Age characteristics of younger students. Age features of children of primary and secondary school age. Methodology "Studying the speed of thinking"

Age features children of primary school age

In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain is improved and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain responsible for programming, regulation and control complex shapes mental activity, in children of this age have not yet completed their formation (development of the frontal parts of the brain ends only by the age of 12), as a result of which the regulatory and inhibitory effect of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

Jr school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory.

From the moment the child enters school, a new social situation of development is established. The teacher becomes the center of the social situation of development. In primary school age, learning activity becomes the leading one. Learning activity is a special form of student activity aimed at changing himself as a subject of learning. Thinking becomes the dominant function in primary school age. The outlined in preschool age the transition from visual-figurative to verbal-logical thinking.

Schooling constructed in such a way that logical thinking receives priority development. If in the first two years of education children work a lot with visual samples, then in the next classes the volume of such activities is reduced. Figurative thinking is becoming less and less necessary in educational activities.

At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theoreticians" or "thinkers" who easily solve educational problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. Most children show a relative balance between different types thinking.

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

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child "sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6 or the letters I and R). Although he can purposefully examine objects and drawings, he is distinguished, as well as at preschool age, by the most vivid, "conspicuous" properties - mainly color, shape and size.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This can be easily seen when children describe the picture. These features must be taken into account when communicating with the child and his development.

Age stages of perception:

2-5 years - the stage of listing objects in the picture;

6-9 years old - description of the picture;

after 9 years - interpretation of what he saw.

Memory in primary school age develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not very interesting to them. Every year, more and more training is based on arbitrary memory. Younger schoolchildren, like preschoolers, usually have a good mechanical memory. Many of them throughout their studies in primary school mechanically memorize educational texts, which most often leads to significant difficulties in high school when the material becomes more complex and larger in volume, and the solution of educational problems requires not only the ability to reproduce the material. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, i.e. rational ways of memorizing (dividing the text into parts, drawing up a plan, etc.).

It is in early childhood that attention develops. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes. The volume of attention increases 2 times, its stability, switching and distribution increase.

Junior school age- the age of a fairly noticeable formation of personality.

It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - a teaching that imposes a number of serious requirements on the student.

All this has a decisive effect on the formation and consolidation new system relations to people, the team, to teaching and related duties, forms character, will, expands the circle of interests, develops abilities.

At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

The nature of younger students differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness. volitional regulation behavior.

An age-related feature is also a general lack of will: the younger student does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and impossibilities. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.

Younger students are very emotional. Emotionality affects, firstly, that their mental activity is usually colored by emotions. Everything that children observe, what they think about, what they do, evokes an emotionally colored attitude in them. Secondly, younger students do not know how to restrain their feelings, control their external manifestation, they are very direct and frank in expressing joy. Grief, sadness, fear, pleasure or displeasure. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings, to restrain their undesirable manifestations, develops more and more.

Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, the younger schoolchild accumulates, with proper upbringing, the experience of collective activity, which is important for his further development - activities in the team and for the team. The upbringing of collectivism is helped by the participation of children in public, collective affairs. It is here that the child acquires the basic experience of collective social activity.

Literature:

Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation creative thinking students // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.

Vygotsky L.S. Pedagogical psychology. M., 1996.

Gabay T.V. Educational activity and its means. M., 1988.

Galperin P.Ya. Teaching methods and mental development child. M., 1985.

Davydov V.V. Problems of developmental education: The experience of theoretical and experimental psychological research. M., 1986.

Ilyasov I.I. The structure of the learning process. M., 1986.

Leontiev A.N. Lectures on General Psychology. M., 2001.

Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.

Psychological features of personality formation in pedagogical process/ Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.

Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.

Elkonin D.B. Psychology of teaching younger students. M., 1974.

Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.

The beginning of primary school age is determined by the moment the child enters school. The initial period of school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school.

Download:

Preview:

Junior school age (6 - 11 years old)

Physical development.First of all, the work of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain, responsible for programming, regulation and control of complex forms of mental activity, have not yet completed their formation in children of this age (development of the frontal parts of the brain ends only by the age of 12). At this age, there is an active change of milk teeth, about twenty milk teeth fall out. The development and ossification of the limbs, spine and pelvic bones are at a stage of great intensity. At adverse conditions these processes can proceed with large anomalies. Intensive development of neuropsychic activity, high excitability of younger schoolchildren, their mobility and acute response to external influences are accompanied by rapid fatigue, which requires careful attitude to their psyche, skillful switching from one type of activity to another.
Harmful influences, in particular, can be exerted by physical overload (for example, long writing, tiring physical labor). Improper seating at the desk during class can lead to curvature of the spine, the formation of a sunken chest, etc. At primary school age, uneven psychophysiological development is noted in different children. Differences in the rates of development of boys and girls also persist: girls continue to outpace boys. Pointing to this, some scholars come to the conclusion that, in fact, in the lower grades, “children of different ages sit at the same desk: on average, boys are younger than girls by a year and a half, although this difference is not in the calendar age.” An essential physical feature of younger schoolchildren is an increased growth of muscles, an increase in muscle mass and a significant increase in muscle strength. Increased muscle strength and common development The motor apparatus is determined by the greater mobility of younger schoolchildren, their desire to run, jump, climb and inability to stay in the same position for a long time.

