The role of the family in the upbringing of children of primary school age. Education in preschool and primary school age
Mental characteristics.
In preschool childhood, the long and difficult process of mastering speech is generally completed. By the age of 7, the language becomes a means of communication and thinking of the child, and in preparation for school - and the subject of conscious study. The sound side of speech is developing. Younger schoolchildren begin to realize the peculiarities of their pronunciation. By the end of preschool age, the process of phonemic development is completed. Vocabulary is growing rapidly. Here, individual differences are important: some children have more vocabulary, others - less, which depends on their living conditions, on how and how much close adults communicate with them. A large active dictionary allows you to switch to contextual speech, the child can retell a story read, describe a picture, etc. Possession of coherent monologue speech - first oral, then written - is especially important in the process of mastering educational activities. A coherent monologue speech is not just a single sentence, it is a detailed statement consisting of several sentences. This is a text in a broad sense (regardless of whether a statement is recorded or just uttered), therefore, a monologue speech is built according to the laws of literary, not spoken language. A detailed monologue statement requires from the child more arbitrariness, awareness than dialogue. For children, the simplest form of monologue is the retelling of the plot story.
Perception becomes meaningful, purposeful, analyzing. It highlights arbitrary actions: observation, examination, search. Specially organized perception contributes to a better understanding of phenomena. Speech has a great influence on the development of perception at this time. The child begins to actively use the name of the qualities. He is able to name and highlight for himself the qualities and properties of objects and phenomena, separate them from each other and understand the real relationship between them. By the end of primary school age, perception becomes synthesizing. This creates the ability to establish connections between the elements of the perceived.
Thinking. The general line of development of thinking is the transition from visual-effective to visual-figurative and at the end of the period - to verbal thinking. The preschooler thinks figuratively, he has not yet acquired the adult logic of reasoning. By the end of preschool age, there is a tendency to generalize, to establish connections. Its appearance is important for the further development of intelligence. Many types of intellectual tasks are solved figuratively. Figurative representations provide an understanding of the conditions of the problem, their correlation with reality, and then control over the solution.
By the end of preschool childhood, children's figurative thinking is not purely specific and situational. The child is able not only to present an object in its entirety and variety of characteristics, but also is able to highlight its essential properties and relationships. Visual schematic thinking is being formed in him. This is a special type of thinking, which is expressed in the fact that the child understands and successfully uses various schematic images of an object (plan, layout, the simplest drawing). Children also begin to understand conventional images of much more abstract relationships: relationships between words in a sentence, between letters in a word, between mathematical values, etc. This paves the way for teaching children to read and write and mathematics based on visual-conditional display of the main patterns within the educational material. The foundations of verbal-logical thinking are beginning to be laid. This type of thinking is finally formed only in adolescence (13-14 years old) and is the leading thinking of an adult. A six-year-old child is capable of the simplest analysis of the environment: the breeding of the basic and the irrelevant, simple reasoning, correct conclusions. However, this ability is limited to the range of children's knowledge. Within the limits of the known, the child successfully establishes causal relationships, which is reflected in his speech. He uses the expressions "if ... then ...", "because". His everyday reasoning is quite logical.
Memory. Memory develops in two directions - arbitrariness and meaningfulness. Children involuntarily remember educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or images of memories, etc. If at preschool age they do not memorize material that is not interesting to them, every year more and more teaching is based on arbitrary memory. Younger schoolchildren, as well as preschoolers, have a good mechanical memory. Many of them mechanically memorize educational texts throughout their primary school years, which leads to significant difficulties in the middle grades, when the material becomes more complex and larger in volume. They are able to literally reproduce what they have memorized. Improving semantic memory at this age makes it possible to master a fairly wide range of memorization techniques. When a child comprehends the educational material, understands it, he at the same time remembers it. Thus, intellectual work is at the same time an activity of memorization, thinking and semantic memory are inextricably linked.
Attention. Without sufficient formation of this mental function, the learning process is impossible. Compared to preschoolers, younger students are much more attentive. They are already able to concentrate their attention on uninteresting actions, but their involuntary attention still predominates. For children of this age, external impressions are a strong distraction; it is difficult for them to concentrate on incomprehensible, complex material. Their attention is notable for its small volume and low stability. They can concentrate on one thing for 10-20 minutes. Distribution of attention and its switching from one task to another are complicated. Different children are attentive in different ways: since attention has different properties, these properties develop to different degrees, creating individual options. Some have stable, but poorly switched attention, they diligently solve one problem for quite a long time, but it is difficult for them to quickly move on to the next. Others switch easily in the course of study, but are also easily distracted by extraneous moments. In the third, good organization of attention is combined with its small volume.
Often, children who focus not on educational activities, but on something else - on their thoughts, far from studying, drawing on a desk, etc., due to the lack of the necessary focus, they give the impression of being scattered, although these children have attention can be quite developed. Different properties of attention lend themselves to development to an unequal degree. The amount of attention is least influenced, it is individual. The properties of distribution and stability can and should be trained in order to prevent their spontaneous development. Only by the age of 9-10 will a dramatic change take place, and children will be able to work for a long time, with concentration, without distraction and mistakes. However, voluntary attention is fragile, and if something interesting appears, attention immediately switches. That is why it is of such great importance for younger students, especially for first graders, not a verbal explanation, but a demonstration, a bright picture or slide, an action. An attempt to hold attention for a long time is unsuccessful, since the high exhaustion of the nerve cells of the cerebral cortex, low stability of attention, emotionality and the rapidly developing so-called "protective inhibition" lead to distractions, "motor restlessness" after 10-15 minutes of intense work.
Relationships with peers and adults. When a child comes to school, a restructuring of the entire system of the child's relationship with reality takes place. A child has two spheres of social relationships: "child - adult" and "child - children". At school, these two spheres of relations are built in a new way. The child-adult system is divided. Now, in addition to the parents, another significant adult has appeared in the child's life - a teacher. The relationship with the teacher begins to define the relationship of the child to parents and children. The new system of child-teacher relations becomes the center of the child's life, favorable conditions for life largely depend on it. The first thing that adults ask a child now is: "How do you learn." The child-teacher relationship becomes the child-society relationship. At first, children try to strictly follow the instructions of the teacher. If the teacher allows loyalty to the rules, the rules are destroyed from within.
The child begins to relate to another child from the position of how this child relates to the rule introduced by the teacher. Sneakers appear.
In the relationship between a child and an adult, the separation of functions is inevitable: the adult sets goals, controls and evaluates the actions of the child. So, any action the child performs first with an adult, gradually the measure of the adult's help decreases and comes to naught, then the action goes into the inner plane, and the child begins to perform it independently. A vicious circle arises: without an adult, the child cannot master a new action, but with the participation of an adult, he cannot fully master the action, since control and assessment remain with the adult. Therefore, the help of an adult is not sufficient to master all aspects of the action.
