Abdullaev Mirguly Mirkerimovich
Position: Physical education teacher
Educational institution: FGKOU "Secondary school No. 13"
Locality: n.p. Borzoi, Chechen Republic
Material name: article
Topic:"Methods for identifying and psychological correction of learning difficulties"
Publication date: 25.03.2016
Chapter: secondary education

ABDULLAEV MIRGULY MIRKERIMOVICH teacher of physical culture Federal State Treasury General Educational Institution "Secondary School No. 13" (n. p. Borzoi, Chechen Republic)
Methods for identifying and psychological correction

learning difficulties

Introduction
Psychological causes of school failure and ways to eliminate them as a subject of the course. The study of internal and external factors that cause various kinds of difficulties in learning, and the formation of an alloy of psychological knowledge and the ability to use them in practice are two interrelated tasks of the course. Psychodiagnostics of learning difficulties as a scientific and practical activity of a school psychologist. The role of fundamental theoretical and psychological knowledge in ensuring the effectiveness of the work of a practical psychologist. Semiotic, technical and causal-logical components of psychodiagnostic activity to identify the psychological causes of school failure. School failure and learning difficulties have long and seriously worried practitioners. This problem has become especially acute in recent years, as the number of children with learning difficulties and disabilities has been steadily growing. The features of education in a modern school are the growing amount of information, the constant complication of curricula, which makes the highest demands on the child's body. The school must now ensure that every student has the opportunity to succeed. At present, the system of public education is faced with the problem of increasing the number of difficulties in teaching schoolchildren. According to
2 different sources today from 15 to 40% of primary school students experience difficulties in learning for one reason or another secondary school. The main directions of the modernization of education in Russia for the period up to 2010 are characterized by updating and qualitative changes in the content, methods, means, diagnostics, correction and forms of organization of the learning process, new approaches to its design and practical implementation. Difficulties in learning are described in many works of domestic and foreign psychologists. According to the conclusions of scientists (L.S. Vygotsky, V.V. Davydov, A.R. Luria, N.P. Laskalova, L.S. Tsvetkova, M.S. Neimark, L.S. Slavina, A.I. Zakharov and others), they note a complex of difficulties in educational activities, acquiring stability, destabilizes the personality and its inner world, gives rise to intrapersonal contradictions between desires and opportunities, the requirements of society and one's own aspirations. In this regard, the teacher's activity should be focused not only on the transmission of information, but also on the development of higher mental functions of schoolchildren, and early diagnosis and correction of learning difficulties will solve these problems.
Ways to identify and psychologically correct learning difficulties
The reasons that cause difficulties in mastering the general education program are very diverse and are due to the structure of the defect in children with disabilities. When choosing a method of helping a child, we must first of all identify the problem and its causes, otherwise our help will be ineffective. The problem of school failure is very relevant today. Many children fall into the category of underachievers from the very beginning of their education and carry the label of underachievers for many school years. Difficulties in the assimilation of program material by children have negative consequences that affect the formation of the child's personality:
3 - reduce his self-esteem; - make him passive, indifferent to learning or negatively tuned in to any learning. Every parent wants their child to grow up to be a prosperous and successful person. The foundation of such well-being is laid in the school years. Therefore, it is very important to understand the reasons for the child's failure and do everything possible so that the school, with its strict requirements, does not lay pitfalls in his future adult life. You can single out two main reasons leading to the unformed psyche of the child: - unfavorable living conditions: negative the influence of the environment, complex family relationships, poor living conditions, pedagogical neglect; - the specificity of the maturation of the child's brain, which consists in the uneven development of certain areas of the brain, the presence of deviations in their work. This may be due to the unfavorable course of the prenatal period of the child's development and pathological childbirth. Subsequently, difficulties arise with certain functions of the psyche - memory, attention, thinking, speech and related writing and reading. Most underachieving students have minor impairments, which are referred to as minimal brain dysfunctions. Due to their partiality, these deviations do not manifest themselves in preschool childhood, but they reveal themselves with the beginning of schooling. Large intellectual loads, a high rate of learning and strict control of results place an exorbitant burden on the brain structures that have not yet developed, providing a state of mind. There must be a correspondence between the pedagogical requirements for the child and his capabilities, including the capabilities of the psyche and nervous system.
4 Mismatch and leads to learning difficulties. The mental function is never completely disturbed; many components of the child's psyche always remain intact. The affected components of the mental function can be compensated for by fully functioning links within this function and other healthy ones. mental processes. Nemov R.S. highlights the general classification scheme of methods:  Methods of psychodiagnostics based on observation;  Interrogative psychodiagnostic methods;  Objective psychodiagnostic methods, including accounting and analysis of human behavioral reactions and products of his activity; - Experimental methods of psychodiagnostics. Diagnostic tools can be divided by their quality into two groups: - strictly formalized methods, - slightly formalized methods. Strictly formalized methods include  tests; - questionnaires;  methods of projective technique; - psychophysiological methods. They are characterized by a certain regulation, strict adherence to instructions, standardization. Tests are standardized, short and time-limited tests designed to establish quantitative and qualitative individual psychological differences between people. Their distinguishing feature is that they consist of tasks for which the correct answer must be obtained from the subject. Questionnaires are a group of psychodiagnostic methods in which tasks are presented in the form of questions and statements. They are meant
5 to obtain data from the words of the subject. Unlike tests, questionnaires cannot have “correct” or “incorrect” answers. They only reflect the attitude of a person to certain statements, the extent of his agreement or disagreement. Methods of projective technique is a group of methods intended for personality diagnostics. They are characterized by a more global approach to personality assessment, rather than identifying individual traits. The purpose of projective techniques is relatively masked, which reduces the ability of the subject to give answers that allow him to make the desired impression of himself. Psychophysiological methods are a special class of psychodiagnostic methods that diagnose the natural characteristics of a person, due to the basic properties of his nervous system. Less formalized methods include: - observation; - conversations and interviews;  analysis of products of activity. These techniques provide valuable information about the subject, especially when the subject of study is mental processes and phenomena that are difficult to objectify. Observation is a purposeful perception of facts, processes or phenomena, which can be direct, carried out with the help of the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation. A conversation, an interview is a method of collecting primary data based on verbal communication. One of the most common types of conversation is the interview. An interview is a conversation conducted according to a specific plan, involving direct contact between the interviewer and the respondent.
6 Analysis of products of activity is a quantitative and qualitative analysis of documentary and material sources that allows you to study the products of human activity. In a full-fledged diagnostic examination, a harmonious combination of both methods is necessary. One of the main forms of pedagogical diagnosis of the causes school difficulties in teaching with disabilities in elementary school is the analysis of students' written work. The identified violations of written speech may indicate the state of the general mental and motor development of children. Neuropsychological methods are currently being successfully used to diagnose and correct learning difficulties. These methods make it possible, firstly, to identify the psychophysiological characteristics underlying the difficulties, secondly, to isolate the system of initially intact links in the mental activity of children, and thirdly, to determine the optimal ways of an individualized approach to them in the learning process. These methods can be productive in working with children with ONR and with ZPR. The picture of disorders in such children is heterogeneous and is not limited to speech symptoms. Most of them have a lack of formation of other higher mental functions. A comprehensive neuropsychological examination, covering both the speech and non-verbal abilities of the child, makes it possible to conduct high-quality functional diagnostics and develop an effective assistance strategy. The technique is of a test nature, the procedure for its implementation and the evaluation system are standardized, which allows you to visualize the picture of the speech defect and determine the severity of the violation of different aspects of speech, and is also convenient for tracking the dynamics speech development child and the effectiveness of corrective action.
7 The basic principles of a specialist within the framework of the humanistic direction are: A meeting of a specialist is a meeting of two equal people; The resolution of the client's problem occurs "by itself" in the event that the specialist creates a situation of unconditional acceptance, conducive to the client's awareness, expression and self-acceptance of his true feelings; The client himself is responsible for choosing his way of thinking and behavior in life. The basic concepts of the humanistic direction are individuation, self-actualization, self-actualizing personality. In the psychological sense, individuation is conceived as a process of a person's search for spiritual harmony, integration, integrity, meaningfulness. Awareness of these moments of existence is important for the individual evolution of man. It is assumed that it is through the process of individuation that a person realizes himself as a unique indivisible whole. In the individual psychology of A. Adler, individuation of one of its main facets comes into contact with the idea he proposes about the unconscious striving of a person for perfection. In humanistic psychology, this desire finds particular embodiment in a person's desire for the possible identification and development of their personal capabilities, which are characterized by different degrees of awareness in different subjects and are defined in this direction by the term self-actualization. In the work “self-actualization”, A. Maslow identified eight ways of behavior leading to self-actualization, which include: Full living and selfless experience with full concentration and immersion; Presentation of life as a process of constant choice;
8 The presence of "I", which can self-actualize; Be honest, take responsibility; Be a nonconformist; Realize your potential; Be open to higher experiences; Expose your own psychopathology. The object of influence in this direction is the formation of personality. The cause of the problem is understood as a blocking of intrapersonal resources. The main task of the consultant is to help in self-awareness and personal growth, the integration of the integral "I" and the expansion of the space of being. One of the effective methods in this direction is existential analysis, the scheme of which is the study of what a person knows, feels, desires, and the main goal is the assertion of human freedom. Thus, based on the analyzed material, we can conclude that psychological correction is an activity to correct those features of psychological development that, according to the accepted system of criteria, do not correspond to the optimal model. In addition, psychocorrection can be used in situations of overcoming various kinds of difficulties, which ultimately ensures the full functioning of the individual. Psychocorrection classes are closely related to the concept of “norm”, which means the main goal of psychocorrection as “returning” or “pulling up” the client to the proper level based on his age and individual characteristics. Psychocorrection is planned and carried out by the psychologist himself. Depending on the form of organization of psychological correction, the following types of correction are distinguished: individual, microgroup, group and mixed.
9 Development and construction of psychocorrectional programs is based on the following principles: The principle of unity of diagnostics and correction. Diagnostics not only precedes the psychological impact, but also serves as a means of monitoring changes in personality, emotional states, behavior, cognitive functions in the process of correctional work, as well as a tool for its assessment. The principle of "Normativity" requires taking into account the basic laws of mental development, the sequence of successive age stages. Based on this principle, the age norm is taken into account and a prototype of the future development of the child is built. The “top-down” correction principle, formulated by L.S. Vygotsky, is determined by the leading role of education for the psychological development of the child. A psychological study of personality traits and interpersonal relationships of a teenager with developmental disabilities should take into account both specific features adolescence and the nature of developmental disorders. The main provisions of the psychodynamic direction: The main importance in the emergence of problems are instinctive impulses, their expression, transformation, suppression; The development of the problem is due to the struggle between internal impulses and defense mechanisms. The main provisions of the cognitive-behavioral direction are presented as follows: Most behavioral problems are the result of problems in training and education; Behavioral reactions - the reaction of the organism to the influence of the environment and, therefore, are the result of the interaction "organism-environment";
10 Behavior modeling is an educational and psychotherapeutic process in which the cognitive aspect is decisive. The basic principles of a specialist within the framework of the humanistic direction are: A meeting of a specialist is a meeting of two equal people; The resolution of the client's problem occurs "by itself" in the event that the specialist creates a situation of unconditional acceptance, conducive to the client's awareness, expression and self-acceptance of his true feelings; Psychological correction is an activity to correct those features of psychological development that, according to the accepted system of criteria, do not correspond to the optimal model. In addition, psychocorrection can be used in situations of overcoming various kinds of difficulties, which ultimately ensures the full functioning of the individual. Psychocorrection classes are closely related to the concept of “norm”, which means the main goal of psychocorrection as “returning” or “pulling up” the client to the proper level based on his age and individual characteristics. Stages of psycho-correctional work include: - conversation; - psychodiagnostics; - formulating a forecast; - drawing up a correction plan;  Evaluation of the effectiveness of the program. Correction methods depend on which school the specialist belongs to, so they can be quite “conditionally” divided according to existing areas in psychology, which will be described in detail below. Psychocorrection is planned and carried out by the psychologist himself. Depending on the form of organization of psychological correction, there are
11 its following types: individual, microgroup, group and mixed. Individual psycho-correction involves working with a client one-on-one in the absence of strangers, in which case confidentiality, intimacy of relationships, deeper and more effective work are ensured. The microgroup form of correction involves working in groups of 2 - people, as a rule, having similar developmental problems. The group form of psycho-correction is the purposeful use of group dynamics, the entire set of relationships and interactions that arise between group members. When solving some problems, such as those arising in the field of communication, interpersonal interactions, participation in psycho-correctional groups is more effective than individual work. The mixed form combines the advantages of individual and group correction and allows for an integrated approach to solving problems. The program of psychological correction is compiled on the basis of psychological recommendations in cooperation between a psychologist and teachers, educators, class teachers or parents, depending on who will continue to take care of the child. Another form of correctional and developmental work is the actual psychological impact, which includes psychocorrection, counseling and socio-psychological training. The development and construction of psycho-correctional programs is based on the following principles: The principle of unity of diagnostics and correction. Diagnostics not only precedes the psychological impact, but also serves as a means of monitoring personality changes, emotional states, behavior,
12 cognitive functions in the process of corrective work, as well as a tool for its assessment. The principle of "Normativity" requires taking into account the basic laws of mental development, the sequence of successive age stages. Based on this principle, the age norm is taken into account and a prototype of the future development of the child is built. The “top-down” correction principle, formulated by L.S. Vygotsky, is determined by the leading role of education for the psychological development of the child. According to this principle, the main content of psycho-correctional work is the creation of a zone of proximal development of the child's personality and activity, with the aim of actively shaping what the child should achieve in the near future in accordance with the requirements of society. The principle of taking into account the individual and personal characteristics of the child determines the need for an individual approach when choosing goals, objectives, methods and programs of psycho-correctional work. The uniqueness of each personality makes it impossible to apply a single template of psychocorrection to all children. The principle of systemicity, first of all, requires taking into account the complex systemic nature of psychological development in ontogeny, heterochrony, the difference in maturation of various mental functions with the advanced development of some in relation to others. The principle of activity. Reliance on leading activities and variation of various types of activities: procedural, productive, educational, labor, joint, communication as a specific form of activity - make the process of psycho-correction productive and effective, arousing interest in the child, determine the motivational aspect of psycho-corrective influence.
13 Methods for diagnosing psychological and pedagogical deviations of a child include: observation method, experimental research, experimental psychological methods.
Conclusion
Linking together the elements of the phenomenological level and the level of causal grounds helps the school psychologist means of psychodiagnostic description of the object of psychodiagnostics, which are represented by: 1) classifications of typical deviations at the phenomenological level and classifications of the most probable causes of these deviations; 2) schemes of psychological determination of typical deviations and their causes; 3) psychodiagnostic tables. The first two forms of describing the object of psychodiagnostics have been known for a long time. They have been developed by specialists since about the 60s. However, each of them has its drawbacks: the first, describing the behavioral signs of typical shortcomings and deviations in learning activities and behavior, does not fully reflect all the interrelationships of the elements of the phenomenological level and the level of causal grounds; the other, reflecting interconnections as much as possible, is cumbersome, confusing and immobile when used in the practice of a school psychologist. The third form of describing the object of psychodiagnostics - psychodiagnostic tables - synthesizes the first two forms. They link together almost all elements of the diagnostic process - from the request to the issuance of recommendations. In this sense, they act as an indicative basis in the activities of a practical psychologist. The availability of building psychodiagnostic tables makes them indispensable assistants in the work of teachers. primary school. At present, various researchers have already begun the development of psychodiagnostic tables as an effective means of working
14 school psychologist. So, N. P. Lokalova developed psychodiagnostic tables based on the analysis of psychological and pedagogical literature and conversations with primary school teachers. The principle of constructing the table was to highlight learning difficulties in writing, reading and mathematics. S. V. Vakhrushev compiled his psychodiagnostic tables on the basis of learning difficulties identified and systematized by L. A. Wenger. The main tasks of this direction are the philosophical ideas of existentialism (M. Heidegger, P. Sartre, A. Camus) and phenomenology (E. Hussel, P. Ricoeur). Accordingly, the main emphasis is placed on the study of the problem of time, life and death; problems of freedom, responsibility and choice, problems of communication, love and loneliness, search for the meaning of existence. The specificity of the outlined circle of problems is the uniqueness of the personal experience of a particular person, which is not reducible to general schemes, and its center is the solution to the problem of restoring the authenticity of a person, that is, the correspondence of her being in the world to her inner nature. Individualism is seen as an integrative whole. In psychology, the direction is represented by such names as K. Rogers, A. Maslow, G. Allport, V. Frankl.
List of sources used
1. Aidarova L. I. “Psychological problems of teaching Russian to junior schoolchildren”. M., 2011.– p. 338 2. Akimova M. K., Gurevich K. M., Zarkhin V. G. Individual-typological differences in learning // Questions of Psychology, 2014. - No. 6. - P. 36-42. 3. Anufriev A.F., Kostromina S.N. How to Overcome Difficulties in Teaching Children. - M .: ed. "Os-89", 2014. - 222p. 4. Bardin KV If your child does not want to study. – M.: Knowledge, 2014. – S. 24–65.
15 5. Bart K. Learning difficulties: early warning. - M .: Publishing house. Center "Academy", 2011. 6. Basova LN Psychological features of the mental development of 9th grade students studying in different educational environments. Abstract of diss… cand. psychol. Sciences. - M., 2014. 7. Beskina R. M., Chudnovsky V. E. Memories of the future school. – M.: Enlightenment, 2013. – S. 29–30. 8. Blonsky P.P. On the issue of measures to combat school failure // P.P. Blonsky. Psychology of the younger student: Selected psychological works / Ed. A. I. Lipkina, T. D. Martsinkovskaya. - M .: Moscow Psychological and Social Institute; Voronezh: NPO "MODEK", 2014. - S. 616-620. 9. Bogoyavlenskaya M. Twice exceptional // School psychologist, 2015. - No. 1. - P. 31–33. 10. Vinogradova N.F., Kulikova T.P. Children, adults and the world around. – M.: Enlightenment, 2014.S, 60-63. 11. Venger L. A., Ibatullina A. A. Correlation between learning, mental development and functional features of the maturing brain // Questions of Psychology, 2011. - No. 2. - P. 20–27. 12. Vygotsky L. S. Imagination and creativity in childhood: Psychology. essay: Book. for the teacher. - M.: Education, 2011. 13. Vygotsky L. S. The problem of learning and mental development at school age // L. S. Vygotsky. Pedagogical psychology/ Ed. V. V. Davydova. – M.: AST, Astrel, Lux, 2015. – S. 400–419. 14. Gamezo M.V., Petrova E.A., Orlova L.M. “Age and pedagogical psychology”. - M.: Pedagogical Society of Russia, 2014. - 511p. 15. Glazer G. D. Comments on the articles of V. A. Sukhomlinsky // Anthology of humane pedagogy. V. A. Sukhomlinsky. – M.: Shalva Amonashvili Publishing House, 2012.
16 16. Gutkina NI Psychological readiness for school. – M.: Academic Project, 2010.