During the primary school age, significant changes occur not only in the physical development, but also in the mental development of the child: the cognitive sphere is qualitatively transformed, the personality is formed, the a complex system relationships with peers and adults.

cognitive development.The transition to systematic education makes high demands on the mental performance of children, which is still unstable in younger students, resistance to fatigue is low. And although these parameters increase with age, in general, the productivity and quality of work of younger students is about half that of the corresponding indicators of senior students.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage.

Primary school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory. A first grader remains a preschooler in terms of his mental development. It retains the peculiarities of thinking inherent in preschool age.

The dominant function in primary school age becomes thinking. Thought processes themselves are intensively developing and restructuring. The development of other mental functions depends on the intellect. The transition from visual-figurative to verbal-logical thinking is being completed. The child develops logically correct reasoning. School education is structured in such a way that verbal and logical thinking is predominantly developed. If in the first two years of schooling children work a lot with visual samples, then in the next classes the volume of this kind of work is reduced.

Figurative thinking is becoming less and less necessary in educational activities.At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theoreticians" or "thinkers" who easily solve educational problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. In most children, there is a relative balance between different types of thinking.

Perception younger schoolchildren is not differentiated enough. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6). In the process of learning, perception is restructured, it rises to a higher level of development, takes on the character of a purposeful and controlled activity. In the process of learning, perception deepens, becomes more analyzing, differentiating, and takes on the character of organized observation.

It is during the early school years that it develops Attention. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes.

Some age characteristics are inherent in the attention of students primary school. The main one is the weakness of voluntary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited. Involuntary attention is much better developed at primary school age. Everything new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part.

The sanguine person is mobile, restless, talks, but his answers in the lessons indicate that he is working with the class. Phlegmatic and melancholy are passive, lethargic, seem inattentive. But in fact, they are focused on the subject being studied, as evidenced by their answers to the teacher's questions. Some children are inattentive. The reasons for this are different: some have laziness of thought, others have a lack of a serious attitude to learning, others have an increased excitability of the central nervous system, etc.

Primary schoolchildren initially remember not what is most significant in terms of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new. Younger students have a good mechanical memory. Many of them mechanically memorize study tests throughout their education in elementary school, which leads to significant difficulties in the middle classes, when the material becomes more complex and larger in volume.

Among schoolchildren, there are often children who, in order to memorize the material, only need to read a section of the textbook once or carefully listen to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, and easily reproduce it. There are also children who quickly memorize educational material, but also quickly forget what they have learned. Usually on the second or third day they already poorly reproduce the learned material. In such children, first of all, it is necessary to form an attitude for long-term memorization, to teach them to control themselves. Most hard case- slow memorization and quick forgetting of educational material. These children must be patiently taught the techniques of rational memorization. Sometimes poor memorization is associated with overwork, so a special regimen is needed, a reasonable dosage of training sessions. Very often, poor memory results do not depend on a low level of memory, but on poor attention.

Communication. Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially personal. A first-grader, for example, often complains to the teacher about his neighbors who allegedly interfere with his listening or writing, which indicates his concern for personal success in learning. In the first class interaction with classmates through the teacher (me and my teacher). Grade 3 - 4 - the formation of a children's team (we and our teacher).
There are likes and dislikes. There are requirements for personal qualities.
A children's team is formed. The more referential the class, the more the child depends on how his peers evaluate him. In the third - fourth grade, there is a sharp turn from the interests of an adult to the interests of peers (secrets, headquarters, ciphers, etc.).

Emotional development.The instability of behavior, depending on the emotional state of the child, complicates both the relationship with the teacher and the collective work of children in the classroom. In the emotional life of children of this age, first of all, the content side of experiences changes. If the preschooler is happy that they play with him, share toys, etc., then the younger student is mainly concerned about what is connected with teaching, school, and the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arises in the student as often as possible, then this reinforces the positive attitude of the student to learning. Along with the emotion of joy, emotions of fear are of no small importance in the development of the personality of a junior schoolchild. Often, because of fear of punishment, children tell lies. If this is repeated, then cowardice and deceit are formed. In general, the experiences of a younger student are sometimes very violent.At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

Younger students are very emotional. Emotionality affects, firstly, that their mental activity is usually colored by emotions. Everything that children observe, what they think about, what they do, evokes an emotionally colored attitude in them. Secondly, younger students do not know how to restrain their feelings, to control their external manifestation. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings, to restrain their undesirable manifestations, develops more and more.

CONCLUSION

Younger students will have a very important moment in their lives - the transition to the middle school. This transition deserves the most serious attention. This is due to the fact that it radically changes the conditions of the teaching. New conditions place higher demands on the development of thinking, perception, memory and attention of children, on their personal development, as well as the degree of formation of educational knowledge among students, learning activities, to the level of development of arbitrariness.