Relations with peers, where mistakes in relationships are easily corrected by both parties, allow you to accumulate a useful mutual experience of experiencing resistance to the boundaries of someone else's psychological space and your own. It is in relationships with peers that children learn patience and cooperativeness. Communication with other children is very important for the formation of the ability to take the point of view of another, to accept this or that task as a common one, requiring joint action, and the ability to look at oneself and one's activities from the outside.
Age-related psychological changes in a younger student
1. The emergence of the primary integral children's worldview. A child cannot live in disorder. Everything that the child sees, the child tries to put in order, to see the regular relationships, into which the fickle world around fits in. Children of this age believe that everything that exists around them, including natural phenomena, is the result of human activities. Building a picture of the world, the child invents, invents a theoretical concept. For the explanation, knowledge gleaned from television programs and from adults is used. He builds global schemas. Although coming to school, he is forced to move from global world problems to elementary things, then a discrepancy between cognitive needs and what the child is taught is revealed.
2. The emergence of primary ethical norms: "what is good and what is bad." These ethical norms are growing alongside aesthetic ones. "Beautiful cannot be bad."
3. The emergence of subordination of motives. It is already possible to observe the predominance of deliberate actions over impulsive ones. Overcoming immediate desires is determined not only by the expectation of a reward or punishment on the part of an adult, but by the child's expressed promise (the principle of the “given word”). Thanks to this, personality traits such as perseverance and the ability to overcome difficulties are formed.
4. The emergence of voluntary behavior. Voluntary behavior is behavior that follows a pattern (whether given in the form of another person's action or in the form of a rule). This pattern first exists in a concrete visual form, but then it becomes more or less generalized (in the form of rules, norms). There is a desire to control oneself, one's actions.
5. The emergence of personal consciousness - the emergence of consciousness of their limited place in relations with adults. An awareness of the possibilities of his actions arises, he begins to understand that he cannot do everything (the beginning of self-esteem). The outer turns into the inner.
6. Later, the arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of the system of scientific knowledge, are formed. The intellect is developing, but does not yet know itself. Awareness of their own changes as a result of the development of educational activities.
Each age is characterized primarily by a social developmental situation, i.e. the only unique connections and relationships between the child and adults, the social environment as a whole, which develop at a certain age stage. The child's typical activities for a given age are inextricably linked with the life of a child in a certain social situation. It is in the leading activity at each age stage that new psychological functions and qualities arise and develop. Psychological neoplasms, accumulating over time, gradually come into conflict with the old developmental situation, lead to its destruction and the construction of new relationships that open up new opportunities for the development of the child in the next age period.
At preschool age, the main activity is a role-playing game. At the primary school age, educational activity becomes the leading activity. Educational activity, having a complex structure, goes a long way of development. Its development will continue throughout all the years of school life, but the foundations are laid in the first years of schooling. The development of the personality of a younger student directly depends on the effectiveness of educational activity. School performance is an important criterion for assessing a child as an individual by adults and peers. The status of an excellent student or unsuccessful is reflected in the child's self-esteem, self-esteem and self-acceptance. Successful study, awareness of one's abilities and skills to perform tasks with high quality lead to the formation of competence, one of the components of self-awareness. If this feeling is not formed in learning activities, the child's self-esteem decreases and a feeling of inferiority arises. The child's learning activity also develops gradually, through the experience of entering it. Learning activities are activities aimed at the student himself. The child learns not only knowledge, but also how to carry out the assimilation of this knowledge. Learning the ways of writing, counting, reading, the child orients himself towards self-change - he masters the necessary, inherent in the culture around him, ways of service and mental actions. He compares himself to the present and himself. The most essential thing in learning activity is tracking new achievements and ongoing changes. “I couldn't” - “I can”, “I couldn't” - “I can”, “was” - “became” are the key estimates of the result of this tracking. If a child receives satisfaction from the assessment of his achievements, from the ascent to more perfect methods of educational activity, to self-development, then this means that he is psychologically immersed in educational activity. The ultimate goal of educational activity is the student's conscious educational activity, which he himself builds according to the special laws of this activity. Learning activity, initially organized by an adult, should turn into independent work of a student, that is, learning activity turns into self-study. This happens under the condition of joint activity of the teacher and the student.
Primary school age difficulties
The crisis is seven years old. Whether a child starts school at six or seven, he or she goes through a crisis at some point in his development. This fracture can begin at age seven, or it can shift by age six or eight. The crisis is not rigidly connected with an objective change in the situation. It is important how the child experiences the system of relationships in which he is included, be it a stable relationship or a dramatically changing one. The perception of one's place in the system of relations has changed, which means that the social situation of development is changing, and the child is on the border of a new age period.
The crisis of seven years is called the period of birth of the child's social self. He comes to the realization of his place in the world of public relations. He discovers a new social position - the position of a schoolchild, associated with highly valued adult educational work. And even though the desire to take this new place in life does not appear immediately, the formation of this new position still changes his self-awareness, and this, in turn, leads to a reassessment of values. What was significant before becomes secondary. Old interests, motives lose their motivating force, they are replaced by new ones. The little schoolboy plays with enthusiasm and will play for a long time, but the game ceases to be the main content of his life.
During this period, profound changes in terms of experience also occur. Individual emotions and feelings that a child of four years old experienced were fleeting, situational, did not leave a noticeable trace in his memory. Failures and unflattering reviews about his appearance, if they brought grief, did not affect the formation of his personality (in order for the negative consequences of childhood experiences to remain and gain a foothold, the family should have a special atmosphere of constant discontent and exactingness, or, conversely, an atmosphere of praise and admiration, in both cases, inadequate self-esteem is formed). All this is the result of assimilating the constantly repeated assessment of close adults, and not a generalization of one's own emotional experience. During the crisis of seven years, a "generalization of experiences" appears, thanks to which the logic of feelings appears. Experiences acquire a new meaning, their complication leads to the emergence of the inner life of the child. The inner life is not a mold of his outer life, although external events, situations and relationships fill the content of experiences. Emotional ideas about them are formed depending on the logic of the child's feelings, his level of claims, expectations, self-esteem. It is the inner life that will now influence the behavior and events in which the child actively participates.
Now the child thinks before acting, there is an orientation in what will bring him the implementation of this or that activity: satisfaction or dissatisfaction. Psychologists call this the loss of childlike spontaneity. The child begins to hide his feelings, tries not to show that he is feeling bad. Outwardly, a child is no longer the same as “internally,” although openness will still remain throughout the primary school age, the desire to throw out all the emotions on his peers, on close adults, to do what he really wants. A critical manifestation of the separation of the external and internal life of children is usually antics, demeanor, artificial tension of behavior. These external features, as well as the tendency to whims, emotional reactions, conflicts, begin to disappear when the child comes out of the crisis and enters a new age.
