Compared to preschool age, a schoolchild already from the early grades enters into a wider circle of social communication, while the society imposes more stringent requirements on his behavior and personal qualities. Requirements are expressed by the teacher, parents, the nature of educational activities, peers - the entire social environment. Accordingly, the patterns of behavior are set by the school, family, comrades, and specially selected literature.

In this set of factors educational activity plays a leading role. It is the teaching that gives the basis for demanding concentration, strong-willed efforts, and self-regulation of behavior from the child. Children who have sufficiently developed educational motivation, those who want to study at school, easily cope with their duties, and such personal qualities as responsibility, diligence, and strong-willed orientation appear in their behavior. Usually this is due to a great love for the teacher and a desire to earn his praise. With weak educational motivation, the requirements are perceived as external, heavy, the child is looking for ways to avoid trouble. He is punished and sometimes severely enough.

The school is developing a new system of relations with reality. The teacher acts not just as an adult, but as an authorized representative of society. His authority is indisputable. It operates on the basis of uniform evaluation criteria, its marks rank the children: this one did "5", this one - "3". And in the eyes of a schoolchild, the mark acts as a standard not only for specific knowledge, but for all personal qualities.

The attitude towards a friend depends on the marks he receives. A weak student, even on the street, can be called a “loser!”. An excellent student is considered a model of all valuable qualities. He is the kindest, most modest, most sensitive ... " because he gets fives". He will be the first to ride in a sled, they try to imitate him. Emotional relationships become mediated, dependent on success, on the assessment of the teacher.

Self-esteem also depends on grades. When entering school, the child is full of hope for his success and evaluates himself somewhat overestimated. But getting threes and twos causes him to underestimate all his qualities. In the experiment, we asked first-graders if they consider themselves modest (sensitive, truthful), and they usually heard:

"No, I sometimes get threes." To the question “What can you do well?” even 3rd grade students only talked about learning skills: “I read well, but my tasks are weak.”

For many students, by the 3rd-4th grade, self-esteem becomes low, and this reduces the motivation to achieve success.

Special work shows, however, the great possibilities of children in the development of objective, adequate self-esteem. To this end, students were asked to evaluate their homework before the teacher and then compare it with his assessment. After a short time, these assessments began to coincide, the children began to see their work through the eyes of a teacher, which led not only to an increase in academic performance, but also to the development of self-criticism and self-confidence.

Focusing on schoolwork and grades can also have a negative impact on the student's personal development. “School selfishness” appears when a child becomes the center of family concerns and requires everyone's attention to himself, without giving anything to others. A kind of counterbalance to this development of events is the participation of schoolchildren in domestic work. Parents, of course, give their children certain instructions, but often this is accompanied by repeated reminders and reproaches. Proactive work caused by caring for loved ones and responsibility to them has a deep personal impact.

In our (together with Ch. T. Osmonova) study of the labor activity of younger schoolchildren, children were asked to keep a self-control notebook, where all feasible types of work were listed, and to keep their own marks of completed tasks daily. Moreover, they agreed to celebrate in different ways the things done at will, at the request of adults or after repeated reminders. A special mark - a sign of quality - was exhibited if the work was praised by adults, thanked if it was done in good faith. Children weekly told the class about household chores, and these included initiative extracurricular reading, and the selection of proverbs about work, and learning unassigned verses, that is, mental labor was encouraged along with physical labor.

And although no marks were given for this work and the children themselves evaluated it according to the specified criteria of initiative, the attention of the teacher, interest in non-academic affairs supported the activity of the children, motivated them to achieve success. This served as a significant factor in the development of such personal qualities as self-regulation of behavior, care for loved ones, confidence in achieving success, and the adequacy of self-esteem.

It is impossible not to note such an aspect of personal development as moral ideas and moral emotions. They are also related to the teacher's personality and learning activities. The opinion and requirements of the teacher are considered as the basis moral standards. In our study, younger schoolchildren defined moral concepts in a very peculiar way: “modesty is if V. G. said not to brag, then you don’t need to tell anyone”; “sensitivity is if V. G. said to help a friend, then you need to deal with him so that he does not take offense,” etc. All moral judgments began from the opinion of a beloved teacher.

However, familiarity with the works fiction takes students beyond personal experience. They become available to both altruistic and civic feelings, they experience the patriotic pages of history, the heroism of their people, and then the personality of the teacher remains “behind the scenes”. Although in this case, much depends on his approval.

During primary education communication between the student and peers develops. At first, this is friendship with those with whom they sat next to a desk or with whom they live next to. But as schoolwork becomes habitual and other pursuits and interests emerge, relationships with comrades become more selective. Ideas about peers go beyond the marks they receive. The experience of joint extracurricular work is accumulating as the basis of personal assessments: “It is not interesting with Kirill. We will come to him - he will capture everything himself, he does it himself, and you stand and look. Fives no longer save Cyril from condemnation. The opinion of comrades by the 3rd-4th grade becomes a regulatory factor in personal development.

Good teachers purposefully shape public opinion in the classroom. For a mess at a break, garbage or an unopened window, they ask the duty officer so that he demands from the guilty. At the end of the lessons, they listen to short reports from the attendants, encourage their exactingness and those who obeyed them. This leads to a generalization of moral norms and rules of behavior, which is so necessary when moving to secondary school.

1.4.1 Psychological features primary school age

In the psychological literature, the following general age characteristics of children of primary school age are distinguished:

At primary school age, the child has the greatest increase in the brain - from 90% of the weight of the brain of an adult at 5 years old and up to 95% at 10 years old. The improvement of the nervous system continues. New connections between nerve cells develop, specialization of the cerebral hemispheres increases. By the age of 7-8, the nervous tissue connecting the hemispheres becomes more perfect and ensures their better interaction. These changes in the nervous system lay the foundation for the next stage of the child's mental development and prove the thesis that the educational impact on the younger schoolchild by the family, precisely at the early school age, has a great influence on the process of forming the child's personal qualities, personal characteristics demanded by society.

At this age, significant qualitative and quantitative changes also occur in the bone and muscle system of the younger student. So, it is at primary school age that it is more important than ever to strive for physical development and improvement of the child's body. And in this process, the role of the influence of the family on the younger student is also great.

In general, the following psychological features can be represented:

• 1) Propensity to play. In the conditions of play relations, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires its participants to be able to act according to the rules. "What a child is in play, such is in many respects he will be at work when he grows up," said A.S. Makarenko.
• 2) The inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.
• 3) Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into 3 levels:

A child under 5 learns a primitive level of rules of conduct, based on the prohibition or denial of something. For example: "Do not speak loudly", "Do not interrupt the conversation", "Do not touch someone else's thing", "Do not throw garbage", etc. If a child has been taught to comply with these elementary norms, then others consider him a well-mannered child.