However, the level of development of a significant number of students barely reaches the necessary limit, and for a fairly large group of schoolchildren, the level of development is clearly insufficient for the transition to the secondary link.

The task of the primary school teacher and parents is to know and take into account the psychological characteristics of children of primary school age in teaching and educating, conducting a complex of corrective work with children using various games, tasks, exercises.

Federal Agency for Education

State educational institution of higher professional education

"Nizhny Novgorod State University of Architecture and Civil Engineering"

Institute of Architecture and Urban Planning

Department of Physical Education

Discipline: >

Abstract on the topic:

Performed:

Checked:

Nizhny Novgorod - 2008

Introduction………………………………………………………………..3

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

1. Age features……………………………………..

2. Psychological and physiological features………..

Chapter 2. Concepts >………………………

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

Conclusion…………………………………………………………...

Bibliography………………………………………………………...

Introduction

Junior school age begins at 6-7 years old, when the child starts school, and lasts until 10-11 years old. Educational activity becomes the leading activity of this period. The junior school period occupies a special place in psychology also because this period of study at school is a qualitatively new stage in the psychological development of a person. The strengthening of the physical and psychological health of the child continues. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, since the bone system of the phalanges of the fingers has not formed. The role of adults is to pay attention to these important aspects of development and help the child take care of his own health.

The purpose of the work: to consider the features of age-related, physical development in primary school age.

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

Subject of study: to analyze the age, physical development and give special attention to physical education at primary school age.

1. Consider age characteristics in primary school age.

2. Consider the physiological and psychological characteristics of primary school age.

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

Chapter 1. General characteristics.

1. Age features.

The boundaries of primary school age, coinciding with the period of study in primary school, are currently being established from 6-7 to 9-10 years. Social situation of development: The internal position of the student as a person who improves himself. Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated. Features of educational communication: the role of the teacher, the role of a peer. Joint discussion of the educational problem. Psychological neoplasms:

Conceptual thinking

Internal Action Plan

Reflection - intellectual and personal

A new level of arbitrariness of behavior

Self-control and self-esteem

Peer group orientation

Dependence of the level of achievement on the content and organization of educational activities.

At primary school age, there is an increase in the desire of children to achieve. Therefore, the main motive for the activity of a child at this age is the motive for achieving success. Sometimes there is another kind of this motive - the motive of avoiding failure.

Certain moral ideals, patterns of behavior are laid in the mind of the child. The child begins to understand their value and necessity. But in order for the formation of the child's personality to be most productive, the attention and assessment of an adult is important. "The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life." "The social space of the child has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules."

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

Children strive to improve the skills of those activities that are accepted and valued in an attractive company, in order to stand out in its environment, to succeed.

The ability to empathize develops in the conditions of schooling because the child is involved in new business relationships, involuntarily he is forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities.

Thus, primary school age is the most important stage of school childhood.

The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of study: by the end of primary school age, the child should want to learn, be able to learn and believe in himself.

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

2. Physiological and psychological features.

At this age, significant changes occur in all organs and tissues of the body. So, all the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, opening up both great opportunities for proper physical education and practicing many sports, and concealing negative consequences (in the absence of normal conditions physical development). That is why the proportionality of the furniture behind which the younger student sits, the correct seating at the table and desk are the most important conditions for the normal physical development of the child, his posture, the conditions for all his further performance.
In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. If we take this circumstance into account, it becomes clear why a younger student often copes with written assignments with great difficulty. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Do not overload younger students, especially students in grades I-II, with written assignments. Children's desire to rewrite a graphically poorly done task most often does not improve the results: the child's hand quickly gets tired.
In a younger student, the heart muscle grows intensively and is well supplied with blood, so it is relatively hardy. Due to the large diameter of the carotid arteries, the brain receives enough blood, which is an important condition for its performance. The weight of the brain increases markedly after the age of seven. The frontal lobes of the brain, which play an important role in the formation of the highest and most complex functions of human mental activity, especially increase.
The relationship between the processes of excitation and inhibition changes.