Introduction
Chapter 1. Theoretical substantiations of the problem in the psychological pedagogical literature.
Psychological characteristics of schoolchildren with learning difficulties.
1.2. Definition of the concept of "difficulty"; classification, causes of difficulties.
1.3 Features psychological help children with learning difficulties.
Chapter 2 Experimental study. Efficiency application of the system of corrective and diagnostic work on Overcoming difficulties...
2.1. Diagnosis of learning difficulties at the initial stage of the experiment.
2.2. Organization of corrective work with younger students to overcome the shortcomings of the cognitive sphere.
2.3. Diagnosis of learning difficulties at the final stage of the experiment.
Conclusion
Bibliographic list of used literature
Applications

INTRODUCTION

The development of any activity is associated with certain difficulties. Educational activity, due to its specificity, has an objective complexity, tk. the student constantly masters what he did not know before, what he did not own, while naturally encountering numerous difficulties. Some schoolchildren overcome these difficulties relatively easily, others - only by mobilizing all their resources, and still others - without outside help, they are not able to independently solve the problems that have arisen.

This problem becomes especially acute in the younger school age. This is due to the fact that the younger student is just plunging into the atmosphere of school life, educational activities make such demands on him that were not made at the previous stages of his development. Therefore, when faced with difficulties, not all junior schoolchildren, due to their personal and intellectual characteristics, can overcome them.Difficulties in learning primary school significantly interfere with the child's mastery of the compulsory school curriculum. It is during this period of learning that the foundation of a knowledge system is laid in children, which is replenished in subsequent years, at the same time, mental and practical operations, actions and skills are formed, without which subsequent learning and practical activities are impossible. The lack of this foundation, not mastering the initial knowledge and skills leads to excessive difficulties in mastering the school curriculum. Diagnosing the causes of learning difficulties and providing the child with timely corrective assistance will help to cope with underachievement.

Many learning difficulties form a kind of "vicious circle", in which each undesirable factor is first caused by external circumstances, and then gives rise to other undesirable factors that consistently reinforce each other. Therefore, most often a psychologist needs to look for not one, but several reasons for the failure of each individual student, and strive to eliminate them in a complex.

Objective. this work is aimed at diagnosing the difficulties of a younger student caused by poor progress and choosing ways to overcome them.

To achieve this goal, the following tasks:

a) analysis of psychological and pedagogical literature on this issue;

b) highlighting the typical difficulties that a younger student has in learning activities;

c) selection of diagnostic methods for studying the psychological causes of difficulties;

d) determining the direction and content of corrective work to provide assistance to the child;

e) the study of specific difficulties that arise in younger students and the provision of assistance to them.

Subject research is the process of diagnosing and correcting the difficulties of younger students.

object research is learning difficulties as a psychological and pedagogical phenomenon.

The hypothesis of the study is that the developed system of work to eliminate the educational difficulties of younger students is effective if the following conditions are met:

Research methods:

Comparative and comparative analysis of the literature on this issue;

Observation;

Testing;

Conversation;

Questioning;

Experiment.

The sources of the work were the theoretical and methodological works of researchers in the field of psychology and pedagogy on learning difficulties, their diagnosis and correction.

Research Base: junior classes of secondary school No. 1 in Novoulyanovsk.

Practical significance: the work can be used by teachers and practical psychologists for an in-depth study of this issue.

1. Theoretical substantiation of the problem in the psychological and pedagogical literature.

1. Psychological characteristics of schoolchildren with learning difficulties.

Despite the difference in the causes of failure in different students, students with learning difficulties have a lot of the same features and characteristics, which makes it possible to give them a general psychological characteristic.

Children with mental retardation mild degree oligophrenia);

Children with a time delay mental development;

Pedagogically neglected children;

Children with impaired hearing and vision;

Children in general with normal mental development, but having an insufficient level of formation of individual mental functions or according to the level of their development, related to the lower limit of the norm.

It is this last group of schoolchildren who are lagging behind in learning that will be the focus of this work.

Them general characteristics consists of the following. They usually do not take an active part in the work of the class, do not show a tendency to independent mental work, and are characterized by a lower level of efficiency than well-performing classmates. They perceive the material more slowly and take a long time to comprehend it. Knowledge is assimilated by these children incompletely, without sufficient comprehension, often only very superficially or not assimilated at all. Children do not know how to apply existing knowledge in the new conditions of educational work.

The specific difficulties of poorly performing students include, in particular, the low level of development of the ability to plan, significant difficulties for them are caused by the need to establish logical connections between the parts of the content being assimilated, to separate the main from the secondary.

The pace of mastering and completing tasks is slower than that of other students. Thus, according to Yu.K. Babansky, poorly performing schoolchildren performed 1.5 times slower in rewriting a text of 50 words, while making 3 times more mistakes than well-performing students. Their reading rate is 1.7 times lower than that of well-performing students, and the rate of calculations is 2 times lower than that of their classmates with higher academic performance. (3)

A natural and logical result of such a low quality of educational activity is the ever-increasing growth of difficulties in mastering the curriculum and, as a result, the low academic performance of these students.

In an effort to complete tasks, they often resort to the easiest for them to memorize and thoughtlessly performing exercises. In their work, there is a style of "trial and error", which, unfortunately, often leads to a positive result at the initial stages of training. The teacher often does not notice such a “disguise”, positively evaluates the task completed in this way, which leads to the consolidation of this vicious style of educational work.

The child walked "by touch", without understanding and understanding what he was doing. And although he, one way or another, came to the correct answer, he does not know, does not understand, cannot explain why the actions he performed turned out to be correct. Therefore, even the correct solution does not advance such a student in mastering the material and does not contribute to his mental development.

The lag in intellectual work is intensified by growing emotional negative experiences. Constant failures, reproaches from parents and teachers first cause grief, then an experience of hopelessness and indifference, self-doubt appears, and low self-esteem is formed. Teaching becomes torture for them. Ineffective methods of educational work lead to the emergence of a negative attitude of the child to learning and to school, to the loss of self-esteem.

In such students, there is a lack of development of all cognitive processes.

Perception - often limited, children indicate only sharply distinguished features of objects, do not show a desire for their systematic analysis. This leads to fragmentation and superficiality of knowledge, which is especially pronounced in situations where this knowledge is used in solving various problems.

Attention - easily distracted, reduced performance during intellectual activity in general, when mastering a new way of acting and the presence of distracting factors, certain difficulties arise and, if necessary, distribute attention.

Memory - for well-known material, the memory is not lower than that of other students. However, when it is necessary to memorize and reproduce material that requires comprehension, they reproduce much less, and in terms of content they retain in memory mostly striking insignificant details or provisions that were previously familiar to them, omitting those parts where a generalized presentation of the new is given. When memorizing, they act purely mechanically, repeating many times, "bison" educational information. Without comprehending the material to be memorized, they memorize a lot of inconsequential things, therefore, external details prevail during reproduction, and natural connections are rarely mentioned.