Mental developmental disorders and ways of their correction. Disorders are common in the behavior and development of children. Complications of the child's mental and personal development are caused, as a rule, by two factors: mistakes in upbringing and a certain immaturity, minimal damage to the nervous system. Often, both of these factors act simultaneously, since adults often underestimate or ignore the characteristics of the child's nervous system that underlie the difficulties of behavior, and try to "fix" the child with various inadequate educational actions. Therefore, it is very important to be able to identify the true reasons for the behavior of the child, disturbing the parents. Many children are aggressive. Experiences and disappointments that seem insignificant to adults turn out to be very acute and difficult for a child precisely because of the immaturity of their nervous system. Therefore, a physical reaction may also be the most suitable solution for a child, especially if his ability to express himself is limited. There are two most common causes of aggression in children. First, the fear of being traumatized, offended, attacked, and injured. The stronger the aggression, the stronger the fear behind it. Secondly, the experienced hurt, or mental trauma, or the attack itself. Very often, fear is generated by the disturbed social relations of the child and the adults around him.
Physical aggression can be expressed both in fights and in the form of a destructive attitude towards things. Children tear books, scatter and smash toys, break necessary things, set them on fire. Sometimes aggressiveness and irritability coincide, and then the child throws toys at other children or adults. This behavior is dictated by the need for attention, some kind of dramatic events.
Aggressiveness is manifested not only in physical actions. Some children are prone to so-called verbal aggression (insult, tease, swear), which is often followed by a desire to feel strong or to take revenge for their own grievances. Sometimes children swear, not understanding the meaning of swear words. It also happens that swearing is a means of expressing emotions in unexpected unpleasant situations: the child fell, hurt himself, he was teased. In this case, it is useful for the child to give an alternative to abuse - words that can be pronounced with feeling as a relaxation.
Physical aggression is easier to restrain than verbal. You can stop the child with a shout, distract him with some activity, create a physical obstacle (withdraw your hand, hold). If the act of aggression cannot be prevented, it is necessary to show the child that such behavior is absolutely unacceptable. In the event of destructive aggression, the adult must briefly but unequivocally express his displeasure. It is very useful each time to offer the child to eliminate the damage caused to him. Most often, the child refuses, but sooner or later he may respond to the words. Cleaning as a punishment is not effective; the main idea of the adult's argument should be the belief that the “big” boy (girl) should be held accountable for his actions. If the child still helps to clean up, he must definitely hear a sincere "thank you". Verbal aggression is difficult to prevent, so almost always you have to act after the act of aggression has already taken place. If offensive words are addressed to an adult, then it is advisable to ignore them altogether, but at the same time try to understand what feelings and experiences are behind them. Maybe he wants to experience a pleasant feeling of superiority over an adult, or maybe in anger he does not know an easier way to express his feelings. Sometimes adults can turn an insult to a child into a comic fight, which will relieve tension and make the situation of the argument funny. Any manifestation of fear among others in front of an aggressive attack by a child can only stimulate him.
The ultimate goal of overcoming the aggressiveness of the child is to make him understand that there are other ways of showing strength and attracting attention, much more pleasant in terms of the response of others.
Hot temper. A child is considered hot-tempered if he is inclined, for any, even the most insignificant, from the point of view of adults, to arrange a tantrum, cry, get angry, but does not show aggression at the same time. Hot temper is more an expression of despair and helplessness than a manifestation of character.
As in the case of aggressiveness, an attack of irascibility should be tried to prevent. In some cases, it is possible to distract the child, in others it is advisable to leave him, leave him without an audience. You can be encouraged to express your feelings in words. If the child flares up, then it is not possible to stop him. Calm downs will not work. Consolation will be needed when the attack has passed, especially if the child is frightened by the power of his emotions. At this stage, the child can already express his feelings in words or listen to explanations from adults. An adult should not give in to a child just to avoid causing a seizure. However, it is important to assess whether the prohibition of an adult is of fundamental importance, whether he is fighting a trifle.
Passivity. Often, adults do not see any problem in the child's passive behavior, they believe that he is just a “quiet man” and has good behavior. But it is not always the case.
Quiet children experience various and far from pleasant emotions. The child may be unhappy, depressed, or shy. The approach to such children should be gradual, because it can take a long time before a response appears.
Quiet behavior of a child is often a reaction to inattention or disorder at home. By this behavior, he is isolated in his own world. Manifestations of this can be thumb sucking, skin scratching, pulling out hair or eyelashes, rocking, etc. A simple ban on these activities is unlikely to work. It will be more effective to help him express emotions. It is necessary to find out what events or circumstances caused this condition in the child, this will help to find ways to establish contact with him.
Another reason for the quiet, passive behavior of a child may be fear of unfamiliar new adults, little experience of communication with them. Such a child may either not need physical affection, or may not tolerate physical contact at all. It is necessary to help the child gain self-confidence, only then can he learn to converge with new people - peers and adults.
Hyperactivity. At the heart of the hyperdynamic syndrome may be microorganic brain lesions resulting from complications of pregnancy and childbirth, exhausting somatic diseases of an early age, physical and mental trauma. The main signs of hyperdynamic syndrome: distraction of attention and motor disinhibition. A hyperdynamic child is impulsive, and no one dares to predict what he will do in the next moment. He himself does not know this. He acts without thinking about the consequences, although he does not plan anything bad and he himself is sincerely upset because of the incident, the culprit of which he becomes. He easily tolerates punishment, does not remember the insult, does not hold evil, often quarrels with peers and immediately reconciles. This is the noisiest child in the team. The biggest problem with such a child is his distraction. Having become interested in something, he forgets about the previous one and does not bring a single case to the end. He is curious, but not curious, for curiosity presupposes some constancy of interests. The peak of manifestations of hyperdynamic syndrome is 6-7 years. In favorable cases, by the age of 14-15, its severity is smoothed out, and the first manifestations can be noticed already in infancy.
It is impossible to restrain the physical mobility of such a child, this is contraindicated in the state of his nervous system. But his physical activity must be directed and organized. If he is running somewhere, then let it be the fulfillment of some order. Good help can be provided by outdoor games with the rules, sports activities. The most important thing is to subordinate his actions to a goal and teach him to achieve it.
If correctional work was not carried out with a hyperactive child before school, then, having entered the school, he will face even more serious difficulties.
At school, such a child is considered disobedient and ill-mannered and they try to influence him with severe punishments in the form of endless prohibitions and restrictions. As a result, the situation is only getting worse. Improvement of the condition depends not only on specially prescribed treatment (sometimes medication), but also, to a large extent, also on a kind, calm and consistent attitude towards him. Parents need to avoid two extremes: the manifestation of excessive pity and permissiveness, on the one hand, and, on the other hand, setting heightened demands in front of him that he is unable to fulfill, combined with excessive punctuality, cruelty and punishment. Work with hyperactive children should be carried out in a comprehensive manner, with the participation of specialists of different profiles and the obligatory involvement of parents and teachers.
