctly assess the situation, analyze what is happening, as well as the ability to determine the problem. This also includes the ability to logically correctly describe the situation discussed (consistently, clearly highlighting the main thing). The child should be able to not miss something significant, not to repeat the same thing, not to include in the story that it is not directly related to this story. It is also important to control the accuracy of speech.

6. Literature

1. Mukhina V.S. Age-related psychology. - 4th ed., - M., 1999. - 456 p.

The textbook considers the importance of the social development situation in the younger school age and the general issues of the psychology of the development of the younger student. The dynamics of the development of the younger schoolboy from 1 to grade 4 is presented in the main parameters of the cognitive, regulatory and socio-communicative spheres of the identity of younger students; The formation of the inner position of the younger schoolboy is considered. Particular attention is paid to vectors and risks of development in the younger school age. Each head of the textbook is accompanied by issues for discussion on the topic, tasks for workshop, research assignments, reference materials and a list of recommended literature (main and optional).

Step 1. Choose books in the directory and click the "Buy" button;

Step 2. Go to the "Basket" section;

Step 3. Specify the required amount, fill in the data in the Blocks and delivery blocks;

Step 4. Press the "Go to payment" button.

At the moment, purchase printed books, electronic access or books as a gift library on the EBS website is possible only at one hundred percent prior payment. After payment you will be provided with access to the full text of the textbook within the electronic library or we begin to prepare for you an order in the printing house.

Attention! We ask not to change the payment method on orders. If you have already chosen any payment method and failed to make a payment, you need to reorder the order again and pay it to another convenient way.

You can pay for the order in one of the proposed methods:

Cashless way:
- Bank card: You need to fill all the fields of the form. Some banks are asked to confirm the payment - for this, the SMS code will come to your phone number.
- Online banking: Banks cooperating with the payment service will offer their form to fill. We askfully enter the data into all fields.
  For example, for "Class \u003d" Text-Primary "\u003e Sberbank online Wanted mobile phone number and email. For "Class \u003d" Text-Primary "\u003e Alpha Bank You will need login in the Alpha Clean service and email.
- Electronic wallet: If you have a Yandex-wallet or Qiwi Wallet, you can pay for the order through them. To do this, select the appropriate payment method and fill out the proposed fields, then the system will redirect you to the page to confirm the invoice.

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. The development of the course creates a database for 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 a leading type of activity and other activities of a child of younger school age, the development of cognitive mental processes and the properties of the person at this stage of ontogenesis, the characteristics of the possible personal and behavioral problems of junior schoolchildren and be able to use diagnostic tools to identify the peculiarities of children's psyche, Design optimal conditions for their mental development.
This tutorial is drawn up in order to form students of ideas about the basic laws of the mental development of a child of younger school age, methods of their diagnosis and correction. The content of the study manual 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, the general laws and the logic of the development of the psyche of younger schoolchildren, knowledge of the peculiarities of the social situation, leading activities and neoplasms of the psyche of younger students.

Social development situation in the younger school age.
The specifics of the social development situation in the younger school age is the restructuring of the child's relationship system with the surrounding reality associated with entering school. The younger school age is characterized by the fact that the child has a new status: it becomes a student, the leading activity with the game for training is replaced. Educational activities are socially significant and puts a child to a new position in relation to adults and peers, changes its self-esteem, rebuilds the family relationship. On this occasion, D.B. Elkonin noted that training activities are public in its content (it takes assimilation of all the achievements of culture and science accumulated by humanity), public in its meaning (it is socially significant), public in its execution (performed in accordance with the socially generated standards) She is leading in the younger school age, i.e. during the formation period.