Thinking - the level of mental operations of analysis and generalization is especially low developed, which leads to great difficulties in solving problems containing not only necessary, but also unnecessary, insignificant data. When performing tasks, the difficulties relate not so much to the selection of essential features, but to abstraction from non-essential ones. They experience great difficulties when solving problems requires flexibility (switching from one train of thought to another, sometimes the opposite; understanding of relativity in the connections and features of objects, etc.). Emerging knowledge systems are less differentiated, and therefore they have difficulty in finely distinguishing between similar educational material, requiring the performance of different actions and the use of different teaching methods. Certain difficulties in the assimilation of educational material create age-related features of the mental activity of younger students:

Concreteness of thinking (it makes it difficult for a student to understand the figurative meaning of words and phrases, proverbs, allegories; the mathematical content of the task due to the focus on its plot side),

Syncretismthinking (lack of necessary and sufficient analysis of all data, which leads to incorrect conclusions and erroneous solutions to problems),

Insufficient generalization of thinking (causes difficulties in the formation of concepts that are based on the identification of essential features in the educational material),

Unilinearity thinking (i.e. chained to any one side of the object or situation under consideration, the inability to see and keep in mind at the same time different sides, various signs of the same object, the inability to operate simultaneously with all the data necessary to solve the problem, determines the solution of the problem only in one way)

Inertia of mental activity (leads to the formation of patterns of thinking, to the stereotyping of actions, despite changing conditions; may make it difficult to move from direct method actions to the contrary; manifest itself in difficulties in translating from one form to another, for example, from an alphabetic form to a digital form).

Among schoolchildren experiencing learning difficulties, a certain category of children can be distinguished, which are characterized by the lack of the required level cognitive activity. L. S. Slavina called children who differ in this feature "intellectually passive." Intellectually passive schoolchildren are distinguished by normal intellectual development, which is easily detected in play and practical activities. However, in teaching they give the impression of being extremely incapable, even sometimes mentally retarded, since they cannot cope with the most elementary educational tasks. Analyzing the peculiarities of the intellectual activity of this group of schoolchildren, L. S. Slavina comes to the conclusion that an independent intellectual task, not connected with a game or a practical situation, does not cause intellectual activity in these children. They are not accustomed to and do not know how to think, they are characterized by the presence of a negative attitude towards mental work and, associated with this negative attitude, the desire to avoid active mental activity. Therefore, in learning activities, if it is necessary to solve intellectual problems, they tend to use various workarounds (learning without understanding, guessing, striving to act according to a model, using a hint, etc.). (22)

L.L. Orlova identifies two types of intellectual passivity:

1) intellectual passivity as a result of the unformed methods of intellectual activity;

2) intellectual passivity as a consequence of the negative development of the motivational-need sphere of the personality. (22)

According to the breadth of manifestation, general and partial (selective) intellectual passivity is distinguished. Indicators of intellectual passivity are: lack of initiative in intellectual activity; cessation of mental work in the absence of significant reinforcement; avoidance of intellectual tension; lack of "mental surprise"; low efficiency in this area.

By the nature of intellectual passivity, the following groups of children are distinguished:

1. the group of "operational-technical" intellectual passivity.

Students are characterized by gaps in knowledge, the inability to apply them to new material, the lack of skills and abilities to organize educational work, and the lack of the habit of independently completing tasks. The dominant manifestations of intellectual passivity in this group of children are: stereotyped in intellectual activity; the presence of redundant actions and minor issues in the course of work; use of detours or inappropriate methods of completing a task; preference for reproductive activities and simple, familiar tasks.

1. Group of "motivational" intellectual passivity.

The distinctive features of this group of children consist in the choice of predominantly easy ways to achieve the goal; disinterest in work; the desire to get a quick result without sufficient comprehension; uncomfortable emotional state in a situation of intellectual tension.

1. Group of "partial", or selective, intellectual passivity

may manifest itself in relation to certain types of work or in relation to certain academic disciplines.

1. A group of general, or "spilled", intellectual passivity.

Students in this group do not show curiosity, do not want to acquire new knowledge, and avoid mental stress. Since mental tasks arise very often in educational activity, the intellectual passivity of these children is especially clearly revealed precisely in this activity. If the child is required to perform similar mental operations to solve practical problems, this intellectual passivity does not manifest itself.

Intellectual passivity is associated with certain external influences. It has an acquired character, conditioned by upbringing, of a conditioned reflex origin. (22)

From the above, the following questions arise:

1. is it possible to help such children;
2. what to choose the most effective forms and methods of organizing this work?

To answer these questions, it is necessary to consider the very concept of "learning difficulty", its causes, methods of diagnosis and correction.

1. Definition of the concept of "difficulty"; classification, causes of difficulties.

In recent years, more and more frankly, they talk about the difficulties of learning in primary school. Both teachers and parents know the figures of official statistics, and they show that almost 40% of children in elementary school have enduring learning difficulties. This means that 10-12 children in each class do not believe in themselves, have not learned how to read and write, do not have a chance to successfully graduate from school and get a decent profession. And this problem is not only and not so much pedagogical, but medical, psychological and social. In fact, not only the child, but also the teacher and parents find themselves in a situation of failure, which creates additional problems.

The concept of "difficulty" has been repeatedly considered in the works of psychologists. ON THE. Podymov, E.A. Domyreva studied the overcoming of various obstacles that arise in the way of meeting the needs of a person, hindering the achievement of his goals. (3) M. Tyshkova, E.E. Danilova, V.V. Kovalev, D.N. Isaev considered "difficult situations". (4) The problem of typical learning difficulties was studied in the works of A.F. Anufrieva, S.N. Kostromina, Yu.Z. Gilbukh, N.P. Lokalova. (2,10,14) The causes of difficulties in the educational activities of students at school were considered by many teachers and psychologists (L.S. Slavina, N.F. Kruglova, N.P. Slobodyanik, A.R. Luria, N.Ya .Semago, L.V. Orlova, N.G. Luskanova, M.M. Bezrukikh, V.V. Schmidt, Yu.K. Babansky).(6,13,17,19,20,23,25)

To talk about the causes of learning difficulties, it is necessary to separate the definitions found in the literature, which are sometimes used as synonyms: school difficulties, academic failure, school maladaptation.

Dubrovinskaya N.V., Farber D.A., Bezrukikh M.M. under school difficulties they mean the whole range of school problems that may arise in a child in connection with the beginning of systematic education at school, which, as a rule, lead to pronounced functional stress, poor health, impaired socio-psychological adaptation, and also to a decrease in academic performance learning.(6.24)

Under poor progress, usually, they mean unsatisfactory grades in any subject (or in all subjects at once) in a quarter or in a year. According to experts, school difficulties that were not identified and compensated in time lead to poor progress.

School failure can provoke the emergence of school maladjustment, that is, such a state of students in which they do not learn the curriculum, experience difficulties in interacting with peers and teachers.

N.P. Lokalova believes that learning difficulties are a subjective experience of a discrepancy between the requirements of educational activity and the student's intellectual capabilities. In her opinion, from 15 to 40% of primary school students experience various difficulties in the process schooling. Certain difficulties in teaching arise in the event of a discrepancy between the requirements of the educational process and the level of implementation. cognitive activity schoolchild, with a real level of his mental development. (fourteen)

A number of researchers have identified several groups of difficulties in mastering educational material:

The first group of difficulties associated with shortcomings in the formation of complex in structure and multi-level organization of motor skills of writing and reading (instability of graphic forms, lack of coherent movements when writing, low level of reading comprehension, very slow pace, etc.). Specific shortcomings in the development of the psychomotor sphere are: unformed visual-motor coordination, insufficient level of differentiation of the muscular efforts of the hand, shortcomings in the development of micromotor skills, mixing letters that are similar in acoustic or articulatory characteristics, and difficulty in synthesizing the semantic units of the text.

The second group of difficulties due to the peculiarities of the formation of cognitivecomponent of writing, reading and computing skills. The main manifestations of the difficulties caused by this cause are as follows: replacement of letters that are similar in acoustic or articulatory features, omissions of letters, underwriting words and sentences, difficulties in understanding words, ignorance of the relationship between adjacent numbers, difficulties in moving from a concrete plane to an abstract plane, inability to to solve problems.

The specific psychological reasons underlying this group of difficulties can be named as follows: lack of formation of spatial representations, shortcomings in the development of processes of sound-letter analysis and synthesis, shortcomings in phonetic-phonemic perception, shortcomings in the development of cognitive processes.

The third group of difficulties associated with shortcomings in the formation of the regulatory component of writing, reading and computing skills. The specific psychological reason underlying this group of difficulties is the lack of formation of the processes of self-control and self-regulation. The consequences of the insufficiency of the processes of self-control and self-regulation can be: the inability to detect one's mistakes, the fulfillment of the teacher's requirements is not in full.

fourth groupconstitute difficulties in learning caused by the peculiarities of the temperament of students, reflecting the originality of the natural organization of their nervous system. Excessive slowness or vice versa haste. (2)

N.P. Lokalova in her research on this topic established: “The systematization of the difficulties that younger schoolchildren have in mastering the ability to write, read and count, and their correlation with possible psychological causes, made it possible to establish that almost 70% of all the difficulties that younger students experience in the learning process , are caused by the insufficient development of the processes of analysis and synthesis, which are different in nature and manifestations, and therefore, a lower level of development of neurophysiological mechanisms of cognitive activity than the process of school education requires from children of this age. (14)

Psychologists A.F. Anufriev and S.N. Kostromina examined this issue in some detail in their writings, identified a number of school difficulties, ranked them, and also identified possible psychological causes of these difficulties:

Approximately 20% of children from the whole class can skip letters in written works. This phenomenon has several reasons - a low level of development of phonemic hearing, poor concentration of attention, unformed self-control techniques, individual typological personality traits.

19% of children constantly make spelling mistakes, although at the same time they can answer any rule by heart - this is a case of the so-called “underdevelopment spelling vigilance". Possible reasons are as follows: low level of development of arbitrariness, lack of formation of methods of educational activity, low level of volume and distribution of attention, low level of development of short-term memory, poor development of phonemic hearing.

About 17% of the class suffer from inattention and distraction. The reasons were identified as follows: a low level of development of arbitrariness, a low level of attention span, a low level of concentration and attention stability.

14.8% of children experience difficulties in solving mathematical problems - logical thinking is poorly developed, poor understanding of grammatical structures, lack of formation of the ability to focus on a system of signs, low level of development of figurative thinking.

Approximately 13.5% of children have difficulty retelling the text. Reasons: lack of formation of the ability to plan one's actions, poor development of logical memorization, low level of speech development and figurative thinking, low self-esteem.

13.1% of children are restless. Most often, this is caused by a low level of development of arbitrariness, individual typological characteristics of the personality, and a low level of development of the volitional sphere.

12.7% of children have difficulty understanding the teacher's explanation the first time. Reasons: poor concentration of attention, unformed reception of educational activities, low degree of perception and arbitrariness.

11.5% of children have constant dirt in their notebooks. The reason may be in the poor development of fine motor skills of the fingers and in an insufficient amount of attention.

10.2% of children do not know the addition (multiplication) table well. This is due to the low level of development of mechanical memory and long-term memory, with a weak concentration of attention and with the unformed methods of educational activity.

9.6% of children often fail to cope with tasks for independent work. The reasons are the lack of formation of methods of educational activity, the low level of development of arbitrariness.

9.5% of children constantly forget at home academic subjects. The reasons are a low level of development of arbitrariness, a low level of concentration and stability of attention, and the main reason is high emotional instability, increased impulsivity.

The child writes badly from the board - 8.7% - has not learned to work according to the model. 8.5% of children do excellent homework, but do poorly in class work. The reasons are different - the low speed of the course of mental processes, the lack of formation of methods of educational activity, the low level of development of arbitrariness.

6.9% - any task has to be repeated several times before the student begins to complete it. Most likely, the low level of development of voluntariness and the lack of skill in performing tasks according to the oral instructions of an adult are to blame.

6.4% of children constantly ask questions. This may indicate a low level of attention span, poor concentration and stability of attention, a low level of development of attention switching and the development of short-term memory, and an unformed ability to accept a learning task.

5.5% of children are poorly oriented in notebooks. The reasons are the low level of perception and orientation in space and the weak development of the small muscles of the hands.

4.9% often raise their hand and keep silent when answering. They do not perceive themselves as a schoolchild, or they have low self-esteem, but difficulties in the family, internal stress, individual typological characteristics are possible.

0.97% - comment on the marks and behavior of the teacher with their comments. The reasons are difficulties in the family, transferring the function of the mother to the teacher.

0.7% of children cannot find their desk for a long time. The reasons are hidden in the weak development of orientation in space, in the low level of development of imaginative thinking and self-control. (2)

So in Lately significantly increased the number of children with school problems. From all of the above, it clearly follows that overcoming school difficulties in children should be in the form of an integrated approach, including work of a level that would ensure the successful implementation of the educational activities of the younger student.

To achieve this, there is only one way - the way associated with the selection of accurate diagnostic methods, as well as the use of systematized corrective influences that have an intense stimulating effect on the mental development of the child.

1.3. Features of psychological assistance to children with learning difficulties.

MM. Bezrukikh outlined the basic principles of helping children with learning difficulties.(6)

The first principle is that any child with school problems is able to receive a full-fledged primary education with an appropriate and timely organized system of correctional assistance.

The second principle - the correction of complex difficulties - is a multifaceted task, therefore, for its successful solution, it is necessary to take into account both external and internal factors.

The third principle - helping children with school problems - is help in which not the difficulties in learning to write and read are corrected, but the reasons that cause them.

The fourth principle is systemic assistance to children with learning difficulties, including non-specific measures (optimization educational process, normalization of the regime, liquidation conflict situations in the family and school, etc.) and specific immaturity or disturbances in the development of cognitive functions.