Features of behavior correction in primary school children. Younger school age is associated with significant changes in the psychological experience of the child. The most important moment of these transformations is the transition from direct to mediated behavior, that is, to conscious, arbitrary behavior. The child learns to actively manage himself, to build his activities in accordance with the goals set, consciously made intentions and decisions. This is an important indicator of personality development.
The emergence of new forms of behavior is associated with educational activities, which forces him to comply with a number of norms and rules. However, the child's admission to school does not in itself provide the manifestation of the qualities necessary for this. Here a contradiction arises: from the threshold of school, the child is required to do what has yet to be formed at school. The specificity of primary school age is that the goals of the activity are set for children mainly by adults. Teachers and parents determine what the child can and cannot do. Even if a child willingly takes on an adult's assignments, he does not always cope with them, since he does not grasp its essence, quickly loses his initial interest in the task, or simply forgets to complete it on time.
When setting certain goals for the child (it is better to study, observe the rules of behavior, while doing homework), it is necessary to take into account the content of the motives that are really effective for him, that is, those that are most significant for the child. This is the only way to encourage the child to better fulfill the instructions of an adult, which in this case will coincide with their own needs.
It is also important that a specific goal, with an understandable concrete result of the action, acquires great importance when a child performs work that is unattractive to him. It allows you to fulfill the requirements of an adult and, at the same time, to realize the desire to quickly stop an uninteresting activity. The goal in front of the child must be set on time, and it is best to do this in advance.
The general goal, even if it is initially accepted by the child positively, must be concretized in separate private goals, the achievement of each of which becomes more real and easier. If the volume of the planned work is too large, then the child works as if no special goal has been set for him, and quickly stops working. Complex behaviors need to be broken down into small actions to make the behavior more effective. Thus, several separate methods of working with children can be formulated:
the goals set for the child should not be general (to become an excellent student, correct their behavior, etc.), but very specific, aimed at mastering individual moments of behavior that can be easily controlled;
a specific goal must be set immediately before it is to be achieved;
you must first set a goal for a very short time, as you master a new form of behavior, you can set goals for a longer time;
constant daily monitoring of the implementation of the set goals is mandatory.
The dangers of the younger student
Of course, the better the child is ready for all the changes taking place in himself and in the social situation associated with the beginning of school, for the difficulties that are inevitable, the easier he will overcome them, the more calmly and painlessly the process of adaptation will proceed. This readiness manifests itself in the way the child behaves in difficult and dangerous situations that arise on the street, at school and at home.
When the parents are not at home, the child is left alone, he is not protected from all sorts of dangers. All household electrical appliances can be dangerous. Parents should teach their child the rules of handling electricity and with each device separately. In every home there are first-aid kits with a certain set of medicines, each of which can pose a danger to the life of a child. These funds must be out of the reach of the child. On containers with food acids, household chemicals, stickers with inscriptions should be made in order to exclude accidental samples of harmful substances. Flammable objects or liquids used for household needs must be removed to places inaccessible to the child. There are situations that cannot be controlled in advance, so parents need to formulate certain rules of behavior for the child in the house when he is alone. For example, you cannot open the doors of an apartment or house to strangers. The child should know the phone numbers by which, if necessary, parents can be found. It is advisable to make a list of services and people (with phone numbers) to whom you can turn for help in case of danger or serious problems.
Certain hazardous situations arise on the street and at school. It is important to teach your child the rules of road safety. The child may need help, advice, and he should know who to turn to for help and whom to treat with caution. The circle of persons to whom he can turn must be very specific (names of acquaintances, names and signs of professions), since very often the child seems to be a good acquaintance of a stranger whom he just saw or with whom he talked for two minutes. Parents must establish certain rules for how to deal with unfamiliar adults. It is also important to clearly define the boundaries of the territory, the place where the child can be.
At this age, children, as a rule, are inquisitive, tend to trust adults, but the opinion of their peers is already important for them. Unfortunately, this age is already the age of the first samples of some psychoactive toxic substances, the beginning of smoking, inhalation of vapors of household chemicals. Parents need to have an idea of the reasons for the first trials of psychoactive substances at this particular age and understand what needs to be done to prevent them.
To make the safety rules more effective, it is desirable that the same rules are presented by all parents, since otherwise the thought will quickly arise: “Why can't I, but Sasha can?”. Therefore, it is good if all parents agree among themselves on the basic safety rules (for example, where, when you can walk, and where not).
The age range for primary school age is determined by the time spent in primary school. The upper limit is relatively constant and equals the age of 10 years, the lower limit is mobile, since the time of the beginning of schooling in different countries is different. Throughout the XX century. the lower limit of primary school age gradually decreased. In Russia, it is currently at the level of 6-7 years.
By the age of seven years, a high level of development reaches the morphological maturation of the frontal part of the cerebral hemispheres (its completion occurs at about 12 years). This creates the basis for the implementation of purposeful voluntary behavior, planning and implementation of various action programs. The mobility of nervous processes increases by the age of six to seven. In contrast to preschoolers, in children of primary school age, the processes of excitation and inhibition become more balanced. At the same time, the processes of arousal in most children of primary school age somewhat prevail over the processes of inhibition, which manifests itself in such behavioral characteristics as increased excitability, emotional sensitivity, restlessness, inability to concentrate for a long time, etc.
Significant changes are taking place in the cognitive sphere. In this age period, the functional significance of the second signaling system increases significantly, the word increasingly acquires a generalizing meaning. The main properties of the nervous processes in children aged 7–10 years in their characteristics are generally close to those observed in adults. At the same time, they are still very unstable in most children, therefore physiologists believe that it is possible to talk about the type of the nervous system of younger schoolchildren only conditionally.
Significant progress is being observed in the field of physical development. According to physiologists, a powerful endocrine shift occurs in the child's body, accompanied by rapid body growth, an increase in internal organs, and vegetative restructuring. This significantly increases, in comparison with preschool age, the physical capabilities of the child and his physical endurance, which has a positive effect on the implementation of educational activities. However, the anatomical and physiological maturation of a younger student is characterized by unevenness or heterochrony. The above-mentioned physical endurance, working capacity of the younger schoolchild is relative. He surpasses the preschooler in this regard, but is still far from the capabilities of an adult. Children of this age get tired rather quickly. It has been repeatedly noted in studies that their performance drops sharply after 25-30 minutes of the lesson.
Differences in the rates and levels of development of boys and girls, manifested even in preschool childhood, persist at primary school age. It is noticeable that girls are ahead of boys in development by an average of a year and a half. This circumstance often serves as the basis for discussions about the need for separate education for boys and girls.
The social situation of a child's development from the moment he enters school changes radically. The child assesses his school responsibilities as socially significant. The main type of activity of a younger schoolchild is learning, since key mental neoplasms are associated with it, then thinking, according to L. S. Vygodsky, becomes the dominant function. It begins to determine the work of all other functions of consciousness, as a result they are intellectualized and become more arbitrary.