By the age of 10-11, it is necessary for the child to be able to take into account the state of the people around him, and his presence not only does not interfere with them, but would also be pleasant.

Features of educational activity. At primary school age, states M.N. Apletaev, educational activity plays a special role, there is a transition from: "situational" knowledge of the world to its scientific study, the process of not only expanding, but also systematizing and deepening knowledge begins. Learning activities at this age creates conditions for students to master the techniques, ways of solving various mental and moral problems, forms on this basis a system of children's relations to the world around them.

A younger student in the process of studying at school gradually becomes not only an object, but also a subject of pedagogical influence, since far from immediately and not in all cases, teacher influences achieve their goal. The child becomes a real object of learning only when pedagogical influences cause appropriate changes in him. This applies to the knowledge that is acquired by children, in the improvement of skills, assimilation of techniques, methods of activity, restructuring of students' relations. The natural and necessary "step" is important in the process of child development in primary school age.

Involving in educational activities, younger students learn to act purposefully both in the performance of educational tasks and in determining the ways of their behavior. Their actions become conscious. Increasingly, when solving various mental and moral problems, students use the acquired experience.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (ability) to correlate them and his aspirations with the conditions of objective reality.

The educational activity of a younger student develops just as gradually, through the experience of entering into it, like all previous activities (manipulation, subject, game). Learning activity is an activity aimed at the student himself. The child learns not only knowledge, but also how this knowledge is acquired. The upbringing of such personality traits as perseverance, the desire to achieve the goal in the younger student also depends on the position of the family, on what principles are invested in communicating with the child, how he tries to help him in the course of educational activities.

Learning the ways of writing, counting, reading, etc., the child orients himself to self-change - he masters the necessary methods of service and mental actions inherent in the culture around him. Reflecting, he compares his former self and his present self. Own change is traced and revealed at the level of achievements. The younger student tends to strive to be like his parents. Therefore, a boy at this age in his development, in his actions focuses more on his father, compares himself and him, strives to be like his father in actions and behavior, comparing not only his past self and his present self, but also the ratio of the qualities of his past self with his father and qualities real self with the qualities of a family.

“I didn’t know how - I can”, “I couldn’t - I can”, “I was - I became”, are the key assessments of the result of in-depth reflection of their achievements and changes on the part of the child. It is very important that the child becomes for himself at the same time the subject of change and the subject that carries out this change in himself. With this change, the family can become a worthy guide for the child. If a child enjoys reflection on his ascent to more advanced methods of learning activity, self-development, then this means that he is psychologically immersed in learning activities, that his development meets the requirements for a given age.

With the arrival of a child in school, the social situation changes, but internally, psychologically, the child remains still in preschool childhood. The main activities for the child continue to be playing, drawing, designing. But it is in the family that the younger schoolchild should already be oriented toward cultivating in him the qualities demanded by the learning process, in particular, the need for self-affirmation. At the same time, realizing that the child is still interested (and will be interested in the game), it is important to structure your activities with the child in such a way that they are interesting to him, develop in him the desire to be like dad or mom, depending on the situation. It is important to acquaint the child with the world in which the parents live, with their hobbies (of course, if they do not have negative connotations), which finds its support in the features of the development of thinking and cognitive interests child of primary school age.

A feature of a healthy psyche of a child is cognitive activity. The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experimenting, tries to establish causal relationships and dependencies. He himself, for example, can find out which objects sink and which will float. The more mentally active the child is, the more questions he asks and the more varied these questions are. A child may be interested in everything in the world: how deep is the ocean? How do animals breathe there? How many thousand kilometers is the globe? It is important, at the same time, not to “brush off” the child’s annoying questions, but to patiently answer them, realizing that in this way the level of his erudition is formed, the desire for self-assertion is satisfied. It is in this process of communication that the child develops respect for the family, which knows so much about those problems that interest the younger student. In many respects, this respect is connected with the orientation in the development of the younger student specifically towards the family. The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?” “How?” “Why?” He is forced operate with knowledge, imagine situations and try to find a possible way to answer the question.When some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind.He imagines a real situation and, as it were, acts in it in thinking in which the solution of the problem occurs as a result of internal actions with images, called is visualized. Of course, a younger student can think logically, but it should be remembered that this question is sensitive to learning based on visualization.

The thinking of a child at the beginning of schooling is characterized by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations. So, the child himself does not open in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others. The logic of perception dominates in the thinking of the child. The child becomes dependent on what he sees at each new moment of change in objects. However, in primary school the child can already mentally compare individual facts, combine them into a coherent picture, and even form abstract knowledge for himself, remote from direct sources.

The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a 6-7-year-old child is busy with an important game for him, then he, without being distracted, can play for two or even three hours. Just as long, he can be focused on productive activities (drawing, designing, making handicrafts that are significant to him). However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in those activities that he is indifferent to or does not like at all. In order for a child at primary school age to be interested in this or that activity, it is important to captivate him with this type of activity, which, of course, with a large efficiency, is exactly what parents can do.

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 and is one of the reasons for the numerous "Why?" . Under the conditions of educational activity, special requirements are imposed on the child's imagination, which defeat him for arbitrary actions of the imagination. These study requirements stimulate the development of the imagination, but they need to be reinforced with special tools - otherwise the child finds it difficult to advance in the arbitrary actions of the imagination. These can be real objects, diagrams, layouts, signs, graphic images and more. And this process of support will be more effective, with an educational, developmental impact in the family on a junior schoolchild of primary school age, namely the family - a person who has authority for the child.

A child, if his speech and imagination are sufficiently developed, if he enjoys reflecting on the meanings and meaning of words, verbal complexes and images of the imagination, can come up with and tell an entertaining story, can improvise, enjoying his improvisation himself and including other people in it.

In addition, imagination can act as an activity that brings a therapeutic effect.

A child who has experienced difficulties in real life, perceiving his personal situation as hopeless, may go into an imaginary world. Imagination, no matter how fantastic it may be in its storyline, is based on the norms of real social space. Having experienced good or aggressive impulses in his imagination, the child can thereby prepare for himself the motivation for future actions. For a younger student, it is important that these urges are not aggressive, focused on the formation of a process of self-affirmation, and not on the desire for aggression.

Imagination in the life of a child plays a greater role than in the life of an adult, manifesting itself much more often, and more often allows a violation of life reality.