The fifth principle is the organization of comprehensive assistance to children with learning difficulties. This is a systematic work and systematic interaction of a teacher, psychologist, speech therapist and parents.

In accordance with these principles, a system of comprehensive assistance is being built, including:

- observation and analysis of emerging problems, determining the causes of school difficulties;
– expert advice;
– a clear definition of the goals and specific tasks of assistance;
- drawing up an individual plan for organizing the work of comprehensive care (taking into account individual characteristics of working capacity and health status);
- drawing up an individual learning plan (for children with a forecast of school difficulties);
- support during training on the formed functions and parallel "pulling up" of unformed functions (in the system of special classes);
- gradual (step-by-step) development of educational material;
- the transition to a new stage of learning only after the full development of the previous one (individual pace of learning);
– regular repetition of the material covered;
- an independent assessment of the results of work and the functional state of the child at least twice a year.

The main condition for the effectiveness of assistance with learning difficulties is to determine the starting point from which corrective work should begin. And for this you need to return to the elements of preliminary preparation, find out if the child has mastered everything. If not, you need to start with what causes difficulty.

Effective correction of school difficulties is not possible without a number of conditions.

1. FIRST CONDITION - availability modern methods psychophysiological and psychological diagnostics difficulties, their causes, highlighting their features.
2. THE SECOND CONDITION is the knowledge by teachers of the causes and mechanisms of school difficulties, the ability to identify these causes, the possession of methods and technologies for organizing assistance.
3. THIRD CONDITION - the possibility of obtaining the necessary advice from specialists - a psychologist, a speech therapist, a doctor - and developing a comprehensive assistance program.
4. FOURTH CONDITION - joint work and common tactics of work and family in organizing assistance to a child with school problems.
5. FIFTH CONDITION - availability of specialists, premises, material resources, etc. to organize comprehensive systemic assistance to students.(6)

The help of a psychologist in promoting the self-development of a child begins with a diagnosis. Its purpose is to identify the main difficulties in teaching schoolchildren. Most effective methods and psychological diagnosis of school failure are testing, questioning, analysis of school documentation, observation. It should be borne in mind that diagnostics should be carried out in the learning process itself and carried out systematically. Only in this case, it will be possible to trace the positive results of working with underachieving children. Psychological and pedagogical study of students with learning difficulties should be carried out according to a simple general scheme: identifying learning difficulties, identifying the causes that cause these difficulties.

Based on the assessment of the problems that children with learning difficulties experience in the framework of educational activities, we can distinguish two groups of interrelated tasks of correctional and pedagogical work with them:

Elimination of the causes of learning difficulties, which are determined by the peculiarities of the mental development of these children;

Filling gaps in previous learning.

The solution of these tasks is carried out in the process of work in areas that are quite fully and clearly characterized.

V.V. Smooth and flattened into three blocks:

1) the formation of educational activity and the correction of its shortcomings (the formation of educational motivation, the formation of general educational intellectual skills, the development of personal components of cognitive activity);

2) development to the required level of mental functions that provide educational activities (visual perception, spatial orientation, phonemic perception, etc.);

3) the formation of basic ideas and skills (about the environment, quantitative, graphic, etc.) that are needed to master the program material. (13)

Another thing is that the formation of educational activity and the correction of its shortcomings are carried out mainly in the classroom and it is inappropriate to single them out as an independent direction (section of the plan) of remedial classes.

The tasks of the second and third blocks in relation to remedial classes are undeniable and are named above in a generalized form.

When planning remedial sessions, consider:

The results of the psychological and pedagogical study of students;

The volume of remedial classes, which depends on the conditions of the organization of training.

The multivariance of causal relationships in determining the causes of learning difficulties determines the difficulty in determining the range of possible psychological disorders (causes), choosing the necessary this moment adequate psychodiagnostic methods and effective corrective exercises. The means of psychodiagnostic description of the object of psychodiagnostics, presented in the form of psychodiagnostic tables, help the school psychologist to link together all these elements. They link together almost all elements of the diagnostic process - from the request to the issuance of recommendations. At present, psychodiagnostic tables have already been developed by various researchers (A.F. Anufriev, S.N. Kostromina, N.P. Lokalova). (2)

They highlight the most common difficulties in teaching schoolchildren, possible psychological causes of difficulties and methods for diagnosing them. (Appendix)

The analysis of the tables led to the conclusion that in the vast majority of school difficulties, whatever they may be and whatever external forms they may take, at their deepest basis they have shortcomings in the cognitive development of students. This is the root cause of many difficulties for students, not only of a cognitive nature, but also in a behavioral sense. Increasing the cognitive abilities of children, their intellectual potential, forms the psychological basis of learning for younger students, helping them to successfully overcome the difficulties that arise in the learning process.

So, the analysis of the studied material allows us to conclude that school difficulties are a serious psychological and pedagogical problem that many researchers have addressed. Diagnostic methods were studied and methods of correction with them were developed. However, this does not reduce the severity of this problem. Let's consider this question in practice.

1. Experimental study. The effectiveness of the system of corrective and diagnostic work to overcome difficulties.

2.1. Organization and psychological and pedagogical support of children with learning difficulties.

Experimental work was carried out on the basis of secondary school No. 1 in Novoulyanovsk. For the experiment, schoolchildren of the second and third grades with learning difficulties were taken. The work was divided into several stages.

The first stage is the collection of information about the child, the identification of possible causes of difficulties.

The second stage is the diagnosis of the cognitive sphere.

The third stage is work to correct the causes of difficulties.

The fourth stage is the diagnostics of the results of the work.

Communication with teachers allows you to get the necessary information that reflects the personal and educational characteristics of schoolchildren, the amount of knowledge and skills, the specifics of their learning difficulties, attitudes towards school, etc. For better interaction with teachers, a questionnaire was developed that helps the teacher to observe, classify the facts in relation to the child and the circumstances of his life: his behavior, learning difficulties, features of relationships with classmates, circumstances that negatively affect the process of adaptation to school. (Appendix).

AND The study begins with a dynamic observation of the behavior of students at school, which includes an analysis of the most important areas of his activity. These include mastering the skills of educational activities, the formation of goal-setting behavior, the acquisition of friendly contacts. In the process of observation in the lesson, the activity or passivity of the child, the pace of his activity, the ability to keep the "learning task", and the features of the regulatory function of speech are assessed. When studying the products of educational activities, it is noted typical mistakes, characteristic of the main subjects, the formation of learning skills in reading, writing, mental arithmetic, problem solving. At the break, the effectiveness of contacts with others, the arbitrariness of actions, conflict in relations with the teacher and peers is fixed.

The first stage completes the analysis of the information received, the establishment of possible causes of difficulties, the selection of diagnostic methods.

As a result of this stage, 2 groups of students were identified: 6 people from the 2nd grade, 8 people from the 3rd grade. It can be seen from it that most of all children make mistakes when writing - 3 and 4 people, do not cope with independent work - 5 and 3 people, it is difficult to understand the explanation the first time - 4 and 4 people, have less difficulty solving examples and knowing tables addition and multiplication. This means that it is necessary to study the features of the development of attention, arbitrariness, the formation of methods of educational activity, auditory perception, and thinking. (Appendix)

The second step is diagnostics. During the psychological examination of younger schoolchildren, standard, well-tested methods were used. To study attention - Method "Correction test",Method "Red-black table",Schulte tables, Methods for studying the concentration and stability of attention (a modification of the Pieron-Ruser method).

For the study of memory - the "Logical Memory" Method, the "10 Words" Method, the "Random Access Memory" Method, the "Pictograms" Method. For the study of thinking - the Method "Labyrinth", the Method "The Fourth Extra", the method "Selection of paired analogies", the method "Selection of simple analogies", the method of "Raven's Matrix".

To study perception, the “Find the Differences” method, the “Compare Pictures” method, the “Find a Pair” method, the “Drawing a House” method according to Ulenkova, the “Shape Recognition” method, the “Collect a Picture” method are used.

To study arbitrariness, formation learning activities– “Graphic dictation” technique, “House” technique, “Pattern” technique, “Drawing points” technique.

To study the motivation profile of Luskanova. For the study of family and school - projective methods: drawing "My school", "My family".

Diagnostics showed the following results. (Appendix)

It can be seen from it that memory, visual-figurative thinking and auditory perception are better developed in the group of children of the 3rd grade. The tasks for diagnosing the properties of attention (concentration, switching), thinking (operations of analysis and synthesis), arbitrariness, as well as the formation of educational actions were performed worse.

An analysis of the diagnostics of the cognitive sphere in the 2nd grade showed that in corrective work it will be possible to rely on memory, arbitrariness of activity, perception and concentration of attention. But it will be necessary to work on the development of switching attention, mental operations of analysis and generalization, as well as the formation of educational actions.

The obtained data confirmed the assumption about the uneven development of certain aspects of mental activity in these children. Along with the insufficient development of some mental processes, a satisfactory or even good development of others was observed.

It is this conclusion that encourages and makes very promising work with underachieving children, in the course of which reliance should be placed on mental processes that have received their best development. Therefore, special classes with lagging students should not be carried out in the form of traditional additional classes. They should consist of specially selected developmental tasks aimed at shaping those aspects and qualities of mental activity that largely determine the low efficiency of their educational work.

2.2. Correctional work with younger schoolchildren to overcome the shortcomings of the cognitive sphere.

Classes in correctional groups are conducted on the basis of N.P. Lokalova’s program “Psychological program for the development of the cognitive sphere of students in grades I–IV” with slight variations depending on the characteristics of the causes of learning difficulties in this group.

The content of the lessons is the development of cognitive processes (sensations, perception, attention, memory, thinking, imagination), psychological prerequisites for mastering educational activities, that is, such psychological qualities and skills, without which successful educational activities cannot be carried out (the ability to copy a model given as in visual and verbal forms; the ability to listen and hear the teacher, that is, the ability to obey the verbal instructions of the teacher; the ability to take into account a given system of requirements in one’s work), the formation of psychological neoplasms of primary school age (internal plan of action, that is, the ability to perform tasks in the intellectual plan without support and real manipulation of objects; arbitrariness in the management of not only motor, but mainly intellectual processes, that is, the student must learn to arbitrarily control his perception, attention, arbitrarily remember, subordinate mental activity to the set task; reflection, that is, the ability to be aware of one's mental processes, the course of one's activity, to analyze one's answer, difficulties, mistakes).

The “core” of the proposed developing program and one of its important concrete results is the development of various forms and types of the process of mental analysis, which is understood as the process of highlighting various aspects, properties, connections, relationships in an object and the corresponding forms and types of synthesis processes. Both sensual and logical forms are subject to purposeful and systematic development.

The processes of analysis and synthesis permeate all cognitive activity of students. The main direction here is to form the ability to isolate individual features of objects, operate with them and interpret them.

The main task solved in the process of perception development is to teach schoolchildren not only to identify and analyze individual features or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception.

With the development of attention, importance is attached to the formation of its stability, distribution, that is, the ability to control the performance of two or more actions simultaneously. This skill is also based on a dissected, differentiated reflection of various parameters and conditions of activity.

The main direction in the development of the memory of schoolchildren is the formation of mediated memorization in them, that is, learning to use auxiliary means for memorization, including signs-symbols. This requires the ability to divide remembered objects into parts, to single out various properties in them, to establish certain connections and relationships between any of them and some system of conventional signs.

Significant importance is attached to the comprehensive development of mental activity, namely, such operations as analysis, synthesis, generalization, abstraction, establishment of patterns, formation of logical operations. The path from the global, holistic to the differentiated, specific is realized in the sequence of tasks: starting with tasks in which it is required to operate with objects that are very different and where, therefore, their rather rough analysis is carried out, and moving on to tasks with operating objects that differ in one or two features and , hence requiring fine analysis. Thus, the foundations of abstract thinking are gradually laid in younger students. No less important is the preparation of students' thinking for the transition to higher levels of conceptual and verbal-logical thinking, the requirements for which are high school rise significantly. Therefore, in the lessons of psychological development, students develop the ability to determine the ratio of specific and more general concepts, such relationships as "genus - species", "whole - part", "cause - effect", etc., elementary logical operations are formed.

With the development of the processes of imagination, which is an important component of the lessons of psychological development, tasks are performed for both recreative and creative imagination. The work begins with the execution of tasks in which different given elements are included in different systems of relations, and ends with tasks in which the same given element must also be included in different systems of relations.

According to its structure, the lesson is divided into an introductory, main and final part. The task of the introductory part is to create a certain positive emotional background for students, without which the effective assimilation of knowledge is impossible. This emotional mood of students, constantly created in the lessons of psychological development, is gradually consolidated and transferred to other school lessons. As a technique for creating a positive emotional background, we chose the teacher's request to smile at each other and say kind words. Do we have a stock of kind, good words, do we often say them to each other? These words carry positive energy, help create an atmosphere of trust, warmth, friendliness and good mood.

An important point of the introductory part is the implementation of exercises to improve the brain activity of Dennison P.. The stimulating effect of physical exercise on mental activity has long been known. There is a lot of data on the improvement of the indicators of various mental processes under the influence of physical exercises: the amount of memory increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate. This ensures a higher level of efficiency, which cannot but positively affect the success of educational activities. For each lesson, special exercises are selected that stimulate those mental functions that are to be developed in this lesson.