The transition to training activities is carried out against the background of a contradiction arising within the social situation of the child's development: the preschooler develops the developing potential of the plot - role-playing game, the relationships that were with adults and peers about the game. Most recently, the relationship regulated by the game role, the game rules, were a source of child's development, but now this situation has exhausted itself. The attitude towards the game has changed, the preschooler understands everything more clearly that it takes a position not meaningful in the social environment. Increasingly, he has the need to perform the necessary and important to other work, and this need is consigned to the internal position of the student. The child acquires the ability to go beyond the concrete situation and look at itself as it were from the side of an adult. That is why the crisis arising from the transition to schoolship is called the crisis of the loss of immediacy. The social situation of development in the transition from preschool to younger school age is characterized, on the one hand, an objective change in the place of the child in the system of social relations, on the other hand, subjective reflection of this new provision in the experiences and consciousness of the child. It is the inseparable unity of two of these aspects that defines the prospects and the zone of the nearest development of the child in this transition period. At the same time, the actual change in the social position of the child is not enough to change the focus and content of its development. For this it is necessary that this new position is adopted and understanding by the child himself and is reflected in the acquisition of new meanings related to academic activities and a new system of school relations. Only due to this, the implementation of the new potential for the development of the subject becomes possible.

Content
Preface
Chapter 1 Characteristics of the social situation of development and activities in the younger school age
1.1. Social development situation in the youngest school age
1.2. Learning activities of younger schoolchildren
1.3. Labor activity of younger schoolchildren
1.4. Communication of younger schoolchildren
1.5. Gaming activities of younger schoolchildren
1.6. Productive activities of younger school students Questions and tasks for self-control
Workshop
Recommended literature
Chapter 2 Development of mental processes of younger students
2.1. Perception of younger schoolchildren
2.2. The attention of younger schoolchildren
2.3. Memory of younger schoolchildren
2.4. Thinking younger schoolchildren
2.5. Features of the development of the imagination of younger schoolchildren
2.6. Speech development of children of younger school age Questions and tasks for self-control
Workshop
Recommended literature
Chapter 3 Development of the Personality of the Junior Schoolboy
3.1. Self-consciousness scope of a junior schoolboy
3.2. Emotional sphere of children of primary school age
3.3. Development of volitional regulation of behavior and volitional properties of the identity of younger students
3.4. Motivational and notable sphere of younger schoolchildren
3.5. Moral development of children Questions and tasks for self-control practical
Recommended literature
Chapter 4 Psychological Support of the Development of Junior Schoolchildren
4.1. Psychological readiness for school
4.2. Psychological Adaptation of Children to School Learning
4.3. The problem of school failure
4.4. Personal and behavioral problems of younger students
4.5. Psychocorrection work with younger schoolchildren questions and tasks for self-control
Workshop
Recommended literature
Bibliography
Applications
Appendix 1 questions to test and exam on the psychology of younger school age
Appendix 2 Test Questions on Psychology of Junior School Age
Appendix 3 Exemplary topics of coursework and diploma work on the psychology of younger school age.

2.3. Memory of younger schoolchildren

The memory of younger schoolchildren is characterized by insoluctivity. Children are easiest to remember the material included in their active activities with which they directly interacted, as well as the one with which their interests, motives and needs are directly related. At first-graders (as well as in preschoolers), a well-developed involuntary memory is dominated, which ensures memorization of information emotionally saturated. However, not all the information necessary for memorizing children at school is of interest and attractiveness for them. Therefore, only involuntary, immediate, emotional memory does not ensure the fulfillment of educational requirements, for the successful implementation of which an arbitrary targeted memorization of educational material is necessary. The change of leading activities with the game to the study stimulates significant changes in the memory of children's memory.

The most significant changes in the development of the memory of younger students are gradually increasing the traits of the arbitrariness of memory processes that become consciously regulated and mediated, which is due primarily to a significant increase in memory efficiency requirements, the high level of which is necessary when performing training activities. The mnemonic activity of younger schoolchildren, as well as their educational activities in general, becomes more arbitrary and meaningful, as evidenced by the allocation of mpmer problems and mastering by children, the families of memorization. Children begin to realize and allocate a special mesmerous task (the task of memorization), which differs from other educational tasks. The allocation of mpmer tasks began in preschool age, but preschoolers could not always allocate these tasks or highlighted with great difficulty. Already in the first year of training in children, the Multames themselves are differentiated: children realize that a certain material must be remembered literally, some information you need to be able to retell close to the text or in your own words, be able to reproduce it after a long period of time.