A child at primary school age, step by step, masters the ability to fully and adequately perceive the speech of adults, read, listen to the radio. Without much effort, he learns to enter into speech situations and navigate in its context: to catch what is being said, follow the development of the context of speech, ask adequate questions and build a dialogue. He begins to expand his vocabulary with interest, activate the use of words and phrases, learn typical grammatical forms and constructions. All these are desirable and possible achievements in the speech and mental development of the child.

On the basis of language acquisition, new social relations appear that not only enrich and change the child's thinking, but also shape his personality.

Social relationships between students are constantly changing. If at the age of 3 to 6 years old children build their relationships mainly under the supervision of their parents, then from 6 to 12 years old schoolchildren spend most of their time without parental supervision. In younger schoolchildren, friendships are formed, as a rule, between children of the same sex. As the connection with the parents weakens, the child increasingly begins to feel the need for support from comrades. In addition, he needs to provide himself with emotional security.

Features of communication of younger students determine the characteristics of their perception of other people. Younger students cannot single out the essential and the main thing, which affects the understanding of another person. Characterizing his personality, children name the features of behavior in specific circumstances. Back to top schooling children, when evaluating another person, often repeat the assessment of an authoritative person.

Features of perception and understanding of another person are characterized by general patterns cognitive sphere of younger schoolchildren: the inability to highlight the most important thing in the subject, emotionality, reliance on specific facts, the difficulty of establishing cause-and-effect relationships, the well-known monotony of perceptual techniques. The micro-age features of the first impression of another person in younger schoolchildren are determined by the type of activity in which perception takes place, the degree of its mastery. Younger students are characterized by a stereotypical reflection of all strangers, which is the result of the implementation of an operational-instrumental setting, the content of which includes specific details of the image of other people. The basis of the standard of perception of another person is the selection of elements of the physical appearance and its design. The process of perception of strangers is different. The perception of another person by first graders is static, often inadequate; second-graders more accurately reflect the situational features of strangers, their perception is direct and situational; the perception of strangers by third-graders becomes indirectly situational. The situational type of reflection of another person by younger students is determined by the subject-practical content of their activities and the external conditions of communication.

The fears of a child at primary school age reflect his perception of the world around him, the scope of which is now significantly expanding for him. For the most part, fears are associated with events at school, family and peer group. Here it is important to develop the child's confidence that a "strong dad" or "wise mom" in any case will be his reliable protection, which will further raise the authority of the family in the eyes of the younger student.

From time to time, children at this age have an unwillingness, typical for many schoolchildren, to go to school, or even a fear of it. When this happens, it is not difficult to detect widespread external symptoms in the child: headaches, stomach cramps, vomiting and dizziness. All this is not a simulation, so the symptoms that appear should be taken quite seriously. Typically, such children study normally, and their fears are largely due to fears for their parents (most often for their mother), fear of leaving them alone with grief, misfortune, etc., but not at all the likelihood of getting a bad grade. Parents, expressing their anxieties, doubts and hesitation in front of the child, most often themselves give rise to children's fear for them and indirectly - fear of the school. The family should become a bulwark of reliability for the child, and it is the personal qualities of the family that play the decisive role in this process.

Contradictory and insecure parents can give the child the impression that they are afraid of separation and need his constant presence. Their subconscious desire to forever cling to the child discourages him from showing independence and perseverance. The family should not show their child uncertainty, fear.

First school years children gradually move away from their parents, although they still need guidance from adults. Relationships with parents, family structure and relationships between parents have a major impact on schoolchildren, but increased contact with external social environment leads to the fact that they are increasingly influenced by other adults.

Various forms of treatment of adults with a child and the nature of the assessments that they give him, result in the development of certain self-assessments in him. In some cases, he develops the belief that he is very smart, in others - that he is ugly, stupid, etc. These self-evaluations that develop in children under the direct influence of adults affect the formation of their criteria for evaluating other people.

Understanding the rules and regulations. The origins of the child's mastery of his behavior, his self-regulation have so far been little studied. There is no doubt about the importance of studying them. More L.S. Vygotsky pointed to the regulatory function of self-consciousness in human behavior, in the development of morality.

When a child enters school, there are changes in his relationship with the people around him. In the first grades of school, children communicate more with the teacher, showing more interest in him than in their peers, since the authority of the teacher is very high for them. But already by 3-4 classes the situation changes. The teacher as a person becomes a less interesting, less significant and authoritative figure for children, and their interest in communicating with peers grows, which then gradually increases towards middle and senior school age. The topics and motives of communication are changing. A new level of self-awareness of children arises, most accurately expressed by the phrase "internal position". This position is a conscious attitude of the child to himself, to the people around him, events and deeds. The fact of the formation of such a position is internally manifested in the fact that a system of moral norms stands out in the mind of the child, which he follows or tries to follow always and everywhere, regardless of the circumstances.

Thanks to research conducted by the Swiss psychologist Jean Piaget in the 1920s and 1930s, we have an idea of ​​how children of different ages judge moral norms, what moral and value judgments they adhere to. He established that during the period of life from five to twelve years, the child's ideas about morality change from moral realism to moral relativism. Moral realism, in the understanding of Piaget, is a firm, unshakable and very unambiguous understanding of good and evil, dividing everything that exists into two categories - good and bad - and not seeing any penumbra in moral assessments. Moral relativism is based on the belief that every person has the right to a fair and respectful attitude towards himself, and in his every act one can see the justified and condemned.

The realist thinks in terms of authority and believes that the laws of morality are established by the authorities and are unshakable, that they are absolute and have no exceptions. The child is a moral realist - he usually resolves a moral dilemma in favor of thoughtless obedience and unquestioning obedience to an adult. Older children, who have risen in their development to the level of moral relativism, believe that sometimes it is possible to neglect the opinion of an adult and act in accordance with other moral standards. The younger ones, for example, believe that it is never right to tell a lie; elders believe that in some cases it is permissible.

In the period of moral realism, children judge people's actions by their consequences, not by their intentions. For them, any act that led to a negative result is bad, regardless of whether it was done by accident or intentionally, from bad or good motives. Relativistic children place a high value on intentions and judge the nature of actions by intentions. However, with clearly negative consequences of the acts performed, younger children are able, to a certain extent, to take into account the intentions of a person, giving a moral assessment of his actions. L. Kohlberg expanded and deepened Piaget's ideas. He found that at the preconventional level of development of morality, children really more often evaluate behavior only on its consequences, and not on the basis of an analysis of the motives and content of human actions. At first, at the first stage of this level of development, the child believes that a person must obey the rules in order to avoid punishment for their violations. At the second stage, the idea arises of the usefulness of moral actions accompanied by rewards. At this time, moral behavior is considered to be any behavior for which one can receive encouragement, or such that, while satisfying the personal needs of this person, does not prevent another person from satisfying his own. At the level of conventional morality importance first attached to being " a good man". Then the idea of ​​social order or benefit for people comes to the fore. At the highest level of post-conventional morality, people evaluate behavior based on abstract ideas about morality, and then on the basis of awareness and acceptance of universal moral values.