Thus, at primary school age, in comparison with preschool age, there is a significant strengthening of the musculoskeletal system, cardiovascular activity becomes relatively stable, and the processes of nervous excitation and inhibition acquire greater balance. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only considerable mental stress, but also great physical endurance. Psychological restructuring associated with the admission of the child to school. Each period of the mental development of the child is characterized by the main, leading type of activity. So, for preschool childhood, the leading activity is play. Although children of this age, for example, in kindergartens, are already studying and even working within their capacity, nevertheless, role-playing in all its diversity serves as the true element that determines their entire appearance. In the game, a desire for public appreciation appears, imagination and the ability to use symbolism develop. All this serves as the main points characterizing the child's readiness for school. As soon as a seven-year-old child enters the classroom, he is already a schoolboy. From that time on, the game gradually loses its leading role in his life, although it continues to occupy an important place in it; teaching becomes the leading activity of the younger student, significantly changing the motives of his behavior, opening up new sources for the development of his cognitive and moral forces. The process of such restructuring has several stages. The stage of the child's initial entry into the new conditions of school life stands out especially clearly. Most children are psychologically prepared for this. They happily go to school, expecting to find something unusual here compared to home and kindergarten. This inner position of the child is important in two respects. First of all, the anticipation and desirability of the novelty of school life help the child quickly accept the teacher's requirements regarding the rules of behavior in the classroom, the norms of relations with comrades, and the daily routine. These requirements are perceived by the child as socially significant and inevitable. The situation known to experienced teachers is psychologically justified; from the first days of the child's stay in the classroom, it is necessary to clearly and unambiguously disclose to him the rules of the student's behavior in the classroom, at home and in public places. It is important to immediately show the child the difference between his new position, duties and rights from what was familiar to him before. The requirement of strict observance of new rules and norms is not excessive strictness towards first-graders, but a necessary condition for organizing their life, corresponding to the own attitudes of children prepared for school. With the precariousness and uncertainty of these requirements, children will not be able to feel the uniqueness of a new stage in their lives, which, in turn, can destroy their interest in school. The other side of the child's internal position is connected with his general positive attitude towards the process of assimilation of knowledge and skills. Even before school, he gets used to the idea of the need for learning in order to one day truly become what he wanted to be in the games (pilot, cook, driver). At the same time, the child does not naturally represent the specific composition of knowledge required in the future. He still lacks a utilitarian-pragmatic attitude towards them. He is drawn to knowledge in general, to knowledge as such, which has social significance and value. This is where curiosity, theoretical interest in the environment is manifested in the child. This interest, as the basic prerequisite for learning, is formed in the child by the entire structure of his preschool life, including extensive play activity.
At first, the student is not yet truly familiar with the content of specific subjects. He does not yet have cognitive interests in the educational material itself. They are formed only as they deepen in mathematics, grammar and other disciplines. And yet the child learns the relevant information from the first lessons. His academic work it relies on an interest in knowledge in general, a particular manifestation of which in this case is mathematics or grammar. This interest is actively used by teachers in the first lessons. Thanks to him, information about such essentially abstract and abstract objects as the sequence of numbers, the order of letters, etc. becomes necessary and important for the child.
The child's intuitive acceptance of the value of knowledge itself must be supported and developed from the first steps of schooling, but already by demonstrating unexpected, tempting and interesting manifestations of the very subject of mathematics, grammar and other disciplines. This allows children to develop genuine cognitive interests as the basis of learning activities. Thus, the first stage of school life is characterized by the fact that the child obeys the new requirements of the teacher, regulating his behavior in the classroom and at home, and also begins to be interested in the content of the educational subjects themselves. The painless passage of this stage by the child indicates a good readiness for schoolwork.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

TEST

on the topic: "Age features of primary school age"

1. Mental characteristics of children of primary school age

2. Development of interpersonal relationships of primary school age in a peer group

3. Imagination and creativity of younger students

1. Mental features dechildren of primary school age

Primary school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - admission to school.

A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age. The new social situation of development introduces the child into a strictly normalized world of relations and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of skills in educational activities, as well as for mental development. Thus, the new social situation of schooling toughens the child's living conditions and acts as a stressful one for him. Every child who enters school has increased mental tension. This affects not only the physical health, but also the behavior of the child.

Before school, the individual characteristics of the child could not interfere with his natural development, since these features were accepted and taken into account by close people. The school standardizes the conditions of a child's life. The child will have to overcome the trials that have piled on him. In most cases, the child adapts himself to standard conditions. Education becomes the leading activity. In addition to mastering special mental actions and actions serving writing, reading, drawing, labor, etc., the child, under the guidance of a teacher, begins to master the content of the basic forms. human consciousness(science, art, morality, etc.) and learns to act in accordance with the traditions and new social expectations of people.

According to the theory of L.S. Vygotsky, school age, like all ages, opens with a critical, or turning point, period, which was described in the literature earlier than others as a crisis of seven years. It has long been noted that in the transition from preschool to school age a child changes very sharply and becomes more difficult to educate than before. This is some kind of transitional stage - no longer a preschooler and not yet a schoolboy.

Recently, a number of studies devoted to this age have appeared. The results of the study can be schematically expressed as follows: a 7-year-old child is distinguished, first of all, by the loss of childish spontaneity. The immediate cause of childish immediacy is the lack of differentiation between inner and outer life. The child's experiences, desires and expression of desires, i.e. behavior and activity usually represent an insufficiently differentiated whole in the preschooler. The most significant feature of the crisis of seven years is usually called the beginning of differentiation of the inner and outer sides of the child's personality.

The loss of immediacy means the introduction into our actions of an intellectual moment that wedged between experience and immediate action, which is in direct contrast to the naive and direct action characteristic of the child. This does not mean that the crisis of seven years leads from a direct, naive, undifferentiated experience to the extreme pole, but, indeed, in each experience, in each of its manifestations, a certain intellectual moment arises.

At the age of 7, we are dealing with the beginning of the emergence of such a structure of experience, when the child begins to understand what it means "I rejoice", "I am upset", "I am angry", "I am kind", "I am evil", i.e. . he has a meaningful orientation in his own experiences. Just as a three-year-old child discovers his relationship with other people, so a seven-year-old discovers the very fact of his experiences. Thanks to this, some of the features that characterize the crisis of seven years come to the fore.