The ability of children of younger school age to the arbitrary memorization of neodynakov throughout training in elementary school and significantly differs from first-graders and students of grades 3-4. For first-graders, it is easier to complete the installation to "remember" than the installation "Remember with something", and children easier remember the material without using any means than comprehending and organizing material, which affects the performance of memory. As it becomes complicated by the tasks, the installation "Remember without using any means" becomes extremely ineffective, and this forces younger students to seek Memory Organization. Most often, this reception is a multiple repetition - a universal method that provides mechanical memorization of information. In 1-2 classes, where the student requires only a simple reproduction of a small material in terms of material, this method of memorization allows you to cope with the learning tasks. But often he remains among younger students the only way throughout the entire period of study, which is due to the inactive methods of semantic memorization, the insufficient formation of logical memory.

Junior schoolchildren gradually seize with various molemic techniques - memorizing receptions. At first, schoolchildren use the most elementary techniques - long-term viewing of the material, its repeated repetition when it is separated into parts, often not coinciding with the semantic units. Children of younger school age gradually master the most important intake of memorization - dividing the text into semantic units, drawing up the plan. When using this reception, first-graders make it difficult to divide the text into semantic parts, they cannot single out a significant, most importantly in each passage, often during division, they only mechanically share the memorable material in order to easier memorizing smaller parts of the text. Special difficulties in junior schoolchildren cause text division into semantic parts by memory. Children share text on semantic parts better with the direct perception of text.

Without special purposeful learning, memorization techniques are formed spontaneously and often turn out to be unproductive. The low level of development of mnemic processes and the inability of the child to memorize directly affect the effectiveness of its training activities and ultimately on attitudes towards studying and school as a whole. Only a few younger students can independently go to more complex, rational receptions of arbitrary memorization. Most children master these techniques in the process of special training aimed at the formation of meaningful memorization. Signor memorization is based on the use of complex thinking operations (analysis, synthesis, comparisons), which children gradually seize in the learning process, and implies the separation of material into semantic units, semantic grouping, semantic comparison, etc., as well as the use of a variety of extrellity of memorization . In primary classes, meremic methods of comparison and correlation are also widely used. Usually memorized material with something already well known, and individual parts are compared, questions inside the stored material. First, these ways younger students are used in the process of direct memorization with a support for external aids (objects, models, pictures), and then to the internal (comparison of new and old materials, drawing up a plan, etc.).

The age-related features of the memory of younger students include lighter and productive memorization of visual material than verbal. In the verbal material, children better remember the names of objects and much more difficult - abstract concepts. The monitoring of memorization results is carried out mainly at the level of recognition: first-graders look at the text and believe that they learned it because they feel a feeling of familiarity. Other major age-related features of the memory of younger students are:

The ductility of memory that manifests itself in passive capture and rapid forget;

The election nature of the memory, which necessitates the best memorization of emotionally attractive and interesting material and the material that needs to be remembered rather;

Increasing the arbitraryness of memorization, supports on various semantic ties;

Gradual release of memory from the need for support for perception, reducing the recognition value;

Saving the generated memory component and its close connection with the active imagination;

An increase in the level of arbitrary regulation of meremic actions, which is characterized by the formulation of the mnemic problem, the presence of memorization motif, the nature of the mnemonic installation and the use of molemic techniques (Fig. 2.3).

Features of the development of memory in the youngest school age:

Plasticity and selectivity of memory;

Increasing the amount of memory, increase the accuracy and systematic reproduction;

Increasing the arbitraryness of memorization;

Mastering various special ways to memorize;

Improving logical memory;

Liberation of memory from support for perception;

Transformation of playback to the managed process;

Image imagery and its close connection with active imagination;

Increasing the level of arbitrary regulation of meremic actions.

Fig. 2.3.

In general, both arbitrary, and involuntary memory is greatly improved throughout the younger school age, memory varies quantitatively and qualitatively, becomes more productive. The amount of child's memory from the first to the fourth grade increases by an average of 2-3 times. In the development of an arbitrary memory of younger students, an aspect associated with a written speech and pattern is also distinguished. As I have mastered with sign and symbolic means, writing speech to master and mediated memorization using such a speech as a landmark.