In the course of the study, it turned out that young schoolchildren often find it difficult to evaluate an act, to determine the degree of its morality, due to the fact that it is not easy for them to single out the underlying motive on their own, without the help of an adult. Therefore, they usually judge an act not by the intention by which it was caused, but by its result. They often replace a more abstract motif with a more understandable one. Judgments of younger schoolchildren about the degree of morality of an act, their assessments are to a greater extent the result of what they learned from the teacher, from other people, and not what they experienced, “passed” through their own experience. They are also hampered by the lack of theoretical knowledge about moral norms and values. Analyzing the moral experience of a junior schoolchild, we see that although it is not great, it often already has significant flaws. Children are not always conscientious, diligent, truthful, friendly, proud.

One of the central tasks of education is to form a humanistic orientation of the personality in a growing person. This means that in the motivational-required sphere of the individual, social motives, motives for socially useful activities must steadily prevail over egoistic motives. Whatever the child does, whatever the child thinks, the idea of ​​society, of another person, must enter into the motive of his activity.

The formation of such a humanistic orientation of the individual goes through several stages. So, for younger schoolchildren, individual people act as carriers of social values ​​and ideals - father, mother, teacher; for adolescents, they also include peers; Finally, an older student perceives ideals and values ​​in a rather generalized way, may not associate them with specific carriers (people or microsocial organizations). Accordingly, the education system should be built taking into account age characteristics.

It is also important to note that the elementary school ends with the transition to the main one, and this is due to the need for social adaptation of students to new conditions. The situation of novelty is for any person to some extent disturbing. A primary school graduate may experience emotional discomfort, primarily due to the uncertainty of ideas about the requirements of new teachers, about the features and conditions of education, about values ​​and norms of behavior. It is possible to overcome possible emotional discomfort and, thus, prepare a conflict-free transition of children to the main school, make it easy and natural, this requires psychological literacy, both parents and teachers.

Separately, I would like to dwell on the consideration of the issue of moral education, which can act as a factor in the formation of the ideals of elementary school students.

"Moral education is one of the most important aspects of the multifaceted process of personality formation, the development of moral values ​​by an individual, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior" .

According to the theory of personality orientation in the world of values ​​A.V. Kiryakova, the appropriation of values ​​characterizes the first phase of the process of orientation of a person in the world of values, which correlates with the primary school age. Based on the research of L.S. Vygotsky, L.I. Bozhovich, E. Erikson, we believe that the sensitivity of a given age to the appropriation of values, including spiritual and moral ones, is due to such age characteristics of younger students as the arbitrariness of mental phenomena, the specific nature cognitive processes, an internal plan of action, conscious goal setting for achieving success and volitional regulation of behavior; the ability to generalize experiences, reflection, intensive formation of moral feelings, unlimited trust in adults, self-esteem, a sense of competence, the dominance of cognitive needs, developing self-awareness, the ability to distinguish between play and work, the allocation of labor (including educational) into an independent, responsible activity.

The fundamental pedagogical factor in the appropriation of values ​​is knowledge about them. The knowledge about values ​​included in the content of educational subjects allows expanding the child's range of ideas about personal, social, national, and universal values. Analysis of the mandatory minimum content of the initial general education made it possible to single out the totality of spiritual values ​​contained in it, which are integrative concepts (person, knowledge, creativity, labor, family, Fatherland, world, culture), orientation towards which in primary school age can contribute to the development of the spiritual needs of the individual.

The comprehension of the essence, values, their search and evaluation takes place in the spiritual and practical experience of the individual. The child, entering into interaction with the world of values, becomes a subject, carrying out activities for the development, assimilation and appropriation of this world. Hence, the activity that actualizes the personal functions of students acts as the second pedagogical factor in the appropriation of values.

The third significant pedagogical factor in the appropriation of values, including moral ones, by younger students is the assessment of the child from outside (by other people). From the position of humanistic psychology, the emergence of spiritual needs in the process of individual development of a person is preceded by the needs of self-esteem, self-respect, which in turn are based on the needs for love and recognition from other people. Self-esteem in ontogeny is built from individual specific self-assessments and assessments of the individual by other people. The starting point for studying the influence of self-respect on the appropriation of values ​​is the position of American psychologists (A. Maslow, K. Rogers that the formation of a human personality and individuality is possible only if a person accepts himself, that is, in the presence of self-respect. The influence of self-respect ( self-acceptance) on the appropriation of values ​​due to its main functions: firstly, it contributes to the achievement of internal consistency of the personality, and secondly, determines positive character individual interpretation of experience, thirdly, is a source of positive expectations.

A very important factor in the formation value orientations, ideas, values ​​and ideals is education.

The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. In the education of younger schoolchildren, Yu.K. Babansky, moral education will be such a side: children master simple moral norms, learn to follow them in various situations. The educational process is closely connected with moral education. In the conditions of the modern school, when the content of education has increased in volume and become more complicated in its internal structure, the role of educational process. The content side of moral concepts is due to the scientific knowledge that students receive by studying academic subjects. Moral knowledge itself is no less important for the overall development of schoolchildren than knowledge in specific academic subjects.

N.I. Boldyrev notes that a specific feature of moral education is that it cannot be separated into some special educational process. The formation of moral character takes place in the process of all the multifaceted activities of children (playing, studying), in those various relationships that they enter into in various situations with their peers, with children younger than themselves and with adults. Nevertheless, moral education is a purposeful process that involves a certain system of content, forms, methods and techniques of pedagogical actions.

Considering the system of moral education, N.E. Kovalev, B.F. Raysky, N.A. Sorokin distinguish several aspects:

Firstly, the implementation of the coordinated educational influences of the teacher and the student team in solving certain pedagogical problems, and within the class - the unity of actions of all students.

Secondly, the use of methods for the formation of educational activities by moral education.

Thirdly, the system of moral education also refers to the interconnection and mutual influence of the moral qualities being educated in children at the moment.