Experiences acquire meaning (an angry child understands that he is angry), thanks to this, the child develops such new relationships with himself that were impossible before the generalization of experiences. As on a chessboard, when with each move completely new connections between the pieces arise, so here completely new connections between experiences arise when they acquire a certain meaning. Consequently, the whole character of the child's experiences is rebuilt by the age of 7, just as a chessboard is rebuilt when the child has learned to play chess.

By the time of the crisis of seven years, for the first time, a generalization of experiences, or an affective generalization, the logic of feelings, arises. There are deeply retarded children who experience failure at every turn: ordinary children play, an abnormal child tries to join them, but he is refused, he walks down the street and is laughed at. In a word, he loses at every turn. In each individual case, he has a reaction to his own insufficiency, and in a minute you look - he is completely pleased with himself. Thousands of individual failures, but no general feeling of little value, he does not generalize what has happened many times already. A child of school age has a generalization of feelings, i.e., if a situation has happened to him many times, he has an affective formation, the nature of which also relates to a single experience, or affect, as a concept relates to a single perception or memory . For example, a child of preschool age does not have real self-esteem, pride. The level of our requests to ourselves, to our success, to our position arises precisely in connection with the crisis of seven years.

A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his value. Consequently, by the age of 7, a number of complex formations arise, which lead to the fact that the difficulties of behavior change dramatically and radically, they are fundamentally different from the difficulties of preschool age. imagination creativity junior schoolboy

Such neoplasms as pride, self-esteem remain, but the symptoms of the crisis (manipulation, antics) are transient. In the crisis of seven years, due to the fact that differentiation of the internal and external arises, that for the first time a meaningful experience arises, an acute struggle of experiences also arises. A child who does not know whether to take bigger or sweeter candies is not in a state of internal struggle, although he hesitates. The internal struggle (contradictions of experiences and the choice of one's own experiences) becomes possible only now.

A characteristic feature of primary school age is emotional impressionability, responsiveness to everything bright, unusual, colorful. Monotonous, boring classes sharply reduce cognitive interest at this age and give rise to a negative attitude towards learning. Going to school makes a big difference in a child's life. A new period begins with new duties, with the systematic activity of teaching. The life position of the child has changed, which makes changes in the nature of his relations with others. The new circumstances of the life of a small schoolboy become the basis for such experiences that he did not have before.

Self-esteem, high or low, gives rise to a certain emotional well-being, causes self-confidence or disbelief in one's own strength, a feeling of anxiety, an experience of superiority over others, a state of sadness, sometimes envy. Self-esteem is not only high or low, but also adequate (corresponding to the true state of affairs) or inadequate. In the course of solving life problems (educational, everyday, gaming), under the influence of achievements and failures in the activities performed, the student may experience inadequate self-esteem - increased or decreased. It causes not only a certain emotional reaction, but often a long-term negatively colored emotional well-being.

Communicating, the child simultaneously reflects in the mind the qualities and properties of a communication partner, and also cognizes himself. However, now in pedagogical and social psychology the methodological foundations of the process of formation of younger schoolchildren as subjects of communication have not been developed. By this age, the basic block of the psychological problems of the personality is structured and the mechanism of development of the subject of communication changes from imitative to reflexive.

An important prerequisite for the development of a younger student as a subject of communication is the appearance in him, along with business communication a new extra-situational-personal form of communication. According to M.I. Lisina, this form begins to develop from the age of 6. The subject of such communication is a person. The child asks the adult about his feelings and emotional states, and also tries to tell him about his relationships with peers, demanding an emotional response from an adult, empathy with his interpersonal problems.

2. Development of interpersonal relationships of primary school age in a peer group

The peer group also includes the peer group of primary school age.

A junior student is a person who actively masters communication skills. At this age there is an intensive establishment of friendly contacts. Skill Acquisition social interaction with a peer group and the ability to make friends is one of the most important developmental tasks at this age stage.

With the arrival at school, there is a decrease in collective ties and relationships between children of primary school age compared with preparatory group kindergarten. This is due to the novelty of the team and new educational activities for the child.

Acquiring the skills of social interaction with a group of peers and the ability to make friends is one of the most important tasks in the development of a child at this age stage.

The new social situation and new rules of behavior lead to the fact that in the first year of education the level of comfort of children increases, which is a natural consequence of entering into new group. Communication with peers plays an important role at this age. It not only makes self-esteem more adequate and helps the socialization of children in new conditions, but also stimulates their learning.

The relationship of first graders is largely determined by the teacher through the organization educational process. It contributes to the formation of statuses and interpersonal relationships in the classroom. Therefore, when conducting sociometric measurements, it can be found that among the preferred ones are often children who study well, who are praised and singled out by the teacher.

By grades II and III, the teacher's personality becomes less significant, but ties with classmates become closer and more differentiated.

Usually children begin to communicate on sympathy, commonality of any interests. The proximity of their place of residence and gender also plays a significant role.