An important conditions for the development of memory are the child's interest in knowledge, a positive attitude to individual training subjects and training in general, its active position, a high level of cognitive motivation, special memorization exercises, the assimilation of methods and strategies of memorization related to the organization and semantic processing of remembered information , The presence of an installation for storage of material.

Practical example

Pupils of the second class were offered to memorize two stories and warned that one of them should be told the next day, and the second should be remembered "forever." A few weeks later conducted a survey of students, and it was found that the story, read with the installation to remember "forever," they remember better.

Support for thinking, the use of diverse methods and means of memorization (grouping of the material, comprehending the bonds of various parts, drawing up a plan, reference points, classification, structure, schematization, analogies, association, transcoding, completion of material, serial organization of material, etc.) contributes to the transformation The memory of the younger student in the true highest mental function characterized by awareness, indirectness, arbitrary.

The logical, semantic memory is performed, which is based on the use of mental processes as a support, the means of memorization. As mental memorization techniques in the younger school age, the semantic correlation, classification, isolation of semantic supports and the preparation of the plan, etc. A.G. Vorobyeva notes that the development of logical memory takes place in three stages: in the first stage, the children are mastered by logical operations of thinking; In the second stage, individual operations fold into logical techniques of thinking, while the logical memory operates on an involuntary intuitive basis; The third stage is characterized by the design of logical memorization techniques, i.e., arbitrary use of thinking in molemic purposes, the transformation of mental actions into mnemonic skills and skills (Table 2.3).

Table 2.3

Stages of development of the logical memory of younger students

First step. Mastering logical operations of thinking

Second phase. Folding individual operations to logical thinking techniques, functioning of logical memory on an involuntary intuitive basis

Third stage. Registration of logical memorization techniques, arbitrary use of thinking in molemic purposes, transformation of mental actions into mnemonic skills and skills

Practical example

The development of the younger students of the monkered structure of structuring can begin with speech action: reading the text, children learn in a joint discussion to identify the topic, the main idea and semantic parts, identify the topic of each of them and their relationship. Then gradually informative actions are translated into an internal mental plan: children, when reading the text, select the semantic parts in the mind, and then call them to the teacher. In the future, the task of using appropriate mental actions to memorize the text is set in front of schoolchildren.

But even successfully mastered the appropriate mental operations and their use as a memorization means, younger students do not immediately come to their application in training activities. In second-graders, the need for their independent use has not yet been manifested. By the end of younger school age, children are increasingly themselves begin to refer to new ways to memorize when working with educational material. The optimal development of the logical memory of children of primary school age is occurring under the observance of a number of conditions relating to the organization of teaching children to memorize them, their practical application, schoolchildren to the self-analysis of mnemonic activities, the correct statement of the memory of the memorization by adults:

The need to form in children a clear idea of \u200b\u200ba variety of molemic techniques;

Setting the mnemic problem with the methods of solving it;

Providing children with the possibility of selecting mnemic techniques, followed by analyzing the effectiveness of selected techniques in solving specific memorization tasks;

Movement of children from adults: teachers and parents, to the use of various methods of material processing to solve the molemic tasks.

Compliance with the above conditions makes it possible to achieve significant changes in the work of the memory of younger students who manifest themselves in the conscious arbitrary use of the children of rational monkered techniques in the organization of memorization, which, in turn, leads to an increase in memory productivity.

E.G. Occupus formulated a number of principles for the development of thenemic abilities of younger students:

The principle of the relationship of operating mechanisms of cognitive abilities - i.e., the set of processing methods of the stored material, which leads to an increase in the productivity of memory processes, namely: to increase the speed, volume, accuracy of memorization and reproduction of the material; to an increase in the strength of his memorization and preservation; to increase the possibility of its correct memorization, reproduction;

The principle of the inclusion of the process of development of mnemical abilities in the overall process of intellectual development of junior schoolchildren;

The principle of an individual approach, implemented by the means of diagnosing the initial level of development of the monkered abilities of schoolchildren and the individual selection of the system of educational exercises, which adjust the universality of educational programs;

The principle of the structural organization of the educational program in accordance with the methods of organizing mnemic activities of its subject;

The principle of psychological -Pedagogical cooperation and joint activities of the participants in the educational process.