At this age, the child's ability to voluntarily regulate behavior changes qualitatively. Losing what L.S.Vygodsky called "childlike spontaneity," the younger schoolchild acquires the ability to be guided by conscious goals, socially developed norms, rules and methods of behavior. Eric Erickson believed that during this period the child develops such an important personal education as a sense of social and psychological competence. In an unfavorable developmental situation, a feeling of social and psychological inferiority is formed. During this period of life, according to E. Erickson's concept, a sense of differentiation of one's own capabilities is also formed.
The teacher plays a special role in the upbringing of a child of this age. Even in cases when the child "does not accept" him, the teacher acts as the main figure in his life. The emotional well-being of the child is closely related to the relationship that arises between him and the teacher. By the time the primary school age is completed and the child enters pre-adolescence, the role of the teacher gradually decreases and the opinion of peers begins to acquire a special, increasing importance.
Describing the characteristics of primary school age, E. E. Danilova notes that he is sensitive:
- - for the formation of motives for learning, the development of sustainable cognitive interests and needs;
- - development of productive techniques and skills of educational work, "the ability to learn";
- - disclosure of individual characteristics and abilities;
- - development of skills of self-control, self-organization and self-regulation;
- - the formation of adequate self-esteem, the development of criticality in relation to oneself and to others;
- - assimilation of social norms, moral development;
- - development of communication skills with peers, establishment of strong friendly contacts.
- Danilova E.E. Vitality and mental health // Practical psychology of education, ed. I. V. Dubrovina. M., 1997.
Psychological and pedagogical conditions of economic education of primary schoolchildren
graduate work
1.2 Features of upbringing children of primary school age
The transition to school age is associated with drastic changes in his activities, communication, relationships with other people. Teaching becomes the leading activity, the way of life changes, new responsibilities appear, and the child's relationship with others becomes new.
A child who enters school automatically takes a completely new place in the system of human relations: he has constant responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with a child not only as a unique person, but also as a person who has undertaken the obligation (no matter - willingly or under compulsion) to learn, like all children of his age.
Biologically, junior schoolchildren are going through a period of the second rounding off: their growth slows down in comparison with previous ages and their weight increases noticeably; the skeleton is ossified, but this process is not yet complete. There is an intensive development of the muscular system. With the development of small muscles in the hand, the ability to perform fine movements appears, due to which the child masters the skill of fast writing. Muscle strength increases significantly. All tissues of the child's body are in a state of growth. At primary school age, the nervous system is improved, the functions of the cerebral hemispheres are intensively developed, the analytical and synthetic functions of the cortex are enhanced. The weight of the brain in primary school age almost reaches the weight of the brain of an adult and increases to an average of 1400 grams. The psyche of the child is developing rapidly. The relationship between the processes of excitation and inhibition changes: the process of inhibition becomes stronger, but the process of excitement still predominates and the younger schoolchildren are highly excitable. The accuracy of the sensory organs is increased. Compared to preschool age, sensitivity to color increases by 45%, joint-muscular sensations improve by 50%, visual - by 80%.
Despite the above, in no case should we forget that the time of rapid growth has not yet passed, when children are reaching up. Disharmony remains in physical development, it clearly outstrips the neuropsychic development of the child. This affects the temporary weakening of the nervous system, which manifests itself in increased fatigue, anxiety, increased need for movement. All this aggravates the situation for the child, drains his strength, reduces the ability to rely on previously acquired mental formations.
It follows from what has been said that the very first steps of a child in school should be under the close scrutiny of parents, teachers and doctors.
The cognitive activity of a younger student mainly takes place in the learning process. Expanding the sphere of communication is also important. Rapid development, many new qualities that need to be formed or developed in schoolchildren, dictate to teachers a strict purposefulness of all educational activities.
Memory is of great importance in the cognitive activity of a student.
Thinking in elementary school children develops from emotional-figurative to abstract-logical. The task of the first stage school is to raise the child's thinking to a qualitatively new stage, to develop the intellect to the level of understanding cause-and-effect relationships. At school age, the child enters with a relatively weak function of the intellect (in comparison with the functions of perception and memory, which are much better developed). In school, intelligence usually develops in a way that it does not at any other time. The role of the school and the teacher is especially important here. Studies have shown that with different organization of the educational process, with a change in the content of teaching methods, methods of organizing cognitive activity, it is possible to obtain completely different characteristics of the thinking of children of primary school age.
Voluntary attention develops along with other functions and, above all, motivation for learning, a sense of responsibility for the success of learning activities.
In the first and second grades, the level of voluntary behavior is still low, children are still very impulsive and not restrained.
The natural capabilities of a first-grade schoolchild are very great: his brain has such plasticity that it allows him to easily cope with the tasks of literal memorization. Let's compare: out of 15 sentences, a preschooler remembers 3-5, and a younger student - 6-8.
Children's thinking develops in conjunction with their speech. The vocabulary of today's fourth-graders is approximately 3500-4000 words. The influence of schooling is manifested not only in the fact that the child's vocabulary is significantly enriched, but above all in the acquisition of an extremely important ability to express one's thoughts orally and in writing.
Elements of social feelings are developed in junior schoolchildren, skills of social behavior are formed (collectivism, responsibility for actions, comradeship, mutual assistance, etc.) Collective ties arise, public opinion is formed. Younger school age provides great opportunities for the formation of moral qualities and positive personality traits. The perception of younger students is characterized by instability and disorganization, but at the same time freshness, "contemplative curiosity." A younger student may confuse numbers 9 and 6, soft and hard signs with the letter "P", but with lively curiosity he perceives the life around him, which every day reveals something new to him.
Small differentiation of perception, weakness of analysis during perception are partially compensated by the pronounced emotionality of perception. Based on it, experienced teachers gradually teach schoolchildren to purposefully listen and look, develop observation. The child completes the first stage of school with the fact that perception, being a special purposeful activity, becomes more complicated and deeper, becomes more analyzing, differentiating, and takes on an organized character.
The attention of younger students is involuntary, not stable enough, limited in scope. Therefore, the entire process of teaching and upbringing of an elementary school child is subordinated to the upbringing of a culture of attention. School life requires from the child constant exercises in voluntary attention, volitional efforts to concentrate.
Memory during this period, memory has a predominantly visual-figurative character. The material is unmistakably interesting, specific, and vivid. However, primary school students do not know how to dispose of their memory and subordinate it to the tasks of learning. It costs teachers a lot of effort to develop self-control skills when memorizing, self-examination skills, knowledge of the rational organization of educational work.
The foundations of moral behavior are laid precisely in elementary school, its role in the process of socialization of the individual is enormous.
At primary school age, youth and adulthood acquire special significance and attractiveness for the child. It is these ages that seem to children the happiest and most desirable. Moreover, for the first time, children begin to identify for themselves such a criterion as the social status of a person (his profession, position in society, marital status, etc.). The child begins to think about his future and wants to take a certain place in society (policeman, chief, veterinarian, mother, etc.).