Tasks for the main part of the lesson were selected taking into account their focus on the implementation of the differentiation of cognitive structures and from the point of view of convenience for collective work in the classroom. To prevent a decrease in students' interest in repeating the same task in order to achieve a developing effect, a variety of external design of the content of a number of tasks was provided, but the unity of their internal psychological orientation was preserved.

The “spiral” principle is also implemented throughout the program, that is, returning to the same task, but at a higher level of difficulty (from grade I to grade IV).

The task of the final part of the lesson is to sum up the results of the lesson, discuss the results of the students' work and the difficulties that they had in completing the assignments. The essential point here is the students' answers to the question of what they did and what they learned in this lesson.

In order for children to better perceive the developing material, the classes were held in a friendly atmosphere, with a positive emotional coloring. This form of conducting classes, combined with game methods and game motivation, made them enjoyable and interesting for the participants.

Teachers and parents should take an active part in the work to overcome difficulties. For teachers, a special memo was developed to help a poorly performing student, in which recommendations were given on working with this group of students in various forms of work in the classroom. (Appendix)

Most often, with learning difficulties, parents themselves look for ways to help their children. Meanwhile, the results of the work of parents with children with learning difficulties, with systematic and targeted correction, can be very effective. The help of parents should not be limited to monitoring homework. Parents should know how to organize classes, how to interact with the child. Individual consultations were organized for parents, at which the reasons for the child's learning difficulties were revealed to them and exercises and games were offered to overcome them. (Appendix) Also developed leaflets with recommendations for working with children at home. (Appendix)

Classes in groups were held during the academic year. In May, a control diagnostic section was carried out according to the same parameters.

2.3. Diagnosis of learning difficulties at the final stage.

AND The study began with a conversation with teachers who observed the behavior of students at school, analyzed the most important areas of his activity. The teachers re-filled the table based on the observation map, which helps the teacher to observe, classify the facts in relation to the child and the circumstances of his life. (Appendix 2.3).

A comparative analysis of the results obtained showed a decrease in the number of difficulties in each child. What can be seen in the table.

Comparative diagram of difficulties in grade 2.

Comparative diagram of difficulties in grade 3.

A qualitative analysis of the presence of difficulties showed that not all types of difficulties have been completely eliminated. In the group of second-graders, they do not cope with independent work and have difficulty solving problems for 2 students, they are restless, they do not understand explanations the first time and make mistakes when writing - 1 student each. In the group of third-graders, they are restless and have difficulty solving problems - 2 students each, inattentive and absent-minded, do not understand explanations the first time, make mistakes when writing, cannot cope with independent work - 1 student each. (Appendix)

The classes helped second and third graders to completely cope with inattention and absent-mindedness, with dirt in notebooks, as well as fix the addition table and eliminate errors in counting.

Diagnostics of cognitive processes showed a positive shift in the development of children. The number of children with a low level of development has significantly decreased and increased with a high one.

Level- neither	Attention		Thinking		Prod voln.	Play riyat.	Receptions Uch. Activities.		Pa- crush
	Conc.	Per.	AND ABOUT	but			pattern	points
Grade 2*
High				0 - 1	3 - 5	0 - 1		0 - 1	1 - 3
Wed	4 - 6	2 - 6	1 - 3	3 - 5	2 - 1	4 - 5	0 - 5	1 - 5	4 - 3
bottom	2 - 0	4 - 0	5 - 3	3 - 0	1 - 0	2 - 0	6 - 1	5 - 0
3rd grade
high	1 - 2	0 - 1			1 - 3	3 - 4		0 – 2	5 – 6
Wed	2 - 6	4 - 5	3 - 7	6 - 7	3 - 4	4 - 4	4 – 8	8 – 6	2 – 2
bottom	5 - 0	4 - 2	5 - 1	2 - 1	4 - 1	1 - 0	4 – 0		1 - 0

*(the first digit in each cell is the result of the beginning of the year, the second digit is the result of the end of the year).

A qualitative analysis of each child makes it possible to single out Dasha V., a second-grader. The girl has made significant progress in her development. She was greatly helped and supported by her parents, who kept close contact with the teacher and followed all our recommendations.

So, a practical study of the issue of school difficulties made it possible to establish that the effective elimination of poor progress is possible with a targeted and integrated approach.

Conclusion

Early childhood is an important period in a child's life. This period deserves the most serious attention. This is due to the fact that the conditions of teaching are radically changing. The new conditions make higher demands on the development of children, on their personal development, as well as on the degree of formation of educational skills and abilities among students. 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. Therefore, the relevance of the problem considered in this paper is increasing today. Serious purposeful work is required for its successful solution.

Many researchers addressed this issue: L.S. Slavina, N.F. Kruglova, N.P. Slobodyanik, A.R. Luria, N.Ya.Semago, L.V. Orlova, N.G. Luskanova, M.M. Bezrukikh, V.V. Schmidt, Yu.K. Babanskiy. (6,13,17,19,20,23,25)

Based on their research, a portrait of a poorly performing schoolboy was drawn up. It is characterized by: uneven intellectual and motor spheres, insufficient formation of self-regulation processes, slowness, intellectual passivity, limited perception.

Studying the works of A.F. Anufriev, S.N. Kostromina, A.T. Aristova, T.V. Akhutina, M.M. Bezrukikh, N.F. Kruglova, N.P. Lokalova, N. Ya. Semago, М.М. restlessness, difficulty in understanding the teacher's explanation the first time, constant dirt in the notebook, poor knowledge of the addition (multiplication) table, difficulties in completing assignments for independent work.

Analysis of the works of A.F. Anufriev, S.N. Kostromina, N.P. Lokalova made it possible to identify the main causes of learning difficulties. This is an insufficient level of development of memory, perception, properties of attention, arbitrariness, mental operations, unformed methods of educational activity, fine motor skills.

It was also found that the main condition for effective assistance with learning difficulties is to determine the starting point from which corrective work should begin. And for this you need to accurately determine the zone of actual and zone of proximal development of the child. For the accuracy of diagnostics, in this work, the psychodiagnostic tables of A.F. Anufriev, S.N. Kostromina. Based on the results obtained, a system of corrective actions was developed, aimed at eliminating the identified shortcomings, while reliance was placed on the well-developed aspects of cognitive activity. The program for the development of the cognitive sphere, developed by N.P. Local.

For a more effective process of overcoming difficulties in the educational activities of a younger student, joint work was organized with teachers and parents.

Repeated diagnostics at the end of the academic year showed positive results of the work done. All children showed a positive dynamics in the development of cognitive processes and, as a result, a decrease in the number of difficulties.

A positive change in the level of cognitive processes among students confirmed the hypothesis that the developed system of work to eliminate the learning difficulties of younger students is effective if the following conditions are met:

1. taking into account the individual characteristics and state of health of the child;
2. independent assessment of the results of work and the functional state of the child at least twice a year;
3. availability of modern methods of psychophysiological and psychological diagnostics of difficulties, their causes, highlighting their features;
4. reliance in training on the formed functions and parallel "pulling up" of unformed functions in the system of special classes;
5. joint work and a unified tactic of the work of the school and the family in organizing assistance to a child with school problems.

The proposed theoretical materials, correctional and diagnostic methods will help psychologists, primary school teachers and parents to identify the degree of development of cognitive abilities of younger students, to prevent the occurrence of educational difficulties.

We bring to your attention excerpts from the book “How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. Corrective exercises ”Anufriev A.F., Kostromina S.N. - M.: Publishing house "Os-89", 1997.

Manual “How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic methods. Corrective exercises” Anufriev A.F., Kostromina S.N. is a practical guide for diagnosing typical difficulties that arise in the process of teaching and raising children, their localization and subsequent correction using psychodiagnostic techniques and corrective exercises.

Psychodiagnostic tables, methods and corrective exercises are systematized into groups for the development of speech, memory, attention, visual-figurative and logical thinking, personal motivational sphere.

At present, the system of public education is faced with the problem that since the end of the 60s, the number of difficulties in teaching schoolchildren has been steadily growing. According to various studies, from 15 to 40% of primary school students experience difficulties in learning for one reason or another; moreover, more than 50% of underachieving schoolchildren are characterized by mental retardation, most often of a cerebro-organic origin. Thus, a practical psychologist, having entered the system of public education, found himself in the thick of things, when the necessary assistance in the prevention and diagnosis of learning difficulties turned into a priority among all the tasks solved by a practical psychologist in the course of his activity.

Given such a scale, the psychologist needed to optimize his psychodiagnostic activities as much as possible in order to quickly and effectively help as many schoolchildren as possible. The main part of specialists solves this problem through the use of psychological diagnostic tools in their practice, which include:

Means for measuring and evaluating the state of elements;

Means of describing the object of psychodiagnostics;

Means of describing the psychodiagnostic process [I].

Means of measurement and evaluation, as well as changes (corrections) of the state of the elements of the object of psychodiagnostics ( empirical methods practical psychodiagnostics) are the most developed among all means of psychological diagnostics. Indeed, a lot of psychological literature has recently been published, which contains specific psychodiagnostic methods designed to work with children of different ages. Now practical psychologists can choose for their work any tests and methods, both foreign and domestic, applicable to some specific elements of the child's mental development or simultaneously exploring a complex of interrelated elements of the object of psychodiagnostics, involving individual or frontal examination. In addition, a large number of manuals have been published containing corrective and developmental exercises aimed at overcoming developmental disorders in children that have led to learning difficulties. These are tasks for the development of intellectual functions, the personal sphere, overcoming anxiety and other negative states.

Meanwhile, the multivariance of causal relationships quite often leads to the fact that, finding out the cause of learning difficulties, a practical psychologist experiences difficulties in determining the range of possible psychological disorders (causes), choosing the currently necessary adequate psychodiagnostic methods and effective corrective exercises. To link together the elements of the phenomenological level and the level of causal grounds, the school psychologist helps the school psychologist with the means of psychodiagnostic description of the object of psychodiagnostics, which are presented:

1) classifications of typical deviations at the phenomenological level and classifications of the most probable causes of these deviations;

2) schemes of psychological determination of typical deviations and their causes;

3) psychodiagnostic tables.

The first two forms of describing the object of psychodiagnostics have been known for a long time. They have been developed by specialists since about the 60s. However, each of them has its drawbacks: the first, describing the behavioral signs of typical shortcomings and deviations in educational activity and behavior, does not fully reflect all the relationships between the elements of the phenomenological level and the level of causal grounds; the other, reflecting interconnections as much as possible, is cumbersome, confusing and immobile when used in the practice of a school psychologist.

The third form of describing the object of psychodiagnostics - psychodiagnostic tables - synthesizes the first two forms. They link together almost all elements of the diagnostic process - from the request to the issuance of recommendations. In this sense, they act as an indicative basis in the activities of a practical psychologist. The availability of building psychodiagnostic tables makes them indispensable assistants in the work of primary school teachers.

At present, various researchers have already begun the development of psychodiagnostic tables as an effective tool for the work of a school psychologist. So, N.P. Lokalova developed psychodiagnostic tables based on the analysis of psychological and pedagogical literature and conversations with primary school teachers. The principle of constructing the table was to highlight learning difficulties in writing (Russian), reading and mathematics. S. V. Vakhrushev compiled his psychodiagnostic tables on the basis of learning difficulties identified and systematized by L. A. Wenger [Z].

Studies conducted using these psychodiagnostic tables when making a psychological diagnosis by a psychologist or teacher have shown that:

This is one of the most effective forms of psychodiagnostics of object description;

Establishing a psychological diagnosis using diagnostic tables significantly reduces the complexity of making a diagnosis.

In this regard, it is quite clear that the development and equipping of a psychologist or teacher with psychodiagnostic tables is a promising direction for improving the quality of diagnostic activity. This manual contains psychodiagnostic tables compiled on the basis of the results of a survey conducted among primary school teachers in Moscow. More than 100 primary school teachers took part in the survey. The total number of children taught by them is 2752 people. In their questionnaires, teachers indicated the most common learning difficulties encountered by schoolchildren, as well as the number of children experiencing these learning difficulties directly in their own classroom. This allowed us to identify the most typical violations in the field of educational activities of children and rank them according to the frequency of occurrence.