Fourthly, the system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinshtein, a special place is occupied by the development of moral qualities that form the basis of behavior. At this age, the child not only learns the essence of moral categories, but also learns to evaluate their knowledge in the actions and actions of others, their own actions.

The attention of such scientists as L.A. Matveeva, L.A. Regush and many others. In their research, they turn to the formation of moral motives of behavior, assessment and self-assessment of moral behavior. The process of upbringing at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities.

"Practically any activity has a moral connotation," says O.G. Drobnitsky, including the educational one, which, according to L.I. Bozhovich, "has great educational opportunities." The last author presents the educational activity of the junior schoolchild as the leader. At this age, it largely affects the development of the student, determines the appearance of many neoplasms. It develops not only mental abilities, but also the moral sphere of the individual.

As a result of the regulated nature of the process, the mandatory systematic fulfillment of educational assignments, the younger student develops moral knowledge, moral relations.

Educational activity, being the leading one at primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems.

The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. A teacher is always an example of morality and a dedicated attitude to work for students. A specific feature of the process of moral education should be considered that it is long and continuous, and its results are delayed in time.

An essential feature of the process of moral education is its concentric construction: the solution of educational problems begins with the elementary level and ends with a higher one. To achieve the goals, all the more complex types of activities are used. This principle is implemented taking into account the age characteristics of students. . The moral formation of a personality is influenced by many social conditions and biological factors, but pedagogical factors play a decisive role in this process, as the most manageable, aimed at developing a certain kind of relationship.

One of the tasks of education is to properly organize the activities of the child. In activity are formed moral qualities, and emerging relationships can affect the change in the goals and motives of activity, which in turn affects the assimilation of moral norms and values ​​of organizations. Human activity also acts as a criterion of his moral development. The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the mind of the child, external influence acquires an individual meaning, thus forming a subjective attitude towards it. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. Orientation school education and the real actions of children may be inadequate, but the meaning of education is to achieve a correspondence between the requirements of proper behavior and internal readiness for this.

The problem of the moral development of a younger student in the learning process is interconnected with three factors that are determined by T.V. Morozov.

First, having come to school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral norms that exist in society, to its scientific and purposeful study. This happens in the lessons of reading, the Russian language, natural history, etc. The value of the same goal-oriented learning is also the evaluation activity of the teacher in the process of lessons, his conversations, extracurricular work etc.

Secondly, during academic work schoolchildren are included in real collective activity, where there is also an assimilation of moral norms that regulate the relationship between students and the relationship between students and the teacher.

And the third factor: in the process of discussing the situation in modern school the thesis that schooling is, first of all, the formation of a moral personality is increasingly heard. In this regard, it is proposed to increase the proportion of the humanities in the total volume of the school curriculum. Educational activity has every opportunity to develop the moral qualities of the individual in students in the process of studying any subject.

From this point of view, it is necessary to solve the problem of the mental and moral development of students in the process of schooling, in unity, in close interconnection of one and the other. From these positions, educational activity is a factor in the integral development of the child's personality.

Conclusions on the theoretical part

In this chapter, the state of the problem of personal orientation in the psychological and pedagogical literature was analyzed, we examined various aspects of this problem, proposed various options for defining the concepts of "personality", "personal orientation", "value", "ideal". Decided on the existence of various theoretical approaches to the study of these phenomena. For a better understanding of the subject of our study, we considered the problem of human ideals in the triad "personality-value-ideal", which allowed us to understand in detail and deeply the relationship between the indicated phenomena, but at the same time confirmed the idea that the view on this problem is very ambiguous.

The object of our study is the orientation of the personality, in this chapter we also examined the problem of personality at different stages of the development of psychological science, traced the features of personal orientation. We have also considered psychological characteristics children of primary school age and the specifics of personality development at a given age due to moral education. Consideration of the characteristics of child students primary school was necessary for a better understanding of possible structural relationships with the subject of our study - ideals.

With admission to school, the child expands the opportunities for the formation of many personal properties. First of all, it should be said about the complex of special personal properties that relate to motivation to achieve success.

As is known in preschool age the prerequisites for the formation of this motive are already beginning to take shape. However, the final formation and consolidation of the motivation for achieving success (avoiding failure) as a personality trait occurs in the early school years. What properties are included in the complex associated with the implementation of this motivation?

First of all it should be noted that even more intensified, in comparison with preschoolers, unlimited confidence in adults, mainly teachers, subordination and imitating them. This is expressed in such a way that, characterizing oneself, junior school student necessarily repeats what adults say about him.

Adult assessment has a direct impact on self-esteem guys. And among younger schoolchildren, unlike preschoolers, self-esteem is differentiated and can be adequate, overestimated, underestimated. This must be taken into account by adults and be careful in their conclusions regarding the abilities, qualities, successes, failures of children of primary school age.

Secondly it is necessary to note such a feature as conscious setting of goals for achieving success and volitional regulation of behavior which allows the child to achieve it. This suggests that the child has already formed the subordination of goals to the motives of activity. So, children, interested in something, can be carried away by this activity for hours.

The motivation for achieving success (avoiding failure) is directly related to self-esteem (as mentioned above) and the level of aspirations of the individual. This connection is traced as follows. Experimental studies showed that individuals with a strong motivation to achieve success and a low motivation to avoid failures have an adequate moderately high self-esteem, as well as a fairly high level of claims. Therefore, in the process of developing the motive for achieving success in children, it is necessary to take care of both self-esteem and the level of claims.

The level of aspirations of a child does not necessarily depend on success in any activity, but also on the position he occupies in the system of interpersonal relationships with peers. Children who enjoy authority among their peers have adequate self-esteem and a level of claims.

Finally, third property a set of properties of achievement motivation is awareness of one's abilities and capabilities, distinguishing between the one and the other and strengthening on this basis the belief in their successes.

An important point is also (in case of realizing the insufficiency of one's abilities) the idea that the lack of abilities can be compensated for by increasing the efforts made and vice versa.

Thus, primary school age is a period of emergence and consolidation of an important personal characteristic, which, becoming stable, determines the child's success in various activities, that is, the motivation to achieve success (avoid failure). (Nemov, pp. 172-174).

The motivation to achieve success stimulates the development of 2 more personal qualities: industriousness and independence.

industriousness occurs as a result of repeatedly repeated successes with the application of sufficient effort and the child receiving encouragement for this. Favorable conditions for the development of industriousness are created by the fact that at first educational activity presents great difficulties for him, which must be overcome. In this regard, an important role is played by adults, a reasonable system of rewarding the child for success. It should be focused not on those achievements that are easy, but on those that are difficult and are completely determined by the efforts made. Adults should also support the child's belief in their own successes, even if they are not so noticeable at first. This affects self-esteem and the level of claims.