A characteristic feature of the relationship between younger schoolchildren is that their friendship is based, as a rule, on the commonality of external life circumstances and random interests; for example, they sit at the same desk, live side by side, are interested in reading or drawing ... The consciousness of younger schoolchildren has not yet reached the level to choose friends according to any essential personality traits. But in general, children in grades III-IV are more deeply aware of certain qualities of personality and character. And already in grade III, if necessary, choose classmates for joint activities. About 75% of third-grade students motivate their choice by certain moral qualities of other children.

The materials of sociometric studies confirm that success in school is accepted by students as the main characteristic of personality. Answering questions, with whom do you want to sit at a desk and why? Who do you want to invite to your birthday and why him?

85% of students in grade I and 70% in grade II motivated their choice by the success or failure of their peers in school, and if the choice fell on an unsuccessful student, help was offered. Very often, in their assessments, the guys referred to the teacher.

It is at primary school age that the socio-psychological phenomenon of friendship appears as individual-selective deep interpersonal relations of children, characterized by mutual affection based on a feeling of sympathy and unconditional acceptance of the other. At this age, group friendships are most common. Friendship performs many functions, the main of which is the development of self-awareness and the formation of a sense of belonging, connection with a society of their own kind.

According to the degree of emotional involvement of the child's communication with peers, it can be comradely and friendly. Friendly communication - emotionally less deep communication of the child, is realized mainly in the classroom and mainly with the same sex. Friendly - both in the classroom and outside it, and also mostly with the same sex, only 8% of boys and 9% of girls with the opposite sex. The relationship between boys and girls in the lower grades is spontaneous.

The main indicators of humanistic relations between boys and girls are sympathy, camaraderie, friendship. With their development, there is a desire for communication. Personal friendship in elementary school is very rarely established in comparison with personal camaraderie and sympathy. The teacher plays an important role in these processes.

Typical inhumane relations between boys and girls are (according to Yu.S. Mitina):

The attitude of boys towards girls: swagger, pugnacity, rudeness, arrogance, refusal of any relationship ...

The attitude of girls towards boys: shyness, complaints about the behavior of boys ... or in some cases the opposite phenomena, for example, children's flirting.

Relationships between boys and girls need constant attention and adjustment, they should be intelligently managed, not relying on the fact that they will develop correctly on their own.

Thus, we can conclude that the interpersonal relationships of peers of primary school age depend on many factors, such as academic success, mutual sympathy, common interests, external life circumstances, gender characteristics. All these factors influence the choice of the child's relationship with peers and their significance.

Pupils treat their comrades differently: the student chooses some classmates, does not choose others, rejects others; relation to some is stable, to others is not stable.

There are three social circles for each student in each class. In the first circle of communication are those classmates who are the object of constant stable choices for the child. These are the students for whom he experiences steady sympathy, emotional attraction. Among them are those who, in turn, sympathize this student. Then they are united by a mutual connection. Some students may not even have a single comrade for whom he would feel stable sympathy, that is, this student does not have the first circle of desired communication in the class. The concept of the first circle of communication includes both special case and grouping. The grouping consists of students who are united by a mutual connection, that is, those who are in the first circle of communication with each other.

All classmates, to whom the student feels more or less sympathy, make up the second circle of his communication in the class. The psychological basis of the primary team becomes such a part of the general team, where the students mutually make arcs for each other the second circle of desired communication.

These circles are certainly not a frozen state. A classmate who used to be in the second round of communication for the student can enter the first one, and vice versa. These circles of communication also interact with the widest third circle of communication, which includes all students in this class. But schoolchildren are in personal relationships not only with classmates, but also with students from other classes.

In the primary grades, the child already has a desire to occupy a certain position in the system of personal relationships and in the structure of the team. Children often have a hard time with the discrepancy between the claims in this area and the actual state.

The system of personal relationships in the classroom develops in the child as he masters and school reality. The basis of this system is made up of direct emotional relationships that prevail over all others.

In the manifestation and development of children's need for communication, primary school students have significant individual characteristics. Two groups of children can be distinguished according to these characteristics. For some, communication with comrades is mainly limited to school. For others, communication with comrades already occupies a considerable place in life.

Primary school age is a period of positive changes and transformations that occur with the child's personality. That is why the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the position of the child in the structure of personal relationships with peers will also be more difficult to correct.

The position of the child in the system of personal relationships is also influenced by such a phenomenon as speech culture.

The speech culture of communication consists not only in the fact that the child pronounces correctly and correctly selects the words of politeness. A child with only these capabilities can cause peers to feel a condescending superiority over him, since his speech is not colored by his volitional potential, expressed in expression, self-confidence and self-esteem.

It is the means of effective communication assimilated and used by the child that will primarily determine the attitude of the people around him. Communication becomes a special school social relations. The child still unconsciously discovers the existence of different styles of communication. It is in conditions of independent communication that the child discovers various styles of possible relationship building.