The idea of oneself in a new social quality appears among younger schoolchildren in the form of mastering role behavior as the most adequate form of social activity. It is in the role that a promising goal, social in its meaning, is objectified.
The school attracts many children primarily with its formal accessories. Such children are focused primarily on the external attributes of school life - a portfolio, notebooks, notes, some of the rules of behavior they know at school. The desire to go to school for many six-year-olds has nothing to do with the desire to change the preschool lifestyle. On the contrary, school for them is a kind of adult game. Such a student first of all singles out the social, and not the actual educational aspects of school reality.
The pliability and certain suggestibility of schoolchildren, their gullibility, inclination to imitate, the enormous authority enjoyed by the teacher, create favorable preconditions for economic education. The elementary school should include its pupils in reasonably organized, productive labor that is feasible for them, the significance of which in the formation of the social qualities of an individual is incomparable.
The desire of the younger student for the bright, unusual, the desire to know the wonderful world of miracles and trials, physical activity - all this should be satisfied in a reasonable, beneficial and enjoyable game that develops in children hard work, a culture of movement, collective action skills and versatile activity.
Education and self-education of younger students
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Fostering a sense of frugality in primary school children
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Diagnosis of attention in primary schoolchildren with speech disorders
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The class hour as a form of patriotic education of primary school children
L.N. Sedova characterizes the forms of upbringing as specific acts of activity, situations, procedures, events within which the participants in the upbringing process interact ...
The class hour as a form of patriotic education of primary school children
An important component of the patriotic education of the younger generation is the organization and holding of various events and holidays of patriotic themes ...
Cartoons as a Means of Moral Education of Primary School Children
Analysis of psychological, pedagogical and methodological literature on the problem of moral education of students made it possible to identify the following means for the development of moral ideas and the formation of moral qualities of students ...
Moral education of children in a modern primary school
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Legal education of children of primary school age
The program of legal education for children of primary school age. The goal is the formation of legal education for children of primary school age. Objectives of the program: 1. Preparing children for independent life ...
The development of interest in younger schoolchildren in classes in the additional education system based on the use of incentive methods
The junior student is still a small person, but already very complex, with his own inner world, with his own individual psychological characteristics. The younger school age is called the pinnacle of childhood ...
Development of the creativity of schoolchildren in the learning process
The profound changes taking place in the appearance of a younger student testify to the wide development opportunities of the child at this age stage ...
Development of the aesthetic culture of primary schoolchildren by means of studying folk art in extracurricular activities
Junior school age is the age of 6-11-year-olds enrolled in grades 1-3 (4) of primary school. By the time of entering school, the child is already, as a rule, both physically and psychologically ready for learning ...
Development of technologies for the formation of mnestic processes in primary school children
Younger school age is a stage of intensive mental development. It is at this age that progressive changes occur in all areas ...
Verbal teaching methods as a condition for the development of the creative imagination of a younger student
One of the most important tasks of psychological and pedagogical work is a comprehensive study of the child's personality. As noted by K.D. Ushinsky: "If pedagogy wants to educate a person in all respects ...
Theoretical analysis of the possibilities of the project method in the implementation and development of the creative abilities of schoolchildren
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Personal development and upbringing of children of primary school age
Performed:
Khairutdinova V.N.
201 7 G.
Content
Introduction 2
Basic pedagogical principles of personality formation
schoolchildren2
Studying the personality of younger students.4
The influence of the teacher's pedagogical skill on the formation
child's personality 5
Features of the development and education of children of primary school age 10
Features of the physiology of children at primary school age 11
Typical Problems of Primary School Age 11
Cognitive and educational activities during the junior period
school age 13
Biological features of age15
Cognitive development of primary school children
Conclusion 25
Literature
Introduction
The main factor determining the development of children 6-10 years old is the change in the social situation of development in connection with entering school. This transforms the entire system of the child's relationship with adults and peers, forms in him the most important at this moment, leading activity - educational. The old system of child's relationship with adults is differentiated, transforming as follows:
child - adult
child - parent child - teacher
In other words, significant adults are no longer only close ones, but also a teacher who realizes his high status position not in the system of kinship or emotionally warm relationships, but in the system of social and normative interactions.
This transition is usually painful for 6-year-olds, as the primary school child is still very emotionally dependent on the teacher. Therefore, it is at this age that the adequate style of communication between the teacher and the children is so important, implying acceptance on his part. The rigidly authoritarian and even more alienated style of the teacher in the lower grades is very unproductive and causes disorders in children in the process of adapting to school, a decrease in academic performance and cognitive motivation.
The formation of cognitive motivation is one of the most important stages of development during this period. Almost all children have an interest in school during the first few weeks of school life. To a certain extent, this motivation is based on a reaction to novelty, new living conditions, new people. However, interest in the form of education, new notebooks, books, etc. it saturates rather quickly, therefore it is important already in the first days of study to form a new motive associated with the content of knowledge, with an interest in the material itself. The complexity and "unnecessary", from the point of view of the first grader, the knowledge obtained at school for his daily life increases the importance of new forms of education. It is in the lower grades that the form of education is of paramount importance, especially developmental classes and a problematic approach. Such activities not only increase children's interest in the content of the material, but also create an attitude for transferring it to other activities.
At the primary school age, the foundation of moral behavior is laid, moral norms of behavior are assimilated, and the social orientation of the individual begins to form. The moral consciousness of primary schoolchildren undergoes significant changes from grade I to grade IV. By the end of age, moral knowledge and judgments are noticeably enriched, becoming more conscious, versatile, generalized. If the moral judgments of students in grades I-II are based on the experience of their own behavior, on specific instructions and explanations of the teacher and parents, which children often repeat without always thinking, then students in grades III-V, in addition to the experience of their own behavior (which, of course, is enriched) and the instructions of elders (they are now perceived more consciously), trying to analyze the experience of other people. Reading fiction and watching movies are becoming much more influential. Moral behavior is also formed. Children commit moral deeds, most often following the direct instructions of adults, teachers (7-8 years old). Pupils in grades III-IV are much more able to perform such actions on their own initiative, without waiting for instructions from the outside.
Psychophysiological characteristics of primary schoolchildren
Younger school age requires a certain level of psychophysiological development, which ensures optimal adaptation of the child to the school regime and the ability to master the curriculum.
The duration, gradualness and unevenness of development determine the differences in the functional capabilities of the body when interacting with the factors of training and education, therefore, one of the main tasks is to develop the physiological and mental foundations of the effective organization of the educational process.
The physical development of younger schoolchildren differs sharply from the development of children of middle and special senior school age. Let us dwell on the anatomical, physiological and psychological characteristics of children 7-10 years old, i.e. children assigned to the group of primary school age. At this age, the structure of tissues continues to form, their growth continues. The rate of growth in length slows down somewhat compared to the previous period of preschool age, but body weight increases.