Psychodiagnostic tables to identify typical learning difficulties

Phenomenology of difficulties
1. In written works skips letters (19.9%)	1. Low level of development of phonemic hearing 3. Unformed self-control techniques	1. Discrimination test and choice of phonemes 2. Study methodology concentration and attention span 3. Method "Pattern" 4. René Gilles technique
2. Underdevelopment spelling vigilance (19.0%)	(self-control, ability to act according to the rule) 3. Low level of volume and distribution of attention 5. Weak development of phonemic hearing	1. Methodology "Graphic Dictation" 2. Method "Pattern" 3. Methodology for studying volume and distribution of attention 5. Discrimination test and choice of phonemes
3. Inattentive and distracted	1. Low level of development of arbitrariness 2. Low attention span 4. Dominant learning motivation gaming 5. Other psychological causes	1. Methodology "Graphic Dictation" 2. Study methodology attention span 3. Study methodology concentration and attention span 4. Methodology for studying motivation (according to Belopolskaya)
4. Has difficulty when solving mathematical problems (14.8%)	1. Low level of development of general intelligence 2. Poor understanding of grammatical structures 3. Unformed skill focus on the system of signs 4. Low level of figurative development thinking 5. Other psychological causes	1. Wexler's technique (for the appropriate age) 2. Methodology for studying comprehension based on auditory perception 3. Method "Drawing by points" 4. Method "Labyrinth"

Continuation

Phenomenology of difficulties	Possible psychological causes	Psychodiagnostic methods
5. Has trouble with text retelling (13.5%)	1. Unformed ability to plan your actions 2. Weak development of logical memorization 3. Low level of speech development 4. Low level of development of figurative thinking 5. Low level of development of logical operations (analysis, generalization, systematization) 6. Low self-esteem	1. Method "Pattern" 2. Method "Remember a couple" 3. Ebbinghaus technique 4. Method "Labyrinth" 5. "Boots" technique, "Fill in the empty cell" technique 6. Self-esteem scale (C.D. Spielberger and Yu.L. Khanin)
6. Restless (13.1%)	1. Low level of development of arbitrariness 2. Individual-typological personality traits 3. Low level of development of the volitional sphere	1. Methodology "Graphic dictation" 2. Methodology for studying temperament , "House"
7. Difficult to understand explanation the first time (12.7%)	1. Lack of formation of methods of educational activity 2. Poor concentration 5. Low level of development of general intelligence	1. Method "Pattern" 2. Modification of the Pieron-Ruser method
8. Constant dirt in the notebook (11.5%)	1. Weak development of fine motor skills of the fingers 2. Unformed methods of educational activity 3. Insufficient attention span 4. Low level of development of short-term memory 5. Other psychological causes	1. Method "Snake" 2. Method "Pattern" 3. Methodology for determining the amount of attention 4. Method "Random Access Memory"

Continuation

Phenomenology of difficulties	Possible psychological causes	Psychodiagnostic methods
9. Poor knowledge of the addition (multiplication) table	1. Low level of development mechanical memory 2. Low level of development of long-term memory 3. The development of general intelligence below the age norm 4. Low level of development of arbitrariness 5. Weak concentration 6. Immaturity learning activities 7. Other psychological reasons	1. Methodology for studying logical and mechanical memorization 2. Study methodology long-term memory 3. Wexler technique (for the appropriate age) 4. Method "Graphic dictation" 5. Study methodology concentration 6. Method "Pattern"
10. Can't handle with assignments for independent work (9.6%)	1. Unformed learning activities 3. Other psychological reasons	1. Method "Pattern"
11. Always forgets home school subjects (9.5%)	1. High emotional instability, increased impulsivity 2. Low level of development of arbitrariness 3. Low concentration and attention span 4. Other psychological causes	3. Methodology for studying concentration and stability of attention
12. He cheats badly off the board (8.7%)	1. Unformed preconditions for learning activities 2. Low level of development of arbitrariness 3. Low level switching attention 4. Insufficient attention span 5. Low level of development of short-term memory b. Other psychological reasons	1. Method "Pattern" 2. Methodology "Graphic dictation" 4. Methodology for studying the volume and distribution of attention 5. Method "Random Access Memory"

Continuation

Phenomenology of difficulties	Possible psychological causes	Psychodiagnostic methods
13. Homework performs excellently and in class does poorly (8.5%)	1. Low rate of mental processes 2. Unformed methods of educational activity 4. Other psychological reasons	1. Children's version of G. Eysenck's characterological questionnaire 2. Method "Pattern" 3. Methodology "Graphic dictation"
14. Any task must be repeated several times before the student starts fulfill it (6.9%)	1. Low level of concentration and attention span 2. Low level of development arbitrariness 3. Unformed skill perform tasks according to the oral instructions of an adult 4. Unformed preconditions learning activities	1. Methodology for studying concentration and stability of attention 2. Methodology "Graphic dictation" 3. Method "Pattern" 4. Method "Pattern"
15. Constantly asks the teacher again (6.4%)	1. Low attention span 2. Weak concentration and attention span 3. Low level of development of switching attention 4. Low level of development of short-term memory 6. Unformed ability to accept a learning task 7. Other psychological causes	1. Methodology for studying the volume and distribution of attention 2. Methodology for studying concentration and stability of attention 3. Methodology for studying the switching of attention 4. Method "Random Access Memory" 5. Methodology "Graphic dictation" 6. Method "Pattern"
oriented in notebooks (5.5%)	1. Low level of development of perception and orientation in space 2. Low level of development of arbitrariness 3. Weak development of small muscles of the hands 4. Other psychological causes	1. Kern test - Jerasek (subtests 2, 3) 2. Methodology "Graphic dictation" 3. Method "Snake"

Continuation

Phenomenology of difficulties	Possible psychological causes	Psychodiagnostic methods
17. Raises his hand, and when the answer is silent (4.9%)	2. Low self-esteem 3. Low level of development of arbitrariness 4. Other psychological causes	1. Questionnaire for determination school motivation 2. Methodology for studying self-esteem 3. Methodology "Graphic dictation"
18. Late for class	1. Unformed self-control techniques 2. Low level of development of concentration and stability of attention 3. Low level of development of arbitrariness 4. Possible difficulties in the family 5. Reasons for secondary gain 6. Other psychological causes	1. Method "Pattern" 2. Study methodology concentration and attention span 4. Methodology "Kinetic family pattern" (KRS) 5. Method "Unfinished sentences"
19. Constantly distracted in the classroom, crawls under the desk, plays, eats (4.7%)	1. Unformed attitude towards oneself as a schoolchild 3. Individual-typological personality traits 4. Low level of development of concentration and stability of attention 5. Low level of development of arbitrariness 6. Unformed methods of educational activity 7. Other psychological reasons	1. Questionnaire for determination school motivation 3. Rene Gilles technique 4. Study methodology concentration (modification of the Pieron-Ruser method) 5. Methodology "House", "Graphic Dictation" 6. Method "Pattern"
20. Fearful of being interviewed by a teacher	1. Low self-esteem 2. Possible difficulties in the family 3. Internal stress state 4. Individual-typological personality traits 5. Other psychological reasons	L. Study methodology self-esteem 2. Method "Kinetic family drawing" (KRS) 3. Luscher technique 4. Rene Gilles technique, children's version of G. Eysenck's characterological questionnaire

Continuation

Phenomenology of difficulties	Possible psychological causes	Psychodiagnostic methods
21. When checking notebooks after conducted lesson turns out that written work completely missing	1. Unformed attitude towards oneself as to a schoolboy 2. The predominant motivation for learning is gaming 3. Low level of development of arbitrariness 4. Unformed methods of educational activity 5. Other psychological causes	1. Questionnaire for determining school motivation 2. Methodology for studying motivation (according to Belopolskaya) 3. Methodology "Graphic dictation" 4. Method "Pattern"
22. During the lesson and missing prolonged time (1.0%)	1. Lack of learning motivation 2. Unformed attitude towards oneself as a schoolchild 3. Low self-esteem 4. Internal stress state 5. Difficulties in learning the material, related to ZPR 6. Other psychological reasons	1. Methodology for studying motivation (according to Belopolskaya) 2. Questionnaire for determining school motivation 3. Study methodology self-esteem (Spielberger) 4. Luscher technique 5. Wexler technique (for the appropriate age)
23. Commenting and teacher behavior your comments	1. Possible difficulties in the family 2. Transferring the function of the mother to the teacher 3. Features of the development of "I-concept" 4. Other psychological causes	1. Method "Kinetic drawing families" (KRS) 3. Method "Non-existent animal"
24. Long time can not find your desk (0.7%)	1. Weak development of orientation in space 2. Low level of figurative development thinking 3. Low level of development of perception 4. Low level of formation of arbitrariness 5. Low level of development of self-control 6. Low level of development of long-term memory 7. Adaptation stress (associated with a lot of highlights) 8. Other psychological causes	1. Schulte tables 2. Method "Labyrinth" 3. Methodology for studying perception 4. Method "House", "Graphic dictation" 5. Method "Pattern" 6. Methodology for studying long-term memory

QUESTIONNAIRE

to determine school motivation

1	Do you like school?	Yes; not really; No
2	Are you always happy to go to school in the morning or do you often feel like staying at home?	I go with joy; it's not always the same; want to stay at home more
3	If the teacher said that all students do not have to come to school tomorrow, would you go to school or stay at home?	would go to school; Do not know; would stay at home
4	Do you like it when some classes are cancelled?	I do not like; it's not always the same; Like
5	Would you like to not be given any homework?	would not like; Do not know; I would like to
6	Would you like to see only changes in school?	No; Do not know; I would like to
7	Do you often talk about school to your parents and friends?	often; seldom; I don't tell
8	Would you like to have a different, less strict teacher?	I like our teacher; I do not know for sure; I would like to
9	Do you have many friends in your class?	many; few; no friends
10	Do you like your classmates?	like; not really; do not like

Analysis of results.

For each first answer - 3 points, intermediate - 1 point, last - 0 points.

The maximum score is 30 points. The higher the score, the higher the school motivation.

25-30 points - the attitude towards oneself as a schoolchild is formed, high educational activity.

20-24 points - the attitude towards oneself as a schoolchild is practically formed.

15-19 points - a positive attitude towards the school, but the school attracts more extracurricular activities.

10-14 points - the attitude towards oneself as a schoolchild is not formed.

Below 10 points - a negative attitude towards the school.

Literature

1. Anufriev A.F. Psychological diagnosis. - M., 1993.

2. Bodenko B.N. Identification of some causes of difficulties in teaching // Scientific and practical problems of the school psychological service. - M., 1987.

3. Vakhrushev S.V. Psychodiagnostics of difficulties in teaching primary school teachers / Diss. for the competition uch. step. cand. psychol. Sciences. - M., 1995.

4. Gilbukh Yu.Z. Psychological and pedagogical foundations of an individual approach to low-performing students: A guide for teachers of leveling classes. - Kyiv, 1985.

5. Readiness of children for school. Diagnostics of mental development and correction of its unfavorable variants: methodological developments for a school psychologist / Comp. E.A. Bugrimenko, A.L. Venger, K.N. Polivanova, E.Yu. Sushkova. - M., 1989.

6. Diagnosis of school maladaptation / Ed. Belicheva S.A., Korobeynikova I.A., Kumarina T.F. and others - M., 1993.

7. Zabrodin Yu.M. Development issues practical psychology// Psych. magazine, 1980, vol. 1, no. 2.

8. Zak A.Z. On the development of the ability to act in the "mind" of schoolchildren in grades 1-10 // Vopr. Psychology, 1983, No. 1.

9. Zemtsova L.I., Sushkova E.Yu. School readiness. Educational activities of schoolchildren. - M., 1988.

10. Lokalova N.P. How to help a low performing student. - M., 1995.

11. Methods for studying and diagnosing the mental development of a child / Ed. N.I. Nepomnyashchaya. - M., 1975.

12. Murachkovsky N.I. Types of underachieving schoolchildren / Abstract of the thesis. diss. cand. psychol. Sciences. - M., 1967.

13. Scientific and methodological foundations for the use of specific psychodiagnostic methods in the school psychological service / Ed. I.V. Dubrovina. - M., 1988.

14. Workshop on General Psychology / Ed. A.I. Shcherbakova. - M., 1990.

15. Workshop on psychodiagnostics. Specific psychodiagnostic methods. - M., 1989.

16. Practical material for psychological work at school / Comp. O.N.Usanova. - M., 1991.

17. The program of studying the psychological characteristics of children aged 6-10 years and the organization of an individual approach to the child / Comp. A.I.Oboturova. - Syktyvkar, 1991.

18. Workbook of a school psychologist / Ed. I.V. Dubrovina. - M., 1987.

19. Slavina L.S. Individual approach to underachieving and undisciplined students. - M., 1961.

20. Samoukina N.V. Games at school and at home: psychotechnical exercises and correctional programs. - M., 1993.

In the manual "School failure: causes, psychocorrection, psychoprophylaxis: Tutorial." Lokalova N.P. considers a number of factors affecting the success of school education, describes the psychological, psychophysiological, psychological and pedagogical reasons for the school failure of primary, secondary and high school students. The features of the development of cognitive, motivational, emotional, voluntary-regulatory spheres are described. students with cognitive difficulties in learning.The reasons for the difficulties of younger students in teaching the Russian language, reading and mathematics.Considerable attention in the book is paid to the issue of psychoprophylaxis of school failure.

Annotation to the book "Psychological problems of children in elementary school. Diagnosis and ways to overcome." Sorokina V.V.:

Reluctance to go to school, tearfulness, pugnacity, timidity - what is behind the manifestations of children's trouble? The author tries to look at school difficulties "through the eyes of the children themselves", through the projection of the inner world of their experiences. The use of the projective method in combination with the clinical method makes it possible to objectify the deep complex of the child's experiences.

This book will help schoolchildren and students to cope with the difficulties of learning, tell you how to be attentive in the classroom, how to organize your time in preparing homework, how to learn how to study.

This book was published in 1976, sold in millions of copies and has long become a bibliographic rarity. In our opinion, the secret of the book is that, written not just for students, but in collaboration with them, the book has become a discovery for teachers and parents. It answers one of the most difficult questions: how does teaching turn from a heavy duty and boring business into a hobby? And the point here is not in the methods, not in game forms. And in what?..