Thus, the development of relationships in the group is based on the need for communication, and this need changes with age. She is satisfied with different children differently. Each member of the group occupies a special position both in the system of personal and in the system of business relations, which are influenced by the success of the child, his personal preferences, his interests, speech culture, and at the end of grades III-IV and individual moral qualities.

3. Imagination and creativity of younger students

The first images of the child's imagination are associated with the processes of perception and his play activity. A one and a half year old child is still not interested in listening to stories (fairy tales) of adults, since he still lacks the experience that generates perception processes. At the same time, one can observe how, in the imagination of a playing child, a suitcase, for example, turns into a train, a silent doll, indifferent to everything that happens, into a crying little man offended by someone, a pillow into an affectionate friend. During the period of speech formation, the child uses his imagination even more actively in his games, because his life observations are sharply expanded. However, all this happens as if by itself, unintentionally.

Arbitrary forms of imagination "grow up" from 3 to 5 years. Imagination images can appear either as a reaction to an external stimulus (for example, at the request of others), or initiated by the child himself, while imaginary situations are often purposeful, with an ultimate goal and a pre-thought-out scenario.

The school period is characterized by the rapid development of the imagination, due to the intensive process of acquiring versatile knowledge and using it in practice.

Individual features of the imagination are clearly manifested in the process of creativity. In this sphere of human activity, imagination about significance is placed on a par with thinking. It is important that for the development of imagination it is necessary to create conditions for a person under which freedom of action, independence, initiative, and looseness are manifested.

It has been proven that imagination is closely connected with other mental processes (memory, thinking, attention, perception) that serve learning activities. Thus, not paying enough attention to the development of imagination, primary teachers reduce the quality of education.

In general, primary schoolchildren usually do not have any problems associated with the development of children's imagination, so almost all children who play a lot and in a variety of ways in preschool childhood have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of training relate to the connection between imagination and attention, the ability to regulate figurative representations through voluntary attention, as well as the assimilation of abstract concepts that can be imagined and presented to the child, as well as to an adult, hard enough.

Senior preschool and junior school age are qualified as the most favorable, sensitive for the development of creative imagination, fantasies. Games, conversations of children reflect the power of their imagination, one might even say, a riot of fantasy. In their stories and conversations, reality and fantasy are often mixed, and the images of the imagination can, by virtue of the law of the emotional reality of the imagination, be experienced by children as quite real. The experience is so strong that the child feels the need to talk about it. Such fantasies (they are also found in adolescents) are often perceived by others as lies. Parents and teachers often turn to psychological counseling, alarmed by such manifestations of fantasy in children, which they regard as deceit. In such cases, the psychologist usually recommends that you analyze whether the child is pursuing any benefit with his story. If not (and most often it happens that way), then we are dealing with fantasizing, inventing stories, and not with lies. This kind of storytelling is normal for kids. In these cases, it is useful for adults to join the children's game, to show that they like these stories, but precisely as manifestations of fantasy, a kind of game. Participating in such a game, sympathizing and empathizing with the child, an adult must clearly designate and show him the line between the game, fantasy and reality.

At primary school age, in addition, there is an active development of the recreative imagination.

In children of primary school age, several types of imagination are distinguished. It can be recreative (creating an image of an object according to its description) and creative (creating new images that require the selection of material in accordance with the plan).

The main trend that arises in the development of children's imagination is the transition to an increasingly correct and complete reflection of reality, the transition from a simple arbitrary combination of ideas to a logically reasoned combination. If a child of 3-4 years old is satisfied with two sticks laid crosswise for the image of an airplane, then at 7-8 years old he already needs an external resemblance to an airplane ("so that there are wings and a propeller"). A schoolboy at the age of 11-12 often designs a model himself and demands from it an even more complete resemblance to a real aircraft ("so that it would be just like a real one and would fly").

The question of the realism of children's imagination is connected with the question of the relation of the images that arise in children to reality. The realism of the child's imagination is manifested in all forms of activity available to him: in play, in visual activity, when listening to fairy tales, etc. In a game, for example, a child's demands on credibility in a game situation increase with age.

Observations show that the child strives to depict well-known events truthfully, as happens in life. In many cases, the change in reality is caused by ignorance, the inability to coherently, consistently portray the events of life. The realism of the younger schoolchild's imagination is especially evident in the selection of game attributes. For a younger preschooler in the game, everything can be everything. Older preschoolers are already selecting material for the game according to the principles of external similarity.

The younger student also makes a strict selection of material suitable for play. This selection is carried out according to the principle of maximum closeness, from the point of view of the child, of this material to real objects, according to the principle of the possibility of performing real actions with it.

Mandatory and essential actor game for schoolchildren in grades 1-2 is a doll. With it, you can perform any necessary "real" actions. She can be fed, dressed, she can express her feelings. It is even better to use a live kitten for this purpose, since you can already really feed it, put it to bed, etc.

The corrections to the situation and images made during the game by children of primary school age give the game and the images themselves imaginary features, bringing them closer and closer to reality.