The circumference of the chest increases noticeably, its shape changes for the better. However, the respiratory function is still imperfect: due to the weakness of the respiratory muscles, breathing in a younger student is relatively rapid and shallow.
The circulatory organs function in close connection with the respiratory system. The circulatory system serves to maintain the level of tissue metabolism, including gas exchange. In other words, blood delivers nutrients and oxygen to all cells of our body and takes in those waste products that need to be removed from the human body. The weight of the heart increases with age in line with the increase in body weight.
The heart of a younger student does better at work, because the lumen of the arteries at this age is relatively wider. Blood pressure in children is usually slightly lower than in adults. With extreme strenuous muscular work, heart contractions in children become much more frequent, exceeding, as a rule, 200 beats per minute. The disadvantage of this age is the slight excitability of the heart, in the work of which arrhythmia is often observed, due to various external influences.
Muscles at primary school age are still weak, especially the muscles of the back, and are not able to maintain the body in the correct position for a long time, which leads to poor posture. The muscles of the trunk are very weak at fixing the spine in static positions. The bones of the skeleton, especially of the spine, are very flexible to external influences. Therefore, the posture of the children seems to be very unstable, they easily develop an asymmetric body position. In this regard, the curvature of the spine can be observed in younger schoolchildren as a result of prolonged static stress.
Most often, the strength of the muscles of the right side of the trunk and right extremities in primary school age is greater than the strength of the left side of the trunk and left extremities. Complete symmetry of development is observed quite rarely, and in some children the asymmetry is very sharp.
By the age of 8-9, the anatomical formation of the structure of the brain ends, however, in functional terms, it still requires development. At this age, the main types of "closure activity of the cerebral hemispheres" are gradually formed, which underlie the individual psychological characteristics of the intellectual and emotional activity of children (types: labile, inert, inhibitory, excitable, etc.).
1. The basic pedagogical principles of the formation of the personality of schoolchildren
selection of optimal didactic tools;
systematic diagnostics;
personal and individual approach;
scientific character, accessibility;
problematic;
visibility;
independence;
connection of education and upbringing of a child with life.
The teacher, first of all, creates optimal conditions for educational activity, but in no case overloads the child. Otherwise, interest in learning disappears. A successful condition for the formation of a personality is empathy, cooperation, joint expectation of a result, success. It should be remembered that whatever the child's work, it must correspond to his interests, needs, and capabilities.
The teacher directs the pet to the fact that the result is achieved only on condition of daily, systematic, painstaking work. Convincingly explains that the cost of success is worth the mental, psychological and physical costs. To do this, you need to train your will, to be a physically perfect and highly moral person.
A child from the elementary grades realizes that he is the only one in this world, unique, that his birth, formation is necessary for society. Society is waiting for her creativity, uniqueness. At the same time, she bears responsibility to her parents, teachers, and society. The teacher teaches the child the ability to abstract from the secondary in life. Very handy, in our opinion, is the opinion about fantasy and imagination. After all, "even a mediocre architect differs from the best bee in that, before building a hut of wax, he first builds it in his imagination."
Every teacher, educator, everyone, without exception, who works with children, should remember that the children's mind in its environment records all our actions, manners of communication with other people. Therefore, everything that surrounds the child must be beautiful. The mouth of the first teacher is always smiling, the clothes are beautiful, the manners are exquisite, the speech is soft and correct. Creativity is formed only under such conditions. Teacher and student, father and mother, all people who surround the child should be happy and remember that our children are born to be happy.
A primary school teacher is a special teacher in an educational institution. He is demanding, experienced, can understand and teach everyone. He has such features as vocation, dedication, love for children. Therefore, the teacher is constantly looking for solutions to the problems of student learning. To give children the joy of work, the joy of success in their studies, to awaken a sense of pride in their hearts is the main task of the school. There should be no unhappy children in school, whose soul is oppressed by the thought that they are not capable of anything. Making the child feel that he is successful is the primary task of the teacher.
The trust of children must be cherished. There are no trifles in a relationship. Therefore, when working with primary school children, it is necessary to be guided by the principle: "As much as possible exactingness to the child and as much respect for him as possible."
The influence of the teacher's pedagogical skill on the formation of the child's personality
The successful implementation of the tasks of the all-round and harmonious development of the younger generation largely depends on the teacher, who is the creator of the personality, the confidant of society, whom it trusts the most precious, most valuable - children.
In no profession does the character of a person, his convictions, personal qualities, worldview have such an important meaning as in the profession of a teacher. Indeed, together with the transfer of knowledge, skills and skills to children, the educator forms in them the embryos of a worldview, attitude to the world around them, fosters highly moral personality traits, a sense of duty and responsibility, aesthetic tastes and behavior in accordance with the requirements of our time.
It is impossible to optimize the pedagogical process in a preschool institution in order to ensure the readiness of children for school without a constant increase in the skill of educators, increased responsibility, clarity in the work of everyone who is involved in raising children.
It is not easy to educate a preschool child, because working with children of this age requires a teacher to combine maternal love for their pupils, constant care for their health, well-being with a clear organization of the educational process. The teacher must ensure the general mental development of the child, along with the physical and spiritual. That is why such high requirements are imposed on the personality of the educator, his ideological and professional training. Life proves that it is necessary to form a comprehensively and harmoniously developed personality from an early age, and this should be done by highly educated, erudite, people devoted to pedagogical work.
The educator forms the child's personality by his own behavior, culture of manifestation of feelings. Preschoolers try to imitate their mentor in everything, he is for them a representative and model of the human race. The force of the educational influence on children is the combination of the teacher's external and internal culture.
The personal qualities of the educator are of decisive importance in the upbringing of children - his modesty, honesty, fairness, the ability to understand the child, to share joy and sadness with him. The combination of these qualities, as well as pedagogical skill, is the driving force behind the influence of the teacher on children. Thus, pedagogical excellence is a synthesis of the personal qualities of an educator, his knowledge, skills and abilities.
In any activity there are ordinary workers and real masters of their craft. The master reaches a high professional level and excellence. He does not stop there, works creatively on himself, seeks to translate into practice new, original. To become a specialist - a master, knowledge alone is not enough, you also need the ability to creatively apply this knowledge.
According to the psychological and pedagogical literature, the components of the teacher's skill are:
Deep knowledge of the material that is given to children, all those moral rules, norms and habits that they need to constantly instill;
Possession of teaching and upbringing methods, the ability to transform your knowledge, make it accessible to children of a certain age and level of mental development;
Pedagogical tact, which primarily involves a skillful approach to pupils, taking into account their age and individual characteristics.
A characteristic feature of the activity of a preschool teacher is that he works with children who are intensively developing mentally and physically. This puts him in front of the need to constantly vary the techniques and methods of educational influence on the pupils.