Simon Lvovich Soloveichik (1930-1996) - pedagogical journalist, writer, philologist; one of the greatest educational theorists of the twentieth century. The ideologist of "pedagogy of cooperation", the organizer of the "communard", parental, teacher movement in the 70s - 80s. Author of the books "Pedagogy for All", "Teaching with Passion" and many others. Founder of the newspaper "The First of September".

In the age of the scientific and technological revolution, everyone has to learn. How to expand the circle of knowledge, what it means to know what knowledge to strive for first of all - the answers to these questions are of interest to many. The authors of the book - a psychologist, teacher, journalist - offer various methods and techniques that increase the effectiveness of acquiring and applying knowledge, consider rational ways of learning.

- "School: Survival Guide"Yasminka Petrovich - Publisher: Good book, 2007 - 88 p. - Series: ABC of life.

In this funny book full of funny illustrations, you will learn:

What are the actual classrooms?

What is the scientific classification of teachers, students and their parents;

What "laws of meanness" operate at school;

How long does a lesson actually last?

How best to justify your being late to class and many other secrets that will help you in school life!

Translation from Serbian by A. Nemova. Color illustrations by Dobrosava Zhivkovic.

(Source: www.labirint.ru)

At the end of the winter of 1914, the brothers Lelya and Oska, serving sentences in the corner, unexpectedly discovered the Great State of Shvambran, located on the mainland of the Big Tooth. Thus begins a new game “for life”, and amazing events take place, and the brothers are captured by a whirlwind of dizzying adventures ... About this and much more - the story of Lev Kassil (1905-1970) "Konduit and Shvambrania", the favorite work of several generations of readers.

- "Development of supermemory and superthinking in children. It's easy to be great!" Muller S, Sergeeva S. V. - St. Petersburg: Peter, 2011 - 240 p.

Stanislav Muller is a practicing psychologist, doctor of pedagogical sciences, head of the City of Talents center, editor-in-chief of the magazine SUCCESS for everyone. In front of you - fundamentally new technology development of memory and thinking for children and adolescents. It will help preschoolers, schoolchildren, applicants: - effectively develop memory, attention, intellectual abilities; - master the skills of stress therapy; - successfully cope with exams, control, certification; - enter the most prestigious schools, gymnasiums, lyceums, universities; - quick and easy to learn foreign languages… Teach your kids to learn!

instead of an introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . five

What is this book about. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part 1. Before birth. . . . . . . . . . . . . . . . . . . . . . . . . 13

Before… . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Conception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

9 months of hope, 9 months of love. . . . . . . . . . . . 24

Indirect communication with your subconscious. . . . . . . . . 31

Understanding the child. . . . . . . . . . . . . . . . . . . . . . . 40

Relationship with the unconscious. . . . . . . . . . . . . . . . 41

Bookmarking the abilities of the future child. . . . . . . . . . 44

Trends bookmark. . . . . . . . . . . . . . . . . . . . . . 46

Preparation for birth. . . . . . . . . . . . . . . . . . . . 47

The chapter is not just for men. . . . . . . . . . . . . . . . . . 49

Part 2. First year. . . . . . . . . . . . . . . . . . . . . . . . . . 56

Conscious, subconscious, superconscious. . . . . . . . . . . . 56

First days and months after birth. . . . . . . . . . . . 63

Stress therapy for babies and older children. . . . . . 65

Maintaining harmony in the child's mind. . . . . . . . . . . 71

Part 3. Perfect memory. . . . . . . . . . . . . . . . . . . . . 74

A little about the essence of holographic memory. . . . . . . . . . 79

Building a hologram of memory. . . . . . . . . . . . . 82

Getting rid of stress. . . . . . . . . . . . . . . . . . . . . 114

Reflection of the day. . . . . . . . . . . . . . . . . . . . . . . . . 115

Appeal to parents. . . . . . . . . . . . . . . . . . . . 116

Continuation of the chapter on dealing with stress in infants. . 118

Part 4. Memory games. . . . . . . . . . . . . . . . . . . . . . . . 124

Put toys to eat. . . . . . . . . . . . . . . . . . . . 124

The toys went for a walk. . . . . . . . . . . . . . . . . . . . 128

Animal Carnival. . . . . . . . . . . . . . . . . . . . . 131

A game of chronicle (diary). . . . . . . . . . . . . . . . . . 133

Musician toys. . . . . . . . . . . . . . . . . . . . . 138

We remember flowers. . . . . . . . . . . . . . . . . . . . . . 146

Games with simulators for the development of memory. . . . . . . . . 147

Pantomime. . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Part 5. Fundamentals of overlearning. . . . . . . . . . . . . . . . . . 158

Finding the state of overlearning. . . . . . . . . 158

Consolidation of the state of overlearning. . . . . . . . . 161

Checking for a state of active inner mind. . 167

Overlearning. . . . . . . . . . . . . . . . . . . . . . . . . 170

Overtraining in the family. . . . . . . . . . . . . . . . . . . . 173

Subtleties of overlearning. . . . . . . . . . . . . . . . . 176

The formation of the unique. . . . . . . . . . . . . . . . . . . 180

Life tasks. . . . . . . . . . . . . . . . . . . . . . 185

Life tasks in relation to children. . . . . . . . 187

Part 6. Archetypes of the collective unconscious. . . . . . 200

Acquaintance. . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Father archetype. . . . . . . . . . . . . . . . . . . . . . . . . 205

mother archetype. . . . . . . . . . . . . . . . . . . . . . . . 207

Archetype of the wise old woman (grandmother). . . . . . . . . . . . 209

Archetype of the wise old man. . . . . . . . . . . . . . . . . . 213

Girl archetype. . . . . . . . . . . . . . . . . . . . . . . 216

The business woman archetype. . . . . . . . . . . . . . . . . . . . . 218

Business archetype. . . . . . . . . . . . . . . . . . . . . 223

Wife archetype. . . . . . . . . . . . . . . . . . . . . . . . . 224

Archetype of Aphrodite. . . . . . . . . . . . . . . . . . . . . . 227

Archetype of the Amazon (warrior). . . . . . . . . . . . . 228

Warrior archetype. . . . . . . . . . . . . . . . . . . . . . . . . 228

Romance archetype. . . . . . . . . . . . . . . . . . . . . . 229

Husband archetype. . . . . . . . . . . . . . . . . . . . . . . . . 231

Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Feedback. . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . 239

- "How to help a student? Develop memory, perseverance and attention"Kamarovskaya E.V. - St. Petersburg: Peter, 2011 - 208 p.

How can we, parents, help schoolchildren today, when the school curriculum is becoming more and more difficult, and the requirements for children are ever higher? About 40% of children have difficulty concentrating, they are easily distracted from their tasks and hover in the clouds. Many children also face the problem of memorizing a large amount of information at school: rules, formulas, dates, verses, and the like have to be learned by heart, and not every child does this easily. Fortunately, perseverance and a good memory are not necessarily talents given to a person from birth, they can be developed through training. In this book, you will find an explanation of why it is so difficult for children to concentrate and how you can help them. Small tests will help you determine what prevents your child from concentrating effectively during learning, what abilities he has developed best, what difficulties he faces in the learning process, and also what kind of training his memory needs. You will receive a specific action plan to correct the situation. The brain of a child is perfectly adapted for learning - it only needs a little push to learn how to use its capabilities.

Introduction......9

PART 1. MOTIVATION........13

Why is motivation important? .........15

What is motivation? ......eighteen

Experience has a permanent effect on the brain..........22

Your own internal stimulus is the most powerful force.......25

The basis of any motivation is the influence of the environment ....28

Curiosity as the basis of effective learning......30

The one who achieves success strives for more ....... 32

Motivation is determined by feelings.....34

Learning requires patience.....36

What motivates a child? ......38

Lack of love hinders the development of a child.....38

The impact of a bad psychological climate at school .......... 39

Parental fear prevents children from becoming independent.......41

Excessive loads take energy............42

Excessive requirements do not allow children to fully learn......43

Whoever considers himself stupid will be so.......45

When there is no interest in the subject, there is no desire to learn......47

An excess of media information harms the child....48

Dangers for the brain during puberty of a child ...... 49

How to increase the internal motivation of a student? ....51

Surrounding world full of love.......51

Free space within reasonable limits ....... 53

Belief in one's own abilities..........55

Emotional Development..........57

Endurance..........59

Fair Remuneration, Fair Criticism..........60

Curiosity......62

What should I pay attention to when the child is doing homework.......64

The balance between attention and detachment.....64

Effective Learning Strategies..........65

Time for rest.............65

Intelligent Planning......................65

Structuring work..........66

Criticism and praise..........66

Help without hints......67

Tips and Tricks........67

Identifying and Solving Problems.....69

What to do if the child.....69

Little Secrets of Motivation.....76

How to awaken curiosity in a child......76

How to beat stress........78

Proper organization of recreation ...... 80

What to do with a child during a break ....... 82

PART 2. MEMORY.....83

Why is a good memory important? ......85

Brain and human memory......91

Where is memory located? .......95

Can a good memory be innate? .....97

Gifted people think faster......99

How does memory work? .... 101

We remember a lot for a short time, but something forever....... 103

The structure of long-term memory ...... 106

"Recognition" .........107

Procedural Memory ...... 108

Semantic memory.....108

Episodic memory.......109

Long road of mathematical formulas to long-term memory..... 111

Memory and sleep......113

Under what conditions does memory perform well? ...... 115

The one who stubbornly crams memorizes little.....119

Worthy reward stimulates memory ........ 121

Constant disappointment reduces the desire to learn new things.......123

Illustrative examples and interpersonal communication facilitate understanding and fixing the material in memory ...... 125

The ability to memorize also depends on the mood of the child ...... 127

Fear kills creativity in learning....... 129

Search for the optimal method of perception of new information....... 132

Memory works better when a person is carried away...... 136

Sports......136

Music..........137

Television and computer games............138

When and why does memory fail us? ............. 142

Memory failure on the exam .............. 143

False Memories..........145

Low Requirements Harm Memory............146

How to develop a good memory? ...... 149

Parents are the main teachers for their children....... 149

Student mode ..........150

Small Steps to a Good Memory...........152

You need to learn with the help of all the senses ..... 153

Crib sheets are indispensable for a student .............. 153

Creative Thinking Training........154

Memory cards....155

Reading develops memory ......... 156

Healthy sleep is necessary for the proper functioning of the memory ....... 157

Physical health is important for memory: sports and games........161

Voltage must be relieved .............. 163

Food for the brain ..............165

Education without aggression........168

Stability in the family.......................169

Do brain training programs help you get smarter? ........171

The Importance of Concentration............. 174

What is concentration? ........... 178

If the child has trouble concentrating .............................180

Optimal Conditions for Concentrating a Child....................... 182

Outer Order Contributes to Inner Order............. 184

Attention disorders........ 187

PART 3. HOW CAN PARENTS HELP A SCHOOLCHILD? ......191

Action plan.......... 193

Quick Action Plan for the Week....................... 195

Medium-term action plan for a month........ 200

Long-term strategy: a plan for six months..... 205

PART 4. TESTS...... 209

What is motivation?

The word "motivation" comes from the Latin verb "movere", to move. And indeed: a motivated person seems to be driven by something, he is persistent and focused on completing a task, easily achieves intellectual, sports and creative success.

How important motivation is, we, adults, notice basically only when, sadly, when it is not there, but we urgently need it: because we want to stick to a diet, quit smoking, or, finally, make a business call. Schoolchildren are also very familiar with the feeling of “I don’t want to.” For many, the need to complete homework turns into a daily struggle. They agonize over playing piano etudes or grumble while cleaning their room.

Why does the child want or not want to learn? Already before entering the first grade, an attitude towards learning, largely created by upbringing and the example of parents, develops. How efficiency awakens, what processes take place in the brain, what factors influence the internal stimulus and how it is formed - you will read about this on the following pages.

You know the external signs of motivation in a child: shining eyes, endless inspiration, or concentrated immersion in work. There is an opinion that from excessive zeal, the head can go round. In a certain sense, it is. If an internal stimulus appears, the brain begins to work at full capacity. One of the most important tasks of the brain is to protect a person from an overabundance of information that can simply destroy him, and to determine in which direction it is more profitable to direct energy. From the senses to the brain constantly receives a huge amount of data. The eyes send out at least 10 million bits per second. About 1 million come from the skin, 100,000 each from the ears and nose, and another 1,000 come from the taste buds. It is difficult even to imagine all this information flow - we perceive from it, fortunately, only about 0.1%.

The areas of the brain that form the core of the motivational system are located in the center of the midbrain. These areas of the brain start to work during sex, drug intoxication or eating chocolate. They are responsible for the feeling of happiness that we experience when we finally get to the bottom of a difficult task, and when we learn, we experience the “Eureka!” effect. The motivation system includes the areas of the brain responsible for memory, attention, planning and control of actions, as well as the centers of emotions located in the temporal zone in the cerebral cortex, the so-called "orbifrontal cortex", and in the cerebellar amygdala, our emotional memory. These centers weigh and evaluate situations and then report whether they are attractive. Decisions are made in the frontal lobe based on the information received.