A.G. Ruzskaya notes that children of primary school age are not deprived of fantasizing, which is at odds with reality, which is even more typical for schoolchildren (cases of children's lies, etc.). “Fantasying of this kind still plays a significant role and occupies a certain place in the life of a younger student. Nevertheless, it is no longer a simple continuation of the fantasizing of a preschooler who himself believes in his fantasy as in reality. A 9-10 year old student already understands the “conventionality "his fantasies, his inconsistency with reality."

Concrete knowledge and fascinating fantastic images built on their basis coexist peacefully in the mind of a junior schoolchild. With age, the role of fantasy, divorced from reality, weakens, and the realism of children's imagination increases. However, the realism of a child's imagination, in particular the imagination of a younger schoolchild, must be distinguished from its other feature, close, but fundamentally different.

The realism of the imagination involves the creation of images that do not contradict reality, but are not necessarily a direct reproduction of everything perceived in life.

The imagination of a younger schoolchild is also characterized by another feature: the presence of elements of reproductive, simple reproduction. This feature of children's imagination is expressed in the fact that in their games, for example, they repeat the actions and situations that they observed in adults, play out stories that they experienced, which they saw in the cinema, reproducing the life of the school, family, etc. without changes. The theme of the game is the reproduction of impressions that took place in the lives of children; the storyline of the game is a reproduction of what was seen, experienced, and necessarily in the same sequence in which it took place in life.

However, with age, the elements of reproductive, simple reproduction in the imagination of a younger student become less and less, and more and more creative processing of ideas appears.

According to L.S. Vygotsky, a child of preschool and primary school age can imagine much less than an adult, but he trusts the products of his imagination more and controls them less, and therefore imagination in the everyday, "cultural sense of the word, i.e. something like what is real, imaginary, in a child, of course, more than in an adult.However, not only the material from which the imagination builds is poorer in a child than in an adult, but also the nature of the combinations that are added to this material, their quality and the variety is considerably inferior to the combinations of an adult.Of all the forms of connection with reality that we have listed above, the child's imagination, to the same extent as the adult's imagination, has only the first, namely, the reality of the elements from which it is built.

V.S. Mukhina notes that at primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.

In the process of educational activity of schoolchildren, which starts from living contemplation in the primary grades, a large role, as psychologists note, is played by the level of development of cognitive processes: attention, memory, perception, observation, imagination, memory, thinking. The development and improvement of the imagination will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive abilities of children.

At primary school age, for the first time, there is a division of play and labor, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.

The importance of imagination in primary school age is the highest and necessary human ability. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.

Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on goes out.

Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative imagination. When in the process of learning children are faced with the need to comprehend abstract material and they need analogies, supports with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.

However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to enhance the cognitive activity of schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.

Thus, one cannot but agree with the conclusions of psychologists and researchers that imagination is one of the most important mental processes and the level of its development, especially in children of primary school age, largely depends on the success of mastering the school curriculum.

Hosted on Allbest.ru

Download:

Preview:

Age features of children of primary school age.

The initial period of school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new activities for them and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain, which are responsible for programming, regulating and controlling complex forms of mental activity, have not yet completed their formation in children of this age (development of the frontal parts of the brain ends only by the age of 12), as a result of which the regulatory and inhibitory influence of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

From the moment the child enters school, a new social situation of development is established. The teacher becomes the center of the social situation of development. In primary school age, learning activity becomes the leading one. Learning activity is a special form of student activity aimed at changing himself as a subject of learning. Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed.

School education is structured in such a way that verbal-logical thinking is predominantly developed. If in the first two years of education children work a lot with visual samples, then in the next classes the volume of such activities is reduced. Figurative thinking is becoming less and less necessary in educational activities.

At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theoreticians" or "thinkers" who easily solve educational problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. In most children, there is a relative balance between different types of thinking.

Age stages of perception:
2-5 years - the stage of listing objects in the picture;
6-9 years old - description of the picture;
after 9 years - interpretation of what he saw.

Memory in primary school age develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not very interesting to them. Every year, more and more training is based on arbitrary memory. Younger schoolchildren, like preschoolers, usually have a good mechanical memory. Many of them mechanically memorize educational texts throughout their education in primary school, which most often leads to significant difficulties in secondary school, when the material becomes more complex and larger in volume, and solving educational problems requires not only the ability to reproduce the material. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, i.e. rational ways of memorizing (dividing the text into parts, drawing up a plan, etc.).

Primary school age is the age of a fairly noticeable formation of personality.

All this decisively affects the formation and consolidation of a new system of relations with people, the team, teaching and related duties, forms character, will, expands the circle of interests, develops abilities.

At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

Literature:

Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation of creative thinking of students // Formation of creative thinking of schoolchildren in educational activity. Ufa, 1985.
Vygotsky L.S. Pedagogical psychology. M., 1996.
Gabay T.V. Educational activity and its means. M., 1988.
Galperin P.Ya. Teaching methods and mental development of the child. M., 1985.
Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1986.
Ilyasov I.I. The structure of the learning process. M., 1986.
Leontiev A.N. Lectures on General Psychology. M., 2001.
Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
Psychological features of personality formation in the pedagogical process / Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.
Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.
Elkonin D.B. Psychology of teaching younger students. M., 1974.
Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.