Junior school age can be considered sensitive for the formation of arbitrary memory, so the target psychological and pedagogical developing work on the mastering of meremic activities is particularly effective in this age stage, taking into account the individual characteristics of the child's memory. Indicators of the level of development of the molemic abilities of the younger schoolboy as a whole can be considered the productivity of memorization with the functional and operating mechanisms of the monkered abilities, the presence of processing methods of memory processing, the degree of awareness of the use and development of mnemic techniques, the degree of formation of the ability to regulate, control the molemic processes.

Olga Olegovna Gonina.

Psychology of younger school age

Training edition

Preface

The course of psychology of primary school age is one of the most important in the preparation of bachelors in the directions "Psychology" and "Psychological and Pedagogical Education". The development of the course creates a database for 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 a leading type of activity and other activities of a child of younger school age, the development of cognitive mental processes and the properties of the person at this stage of ontogenesis, the characteristics of the possible personal and behavioral problems of junior schoolchildren and be able to use diagnostic tools to identify the peculiarities of children's psyche, Design optimal conditions for their mental development.

This tutorial is drawn up in order to form students of ideas about the basic laws of the mental development of a child of younger school age, methods of their diagnosis and correction. The content of the study manual 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, the general laws and the logic of the development of the psyche of younger schoolchildren, knowledge of the peculiarities of the social situation, leading activities and neoplasms of the psyche of younger students.

The textbook begins with the consideration of the social situation of development and the leading activity of younger school age. Then follows the characteristic of other activities typical of younger schoolchildren: game, communicative, productive and labor, which is due to an activity approach to the analysis of the psyche of children. The following chapters are devoted to the laws of the development of the cognitive sphere of children: sensations and perceptions, attention, memory, thinking, imagination, speech. The main age features of the cognitive development of children, the directions of quantitative and qualitative changes in mental functions are described, the structure of structure formation in the cognitive sphere is disclosed. Characterized features of the personal development of the child in the younger school age: the patterns of development of the sphere of self-consciousness, the motivational and consumer sphere, the age characteristics of the emotional and volitional spheres, moral development. At the same time, special attention is paid to the consideration of the external and internal factors for the development of the personality determining the driving forces and the conditions of personal development of the child. The last head of the textbook is devoted to the presentation of some aspects of psychological support for the development of junior schoolchildren: the problems of psychological readiness for school and adapting children to school learning, school impossibility, personal and behavioral problems of younger schoolchildren, the foundations of psychocorrection work with children of younger school age.

After each chapter, texts are given for self-study, questions and tasks for self-controlling knowledge, as well as practical and research assignments for in-depth analysis and practical understanding of the studied material, psychodiagnostic techniques that can be used to study the features of the development of various activities, personal features and features Cognitive processes of children. Lists of recommended literature after each chapter will also help organize independent work on the study of the psychology of younger school age. For the same purpose, the appendix provides control questions throughout the discipline rate, topics of reports and abstracts. The textbook text is accompanied by practical examples, figures and tables that make it possible to better understand and assimilate the actual material on the psychology of younger school age.

In conjunction with other disciplines of the basic part of the professional cycle of GEF VPO, the Discipline "Psychology of Junior School Age" provides the toolkit for the formation of professional competencies of the bachelor of psychological and pedagogical education.

When studying the discipline "Psychology of younger school age", the bachelor must have the following competencies:

Patterns of development of various activities in the younger school age;

Features of the cognitive and personal development of a child of younger school age;

The main directions and maintenance of psychological support for the development of junior schoolchildren.

Apply the theoretical knowledge of the educational and educational institutions;

Analyze the age characteristics of the mental development of younger students;

End of a familiarization fragment.

The text is provided by LLC LITRES.

You can safely pay the book by the Visa, MasterCard, Maestro bank card, from the mobile phone account, from the payment terminal, in the MTS salon or connected, via PayPal, Webmoney, Yandex.Money, Qiwi wallet, bonus cards, or other ways to you.