Another condition that favorably affects the development of industriousness is obtaining satisfaction from work. That is, rewards for success should evoke positive emotions in the child.

Independence. Primary school age is a turning point for the formation of this personality trait. In educating this quality in a child, it is important to adhere to the "golden mean", since excessive guardianship on the part of adults can lead to the child's dependence, his lack of independence. On the other hand, an early emphasis on self-reliance and independence alone can breed disobedience and closeness.

Ways and means of developing independence:

1) entrust the child with the independent performance of affairs and at the same time trust him more.

2) It is necessary to welcome any desire of the child for independence.

3) It is important to instruct the child to do homework as independently as possible from the first days of schooling.

4) Creation of socio-psychological situations in which the child is entrusted with a responsible task, performing which he could become a leader for others. (Nemov, pp. 175-174).

Age 6-7 years - the period of actual folding psychological mechanisms personalities that together form unity of personality, "I".

Motivational-need sphere. Leading age needs in communication with people, in mutual understanding and empathy. Strong need for play, although the content of the game varies. While playing, children draw, count, write.

Need is characteristic in external impressions(curiosity for the external aspects of objects, phenomena, for new activities), on the basis of which cognitive needs, which, along with the needs of communication, become leading. Most psychologists argue that in younger students the development of needs goes towards the dominance of spiritual needs over material ones (grade 1 - toys, sweets; grade 2 - books, movies, computer games; grade 3 - travel, animal protection, etc.) and social over personal.

Also characterized by the need for movement, activity, etc.

For children in grades 1-2, external motives for learning activities are characteristic (to please parents, to receive the promised gift), and after grade 3, internal motives are formed (interest in gaining knowledge).

self-awareness. There is a personality change student position. In connection with the development of educational activities increases adequacy of self-perception. There is a tendency to single out individuality, belonging to a certain group.

Self-esteem in different types activities can differ significantly (more often - orientation towards adults in the assessment). In general, younger students have all types of self-esteem (sustained low, high adequate, inadequate low, high self-esteem).

Closely related to self-esteem level of claims child - the level of achievement that, in the opinion of the child, he can do.

A relationship has been found between the type of self-esteem and the child's academic performance (Sapogova, pp. 314-318).

During the period develops reflection- the ability to look at oneself through other people's eyes, from the outside, as well as self-observation and correlation of one's actions and deeds with universal norms. For example, in the 1st grade, the child sees the failures of teaching in the surrounding circumstances, and in the 3rd grade, the realization comes that the reason for the failures may be hidden in the internal features of his personality.

At primary school age, it is very important to be an excellent student, and this, in turn, affects self-esteem, increasing it. Poor performers often have a decrease in self-esteem, insecurity, and wariness in relationships. This is corrected if the child is compared not with others, but with himself.

Moral behavior, which was laid down in previous ages, is being tested at primary school age, since at school the child for the first time encounters a clear and detailed system of moral norms, requirements, compliance with which is constantly and purposefully monitored. For a younger student, it is important to clarify the meaning of the norms and control over their implementation. If adults are not strict in this control, then an attitude is formed that compliance with the norms depends on the mood of adults, on the prevailing circumstances, that is, their implementation is not necessary. The child may think that the rules must be followed not because of internal necessity, but under the influence of external circumstances (fear of punishment).

At primary school age, the formation of such moral feelings as a sense of camaraderie, duty, love for the Motherland, the ability to empathize (empathy) takes place.

Changes and emotional-volitional sphere. Awareness, restraint, stability of feelings and actions are growing. The implementation of educational activities causes stronger emotions than gaming activities.

But full awareness of the feelings of one's own and other people is not yet available.

In the 1st grade, the preservation of a strong involuntary component in the emotional life is noted, which explains, for example, laughter in the classroom, violation of discipline. But by grades 2-3, children become more restrained in expressing emotions and feelings. Impulsive motor reactions characteristic of preschoolers are replaced by verbal ones.

An optimistic, cheerful, joyful mood is considered the age norm of the emotional life of a younger student. Individuality is growing in the expression of emotions: children are distinguished between calm and restless (affected).

Emotional life becomes more complex and differentiated - complex higher feelings appear: moral, intellectual, aesthetic (a sense of beauty and ugliness), praxic feelings (during dance classes, physical education; making handicrafts) (Sapogova, p. 318-320).

The senses elementary school student develop in close connection with the will: often they induce the will and themselves become the motive of behavior. Will is the ability to perform actions or restrain them, overcoming external and internal obstacles.

Volitional action develops if:

1) the goals of the activity are clear and conscious;

2) goals are “visible” to the child (not delayed);

3) the activities carried out are proportionate to the capabilities of the child (tasks should not be difficult or easy);

4) the child knows and understands the way of performing actions, activities;

5) external control over the child's action gradually changes to internal.

By the 3rd grade, perseverance and perseverance in achieving goals are formed.

As a result of studying the chapter, the student must:

know

• mechanisms of personality development and features of their manifestation in primary school age;
• the main features of the development of self-awareness of a younger student in the process of individualization and the formation of a sense of personality;
• patterns of development of self-esteem in younger students;

be able to

• carry out diagnostics of the main parameters and properties of self-awareness and self-esteem of children of primary school age;
• to identify age-normative and individual features of development and content content of the links in the structure of self-awareness of children of primary school age;
• build a diagram of the development of self-awareness of children of primary school age;

own

• the skills of studying the patterns of development and socially determined features of the self-awareness of children of primary school age;
• the skills of developing adequate self-esteem and reflective personality traits of younger students.

Mechanisms of personality development in primary school age

Man is a being both social and unique (V. S. Mukhina). Each person in the process of life in a specific socio-cultural situation of development develops a unique individuality. unique (lat. itsit - unique) - one of a kind, rare, exceptional. Personality (lat. hpvhtdiit - indivisible) - a concept used, as a rule, to describe and display the various hypostases of a person's being as a person. “Unique individuality” in relation to a person is expressed largely through the expectations from a person on the part of the community and the experience by the person himself of his uniqueness in the indivisibility (integrity) of his manifestations, properties, qualities. The manifestation of sociality and the unique individuality of a person occurs through cultural norms and means, in a specific historical social formation, with its own cultural characteristics.