When the expectation and reward systems kick in, three important brain signaling chemicals (neurotransmitters) come into play and together form an effective motivational cocktail. The neurotransmitter dopamine, a form of doping for the head and body, increases muscle strength, invigorates, helps focus and prepares us for the work ahead. It improves performance and tunes in an optimistic mood. It is invincible along with endogenous opioids, endorphins, which contribute to the appearance of a feeling of happiness. When they act, we learn more easily and more effectively. The third component is oxytocin, the so-called binding hormone, or the hormone of fidelity, it strengthens relationships between people and leads to the fact that we really want to patronize, care for, protect a person close to us.

Three neurotransmitters rushing through the brain make sure that we can do our work accurately and focused, without distractions. The higher the reward for efforts, the stronger the motivational mechanism is activated. Researchers at the University of London College of Medicine claim that an unconsciously perceived stimulus contributes to greater performance. When we manage to complete a particularly difficult task, we are more happy than if we did something simple. And if something unexpectedly good happens, the release of dopamine is especially high - for example, if instead of the expected "C" on the history control, the child receives an "A".

Our brains are naturally programmed to be motivated to learn: the knowledge gained or the mastery of a new skill is rewarded with a surge of happy hormones. Learning can even become an obsession, so the right dosage of stimulation is very important. If the child does not know for sure whether he can do the task, and nevertheless copes with the work, the degree of success is the highest. But if the expected reward or praise is not followed or excessive demands are made, the reward system bursts. The same thing happens if success becomes something taken for granted. You may have noticed this phenomenon in your child: the first time, having managed to jump three meters in the long jump, he was very proud of himself, the fifth time he remained completely calm.

The features of pedagogical neglect can be clearly manifested, but they can also be hidden behind outwardly prosperous behavior. A pedagogically neglected child is mentally normal and physically healthy, but does not possess the knowledge and skills necessary for normal life.

Children with pedagogical neglect are characterized by:

Deviations from the norm in behavior and learning, due to the fact that the individual experience (everyday and other skills, knowledge and skills and their application) of these children is inferior, distorted, contradictory.

lagging behind in the development of memory, thinking, imagination, emotional-volitional, moral properties, personality traits and qualities. Some age-related features are superimposed on these lags, including heightened self-esteem, mood instability, fatigue, conflict.

deviations, distortions and contradictions in the attitudes of pedagogically neglected children towards themselves and their abilities, peers, teachers, parents, and surrounding phenomena. All this significantly complicates and distorts their educational activities and behavior.

The reason for the lack of formation of the elements and skills of educational activities are individual characteristics. intellectual development child. The result is poor academic performance in all subjects, insufficient memory development, inattention, insecurity, silence in class, “deuces” for written work, fear of answers, anxiety, low self-esteem, passivity, pessimism, disappointment at school, absenteeism. The reason for the lack of formation of motivation for learning and focus on other non-school (not age-appropriate) activities is the infantilism of education, overprotection, unfavorable factors that destroyed positive motivation (interpersonal relationships, inadequate assessment of educational activities). And as a result - poor academic performance and behavior against the background of a sufficient level of cognitive capabilities. Children are slow, disorganized, tired, uncommunicative, aggressive, deceitful. Thus, the forms of expression of pedagogical neglect are different. This may be the lack of educational motivation, the lack of formation of the elements of educational activity, or the absence of arbitrary regulation of cognitive processes. By the end of junior school, all three forms lead to poor mastery of the school curriculum, gaps in knowledge. Pedagogical neglect of younger students is characterized by psychological and moral unpreparedness for learning, difficulties in learning activities, gaps in knowledge, underdevelopment cognitive interests, the lack of formation of socially significant motives for teaching, violations in the field of communication. Children with pedagogical neglect at school age achieve the best results in the lessons of music, physical education, natural history, smaller - mathematics and drawing. In Russian language lessons, children speak little, their active vocabulary is limited, speech is poor in content and vocabulary. They cannot correctly build a sentence, almost never use figurative expressions in speech. In mathematics lessons, such children are usually passive, as they do not know how to think logically, get tired quickly, and cannot concentrate. Thus, pedagogically neglected children are characterized by poor learning ability: they do not perceive the instructions of the teacher, listen inattentively and forget tasks, perform them mechanically without taking into account the requirements.

Causes of school difficulties in children with disabilities

The reasons that cause difficulties in mastering the general education program are very diverse and are due to the structure of the defect in children with disabilities. When choosing a method of helping a child, we must first of all identify the problem and its causes, otherwise our help will be ineffective. The problem of school failure is very relevant today. Many children fall into the category of underachievers from the very beginning of their education and carry the label of underachievers for many school years. Difficulties in the assimilation of program material by children have negative consequences that affect the formation of the child's personality:

reduce his self-esteem, make him passive, indifferent to learning or negatively tuned in to any learning.

Every parent wants their child to grow up to be a prosperous and successful person. The foundation of such well-being is laid in the school years. Therefore, it is very important to understand the reasons for the child's failure and do everything possible so that the school, with its strict requirements, does not lay pitfalls in his future adult life.

There are two main reasons leading to the immaturity of the child's psyche:

· unfavorable living conditions: Negative influence environment, complex family relationships, poor living conditions, pedagogical neglect;

· specificity of the maturation of the child's brain, which consists in the uneven development of certain areas of the brain, the presence of deviations in their work.

This may be due to the unfavorable course of the prenatal period of the child's development and pathological childbirth. Subsequently, difficulties arise with certain functions of the psyche - memory, attention, thinking, speech and related writing and reading.

Most of the underachieving students have minor impairments, which are designated as minimal brain dysfunction (MMD). Due to their partiality, these deviations do not manifest themselves in preschool childhood, but they reveal themselves with the beginning of schooling. Large intellectual loads, a high rate of learning and strict control of results place an exorbitant burden on the brain structures that have not yet developed, providing a state of mind. There must be a correspondence between the pedagogical requirements for the child and his capabilities, including the capabilities of the psyche and nervous system. Mismatch and leads to learning difficulties. The mental function is never completely disturbed; many components of the child's psyche always remain intact.
Affected components of the mental function can be compensated by fully functioning links within this function and other healthy mental processes.

Main types of difficulties and their causes

We bring to your attention to analyze the list of the main types of difficulties that arise in the process of teaching children, their causes and recommended methods for examination. A description of these methods can be found in the appendices.

Learning Difficulties in Primary School Students and Possible Causes

Types of difficulties	Possible psychological causes
1. In written works, skips (inserts) letters, syllables, words	(adapted version of the methodology) 1. Study of the syllabic structure of the word: Jump Rope Tanker Cosmonaut Policeman Frying pan Cinema Flutter Shipwreck Scuba Diver Thermometer 2. Phonemic perception: Pa-ba-pa Cha-cha-cha Dy-you-dy Ru-lu-lu Go-ko-go For-zh-for Sa-sha-sa So-so-sho Sha-scha-scha Sho-jo-sho 3. Study of word formation skills: · formation of nouns in a suffixal way: goat cubs- in a dog at the wolf - at the pig - at the duck - at the horse - at the fox - at the cow - at the lion - at the sheep - · formation of relative adjectives: straw hat - cranberry jelly - ice slide - carrot salad - cherry jam - mushroom soup - apple jam - plum jam - oak leaf - spruce cone - · formation of quality adjectives: a wolf for greed is called- a hare for cowardice is called - bear for strength if the sun shines during the day, then the day if the day is frosty, then the day · formation of possessive adjectives: bear's paw wolf's tail lion's body hare paws eagle's nest 4. Study of the grammatical structure of speech: · Making sentences from words in the initial form: Boy, open, door draw, pencil, girl Misha, give, dog, bone, big Vitya, mow, rabbits, for, grass · Verification of proposals: The house is drawn by a boy. The boy washes his face. Nina has a big apple. There was a deep hole above the big tree. The bear sleeps well in the snow. · Complementing the sentence with prepositions: Lena pours tea ... cups. The buds have blossomed .. the trees. The boat floats ... the lake. The chick fell out ... nests. The dog is sitting ... kennels. · Completion of sentences: Igor got his feet wet because…. Masha froze, although ... .. Games "One-many", "Many things"

A rational decision is based not on the manager's intuition and past experience, but on an objective analysis of the conditions in which the organization operates at the moment and which are expected to take place in the future.

At the source of any solution is a problem situation that needs to be resolved. Therefore, one of the most important conditions for making the right decision is to analyze the situation and identify the problem.

Identification and analysis of problems is carried out in several stages (Fig. 6.2).

The first step towards solving a problem is its definition (or diagnosis), which is quite complete and correct. As they say, to formulate a problem correctly is half to solve it. The process begins with an analysis of the problem situation. The sources from which a manager can learn about the existence of a problem are personal review of the situation, analysis of relevant information, public opinion, etc. The opinion of other managers and subordinates is also an important source when a problem is discovered.

Rice. 6.2.

A reasoned definition of the grounds for making a decision has a very importance. If the problem situation predicted to be solved is not analyzed deeply enough, the reasons for its occurrence are not established, then it is unlikely that the proper definition of both the subject of the problem situation and the time of decision making is unlikely.

Following the receipt of a signal about the occurrence of a problem, it is necessary to formulate and describe the problem situation in which it is to be solved as clearly as possible. In order for the description to be reliable, it is recommended to get answers before, as ancient philosophers advised, to the following questions: what, where, who, why, for what purpose and under what conditions? After obtaining the required information, one can form an unambiguous idea of ​​the essence of the problem situation, the main factors and conditions for its development, the relevance and urgency of solving the problem. Full clarity for the initial stage will be ensured regarding not only the economic, but also the social significance of the problem, expressed to the maximum extent possible in quantitative terms.

As a result of the analysis of the problem situation, the boundaries in which the symptoms of the problem manifest themselves are revealed - the so-called problem field. Symptoms of the existence of problems in the organization can be conflicts, failures, deviation of the actual state of the system from the planned one, deterioration of the situation compared to the previous period, weak growth in sales, labor productivity, a decrease in the quality of goods and services, etc. The study of the symptoms of the problem allows you to identify, describe and formulate the problem as a whole - without this it is impossible to delve into the details and make a decision.

Often the problem is not what it seems at first glance. A well-known specialist in the field of management P. Drucker notes that nothing can be more dangerous than the right solution to the wrong problem. As a rule, the wrong solution to the right problem can be corrected and corrected. If the results don't match your expectations, you'll soon know about it and realize that the decision was wrong.

But the right solution to the wrong problem is very difficult, if not impossible, to fix, because it is extremely difficult to identify. Effective decision makers have learned to start from the assumption that the problem will not really be what it first appears. After that, they do everything to realize the real problem.

How do people who make effective decisions identify the right problem? They ask the following questions:

• – What are we talking about?
• - What is typical for this situation?
• - What is the most important thing in this situation?

Such questions are not new, but they play a crucial role in defining the problem. To make sure you're solving the right problem, you need to look at the situation from every possible angle.

It is important to establish with acceptable accuracy how serious the reasons that caused the need to make a decision are, whether they arose by chance as a result of unforeseen circumstances or their appearance was expected, who was specifically involved in this.

The reasons that gave rise to a problem situation can be very diverse. To study them, you can use the scheme shown in Fig. 6.3.

Rice. 6.3.

To identify specific causes of problems, it is necessary to causal analysis, proceeding from the fact that changes in one element of the situation (cause) give rise to corresponding changes (consequences) in others.

The basis of the analysis is building a hierarchy ("trees" )problems based on the classification according to the following criteria:

• – in order of importance - the impact of the problem on the present and future of the organization;
• – magnitude – the number of people affected by the problems;
• – the magnitude of the risk – losses from possible undesirable consequences;
• – urgency – the importance of immediate problem solving; it is believed that up to 80% of emerging problems need to be solved immediately, 15% can be discussed, and 5% of problems do not require solutions at all;
• – structuredness - the ability to divide the problem into separate, but interconnected elements, which allows you to model the solution to the problem;
• – solution possibilities - it is believed that 25% of problems cannot be solved in principle; 15% cannot be solved under the given conditions; there are no obstacles to solve 10% of problems and this can be done at any time; 50% of problems are imaginary.

Based on the analysis, an assessment of the problem is made, i.e. establishing its scope, severity, degree of urgency, as well as an assessment of the amount of resources and means to solve it.

Bringing the assessment of the problem to its quantitative certainty (structuring) requires from managers not only knowledge and experience, but also talent, intuition, and a creative approach. The assessment of the problem ends with the formulation of the main tasks and the definition of the content of the work aimed at solving it. The tasks may include de-escalation of the situation; its complete change, when the problem ceases to exist as such, etc. At the same time, adjustments are made to the existing solution or a new one is developed (which requires much more effort and money).

The principal content of the analysis of the problem situation can be reduced to the following points: identifying the causes of the situation, determining the degree of its novelty and relationships with other problems, establishing a measure of the solvability of the problem, primarily from the standpoint of its information and resource support. Particular attention should be paid to predicting trends in the likely development of the problem in the future in order to exclude the possibility of a sudden occurrence of events that does not leave time for making a reasoned decision.

However, as experience shows, managers often suffer from an excess of information, including information that is not related to the problem under consideration. Therefore, it is important to see the difference between relevant and irrelevant information and to be able to separate one from the other. Relevant information ( relevant - relevant) - this is data related only to the problem under consideration.