Personality - one of the key concepts of psychology. There are many different theories of personality that differ in their basic grounds for considering and discussing this phenomenon. In the domestic tradition, it is generally accepted that a person is an “individual being of social relations” (K. Marx). Personality is a stable system of socially significant features that characterize an individual as a member of a particular society or community. “A person is not born, but becomes” (A. N. Leontiev). At the same time, two stages of personality formation are distinguished: 1) when acquiring psychological means of self-awareness, which is associated with the development of speech in childhood, as well as gaining the ability to obey social norms; 2) when a person begins to realize and subordinate his own motives to his will, he acquires the ability for personal reflection, which occurs in adolescence. Personality involves such properties as self-awareness, self-esteem, claims to recognition. Self-consciousness of the individual in a number of concepts is called as the image of "I" or "I-concept".

The single mechanism of socialization and individualization of a person in each specific socio-cultural community is the pair mechanism of identification-isolation (V. S. Mukhina), which determines, on the one hand, the social status of a person and his experience of himself as a social unit in accordance with the social stratification and system that has developed in the socio-cultural community social expectations, and on the other hand, the desire of a person to be a unique personality according to the socio-cultural standards of a successful hero.

Identification (lat. Shegyfso- identify, liken, establish a match) - a deep, difficult to satisfy human need for likeness, the search for identity. Identification is a mechanism for appropriation by an individual of a comprehensive human essence. It is based on the property of assimilation and imitation, in turn being the basis of such human abilities as empathy(empathy) and the experience of belonging to one or another "we".

Isolation is a process of differentiation, individuation, in its extreme form - alienation. Isolation is a mechanism for upholding by an individual of his natural and human essence. The formation of this mechanism is based on a person's need for independence and self-identity in terms of opposing one or another “they” or “we”.

Identification how the cognitive and emotional identification of a younger student with peers and adults occurs largely due to evaluative activity, during which the child appropriates the image of his ideal "I" on the basis of samples and ideals presented by adults or existing in the socio-cultural context of development. Thanks to the identification mechanism, the development of both higher mental functions and value orientations, social guidelines is carried out, the structural links of self-consciousness are filled with content.

Isolation as a mechanism that determines the individualization of a personality, for a younger student, at first, it is socially conditioned to a greater extent. Quite often there is alienation or conditional acceptance of the child by the teacher. Depending on the success of the child in educational activities, there is a restructuring of the emotional and evaluative attitude towards him in the family. A child in a parent-child relationship, as a rule, begins to alienate, especially when unsuccessful in learning. These processes influence the formation of a more differentiated and critical attitude towards oneself, determine the understanding of one's capabilities, features, and properties.

As mechanisms of personality development, which are essential for primary school age, the following are also distinguished:

• - ipteriorization- assignment sign systems from the external cultural space, due to which natural mental functions are transformed into higher ones. According to L. S. Vygotsky, any mental function first exists as an interpsychic category in the social (external) plane, and then, due to the mechanism of internalization (transition from outside to inside), it becomes intrapsychic in the psychological (internal) plane. In the evolutionary aspect, the principle of operation of this mechanism is expressed in the thesis "from action to thought";
• - exteriorization- the reverse process of internalization, expressed in the generation, manifestation, discovery of ideas (internal mental actions) in the external plane. This mechanism determines the awareness, arbitrariness and purposefulness of human actions and deeds on the basis of meanings, ideas, value systems, knowledge. It is expressed in the thesis "from thought to action";
• - goal shift- a mechanism for the development of activities and the formation of new motives, according to which those actions that initially acted as a means of achieving a goal subordinate to some specific motive begin to acquire independent value and significance, gaining independence from the original motivation. At the same time, the auxiliary goals for which these actions were directed acquire the status of an independent full-fledged motive;
• - reflexive acceptance and development of social roles- a mechanism due to which new motives appear and are realized, their subordination is consciously built, a system of views and beliefs, ethical norms and relations is built or rebuilt.

When considering the self-consciousness of a younger student, it is necessary to clearly understand that many psychological patterns in the development of this phenomenon, identified several decades ago, in modern conditions have become different or changed quite a lot. D. I. Feldshtein accurately wrote about this: “If two or three decades ago a child developed in the conditions of a small society: family, class, inner circle, today he is placed in a fundamentally new situation, when already from preschool, primary school age he is in a huge expanded social, including new knowledge, space, where his consciousness is literally pressed by a chaotic flow of information coming, first of all, from TV, the Internet, blocking the knowledge received from parents, educators, teachers. Moreover, this information, which does not have a structural-content logical connection, is presented not systematically, but bubbly, not only does not fit into the education system, but is a qualitatively different type that opposes stationary education, fundamentally changing, in particular, not only the combination of visual and auditory perceptions of children, but also the structure of their thinking, self-awareness and worldview.

According to the ideas of V. I. Slobodchikov, at each stage of ontogenesis it is necessary to single out a “co-existential community”, within which proper human qualities are formed, allowing a person to first enter various communities and join certain norms of culture, and then, as a result of the process of individualization, leave to create new forms from them, i.e. become "self-existent". According to V. I. Slobodchikov, at primary school age (even a little earlier - from the age of 5.5), such a stage in the development of subjectivity as personalization begins. At this stage, the child's partner (a member of his co-existential community) becomes a social adult, personified in such social roles as a teacher, master, mentor, etc., with whom the child learns the rules of activity in all spheres of social and social life. cultural life. At this stage, a person for the first time realizes himself as the author of his own biography, takes personal responsibility for his future, clarifies the boundaries of identity within the joint being with other people.

This happens in adolescence, and at primary school age, these processes are just beginning. By the age of 6, a child develops a stable and fairly differentiated self-esteem. He strives to meet external models or internal requirements, which indicates the awareness of the social "I", which then mainly develops during the primary school age, because it is during this period that the social situation of the child's development is characterized by the inclusion of relationships with other significant adults (teachers). As already noted in the first chapter, it was the emergence of a social "I" in the child that L. I. Bozhovich considered as one of the most important neoplasms of the crisis of 6-7 years. She believed that at this age, children have a pronounced desire to take a more “adult” position in life and perform more important activities than before. She points out that “he becomes aware of himself not only as the subject of action (which was characteristic of the previous stage of development), but also as a subject in the system human relations» .

The social "I" of the child finds its expression in the appearance of the internal position of the student, associated with finding his place in society, with his social role.

Thus, the processes of socialization and individualization play the most important role in the development of self-consciousness of the younger schoolchild. According to A. V. Petrovsky, who developed the concept of the socio-psychological development of the individual, three phases can be distinguished at primary school age, giving the child the opportunity to enter a completely new social community for him - the school class and the school team as a whole. As A. V. Petrovsky pointed out, “not so much learning activity in itself is a factor in the development of the personality of a younger student, but the attitude of adults to his educational activities, academic performance, discipline, diligence ... The third phase of the period of primary school age means, but in all probability , not so much the integration of the student in the system “pupils - students”, but in the system “pupils - teacher”, “pupils - parents” .

2 Features of personality development in primary school age

The increase in height and weight, endurance, vital capacity of the lungs is quite even and proportional. The skeletal system of a junior schoolchild is still in the formative stage - the ossification of the spine, chest, pelvis, limbs has not yet been completed, there is still a lot of cartilage tissue in the skeletal system.

The process of ossification of the hand and fingers at primary school age is also not yet completely completed, so small and precise movements of the fingers and hand are difficult and tiring.

There is a functional improvement of the brain - the analytical and systematic function of the cortex develops; the ratio of the processes of excitation and inhibition gradually changes: the process of inhibition becomes more and more strong, although the process of excitation still predominates, and younger students in high degree excitable and impulsive.

Going to school makes a huge difference in a child's life. The whole way of his life, his social position in the team, family changes dramatically. From now on, teaching becomes the main, leading activity, the most important duty is the duty to learn, to acquire knowledge. And teaching is a serious work that requires organization, discipline, strong-willed efforts of the child. The student is included in a new team for him, in which he will live, study, develop for 11 years.

The main activity, his first and most important duty is teaching - the acquisition of new knowledge, skills, the accumulation of systematic information about the world, nature and society.

Of course, the correct attitude to learning is not immediately formed among younger students. They do not yet understand why they need to study. But it soon turns out that teaching is a labor that requires strong-willed efforts, mobilization of attention, intellectual activity, and self-restraint. If the child is not used to this, then he gets disappointed, a negative attitude towards learning arises. In order to prevent this from happening, the teacher should inspire the child with the idea that learning is not a holiday, not a game, but serious, hard work, but very interesting, as it will allow you to learn a lot of new, entertaining, important, necessary things. It is important that the very organization of educational work reinforces the words of the teacher.

At first, elementary school students study well, guided by their relationships in the family, sometimes a child studies well based on relationships with the team. Personal motive also plays an important role: the desire to get a good grade, the approval of teachers and parents.

At first, he develops an interest in the very process of learning activity without realizing its significance. Only after the emergence of interest in the results of their educational work, an interest is formed in the content of educational activities, in the acquisition of knowledge. It is this foundation that is fertile ground for the formation of the motives for teaching a high social order in the younger schoolchild, associated with a truly responsible attitude towards training sessions.

The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is reinforced by the approval, praise of the teacher, who emphasizes every, even the smallest success, the smallest progress forward. Younger students experience a sense of pride, a special upsurge of strength when the teacher praises them.

The great educational impact of the teacher on the younger ones is due to the fact that the teacher from the very beginning of the children's stay in school becomes an indisputable authority for them. The authority of the teacher is the most important prerequisite for education and upbringing in lower grades.

Educational activity in the primary grades stimulates, first of all, the development mental processes direct knowledge of the surrounding world - sensations and perceptions. Younger students are distinguished by sharpness and freshness of perception, a kind of contemplative curiosity. The younger schoolboy perceives with lively curiosity environment, which every day reveals to him more and more new sides.

Most feature the perception of these students is its low differentiation, where they make inaccuracies and mistakes in differentiation when perceiving similar objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level mental development associated with practical activities child. To perceive an object for a child means to do something with it, to change something in it, to perform some action, to take it, to touch it. A characteristic feature of students is a pronounced emotional perception.

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.

Some age features are inherent in the attention of primary school students. 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. Arbitrary attention of a younger student requires the so-called close motivation. If voluntary attention is maintained in older students and there is distant motivation (they can force themselves to focus on uninteresting and hard work for the sake of a result that is expected in the future), then a younger student can usually force himself to work with concentration only if there is a close motivation (the prospect of getting an excellent mark, earning the praise of a teacher, doing the best job, etc.).

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.

Age features of memory in primary school age develop under the influence of learning. The role and specific gravity of verbal-logical, semantic memorization is increasing, and the ability to consciously manage one's memory and regulate its manifestations is developing. In connection with the age-related relative predominance of the activity of the first signaling system, younger schoolchildren have more developed visual-figurative memory than verbal-logical memory. They better, faster remember and more firmly retain in memory specific information, events, persons, objects, facts than definitions, descriptions, explanations. Younger students are prone to rote memorization without realizing the semantic connections within the memorized material.

The main trend in the development of imagination in primary school age is the improvement of the recreative imagination. It is associated with the representation of previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. The recreating imagination is improved due to an increasingly correct and complete reflection of reality. Creative imagination as the creation of new images, associated with the transformation, processing of impressions of past experience, combining them into new combinations, combinations, is also developing.

Under the influence of learning, there is a gradual transition from the knowledge of the external side of phenomena to the knowledge of their essence. Thinking begins to reflect the essential properties and features of objects and phenomena, which makes it possible to make the first generalizations, the first conclusions, draw the first analogies, and build elementary conclusions. On this basis, the child gradually begins to form elementary scientific concepts.

Analytical and synthetic activity at the beginning of primary school age is still very elementary, is mainly at the stage of visual-effective analysis, based on direct perception items.

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 of volitional regulation of 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. The profound changes taking place in the psychological make-up of the younger schoolchild testify to the wide possibilities for the development of the child at this age stage. During this period, at a qualitatively new level, the potential for the development of the child as an active subject, learning the world and himself, acquiring his own experience of acting in this world. The most important neoplasms arise in all spheres of mental development: cognitive, emotional-volitional and personal.

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. In addition, many authors (D. Baldwin, E. Rignano and J. Piaget) have shown that children's logical thinking develops in proportion to how a dispute appears and develops in a children's team. Only in the process of cooperation with other children does the function develop. logical thinking child. Piaget was able to substantiate this idea genetically and show that a clash of opinions, a dispute, must arise earlier in a children's group, so that later in the children of this group reflection could appear as a special process of internal activity, unknown to a child of an earlier age. The development of reflection originates in a dispute, in a clash of opinions - this is the main conclusion of this study.

Thus, primary school age is a period of positive

changes and transformations. He is sensitive:

For the formation of learning motives, the development of sustainable cognitive needs and interests;

Development of skills of self-control, self-organization and self-regulation;

Assimilation of social norms, moral development;

The formation of adequate self-esteem, the development of criticality in relation to oneself and others;

Development of communication skills with peers, establishing strong friendly contacts.