An important role in the acquisition of mastery is played by the teacher's interest in pedagogical activity and love for children - this is the ability to see and feel the child's soul. The basis of pedagogical skill lies in how the educator relates to the child's experiences, to the extent that he is able to understand him.
An important quality of the personality of the educator is his intelligence. It manifests itself, in particular, in the way of communication with the child, understanding and recognition of his rights. The teacher always educates, since he himself is an object of children's attention and imitation. By his appearance - his gait, clothes, hairstyle, habit of speaking, neatness, bearing - the educator educates the child not only morally, but also aesthetically.
One of the main commandments of the teacher is to respect the pupil, deeply understand his feelings, respect human dignity, and be a subtle psychologist.
By what means can this be achieved? First of all, by developing such qualities as observation and contact.
Psychological observation is the ability to notice the emotional state of the child, his mood, desire. An attentive teacher sees the peculiarities of his perception, memory, thinking, the level of understanding of the comments and advice expressed, the motives of the activity.
It is impossible to influence a child without spiritual contact with him - emotional and intellectual. A contact educator can understand the child himself and cause him to understand, compassion, mutual assistance, empathy for success and failure. This feature emotionally brings an adult and a child closer together, and therefore enhances his influence on him. An important property of the teacher's contact is his ability to reincarnate - to feel and experience the state of the pet, to put himself in his place.
A significant role in establishing the relationship between the teacher and the children is played by means of communication - facial expressions, gestures, postures, speech, intonation, the ability to tell and show in such a way as to surprise and interest. The teacher must control his voice, be able to give it the desired color, emphasize the essential, the main thing in the communicated, convey his mood, emotional attitude to the actions and actions of the child, the results of his activities.
A great educational impact on children is exerted by the teacher's relationship with colleagues, service personnel, and parents. The atmosphere of mutual respect and cooperation in the teaching staff is one of the important conditions for the moral development of a preschooler. A positive psychological climate helps children gain experience of relationships with other people, creates a kind of barrier against the assimilation of negative forms of communication with adults and peers.
The benevolent participation of an adult brings revitalization to children's activity, makes its result much more significant. Under the influence of emotional warmth, which appears in the process of active interaction between children and the educator, they are better susceptible to its educational impact.
Of course, it is not easy to show love for children, constantly and in any situations. It happens that the child responds sharply, even boldly, to the kindness and affectionate attitude of the teacher. This is especially often done by those pupils who constantly witness rudeness and ill will in relations between their family members. An unhealthy family atmosphere gives rise to distrust in a child's heart towards all adults, including the teacher. Overcoming mistrust and alienation can only be a teacher who can patiently and constantly, and not only from time to time, show sincere interest and care for the child.
Along with the above, pedagogical work also requires the breadth and depth of the educator's cognitive activity, his intellectual needs. An important role is played by the teacher's ability to transfer his knowledge to children, to make the complex simple, accessible, without simplifying the very essence of knowledge.
The success of the educator's work depends, as noted, and it should be correct, clear, understandable, specific on the culture of his speech, and evoke appropriate feelings in the child.
Guiding questions, instructions such as: "What do you think?", "Pay attention", "Take a closer look" activate the thinking of preschoolers, encourage them to independently solve problems, look for answers. In order for the teacher's speech to produce the proper educational impact, it must be free from errors. The monotony and colorlessness of the teacher's language interferes with a clear perception of the content.
Feelings and will occupy an important place in the pedagogical activity of the educator. Feelings become pedagogically influential when a person skillfully uses them. The indifference of the teacher, the monotony of his emotions, constant dissatisfaction with the behavior of children negatively affects the mood and activities of the pupils. The teacher, as an actor, must be able to arbitrarily control his feelings, provide them with clarity and expressiveness, depending on the situation that has developed in the course of contact with children.
The influence of the educator also depends on the presence of such volitional qualities as initiative, discipline, and self-control. Activity and creativity help him find new interesting material, encourage him to constantly replenish his knowledge, and not stop there. The mental, emotional and volitional qualities of the personality of a preschool teacher, with their constant training and self-education, turn into stable character traits - prudence, thoughtfulness, observation, courage, perseverance, which are extremely necessary in organizing the pedagogical process.
Raising primary school children
Parents of younger students need to explain to the child the rules of behavior at school, the difference in the features of communication with their peers and with teachers. Talk about what a lesson is, a change, how to behave in a lesson, and also be sure to praise the student if he succeeds in something and help if there are difficulties in learning.
For any child, the first time at school is a rather difficult period of adaptation to new conditions in a new team. Children who attended kindergarten find it easier to adapt, because they have already acquired communication skills with peers and understand that they have come to school to study. Schoolchildren who spent the preschool period at home with their parents find it much more difficult to adapt to learning, because they are primarily interested in games and communication with peers, which was lacking at home.
It is very important to form the child's correct attitude towards school, to explain to him that learning can be not only useful, but also interesting, to convince him that he can always count on your help and support. It is necessary to set the student up positively and in no case instill in him the fear of not being able to cope with something.
Since play is still of great importance for a younger student, it is better to prepare for school in a playful way. Games and activities should be used that develop the child's attentiveness, perseverance, sight and hearing. This can be, for example, a game "broken phone" that develops hearing, drawing or modeling, which have a positive effect on fine motor skills of hands and the development of intelligence. However, when planning developmental activities, it should be borne in mind that the child needs a constant change of activities.
When a child starts school, he has new responsibilities, so it is very important to teach him discipline, as well as establish a strict daily routine. This will help the baby to become more organized, so it will be easier for him to cope with the many new responsibilities that have appeared.
Parents of children who have not attended kindergarten should pay special attention to the adaptation of a child to school, because such children find it much more difficult to take root in a new team, do not always understand the need to obey the teacher and are poorly able to communicate with peers.
You need to understand that no matter how responsibly parents are about the upbringing and development of the child, home schooling cannot fully replace the school. Only in a team will a child be able to acquire vital social skills, learn to evaluate the importance of his actions and decisions, and understand the seriousness of the responsibilities assigned to him.
We must not forget about the health of the child. He should have a comfortable knapsack, the shape of which does not deform when filled with school supplies, and the total weight when filled does not exceed 10% of the child's weight (approximately up to 4 kilograms). This is very important for the correct posture.
6.Features of development and education of children of primary school age
The period of primary school age in the life of a child (and of the parents themselves!) Is one of the most important "transitions" from a carefree childhood to a more responsible stage of a child's development. After all, it is at the age of 6-7 that your child sits down at the school desk, educational activity replaces the play one and becomes the leading one in the child's life. A child's admission to school implies not only intensive work on the development of his cognitive skills, but also the formation of a child as a person.
So what is his primary school age? Let's say right away that this period takes more than one year, but starts from 6-7 years and lasts up to 10-11 years. This age period is marked by a change in the child's lifestyle: he has new responsibilities and a new social status is acquired - he is already a schoolboy.
But the baby will still trust you infinitely - for children of this age, the authority of an adult is very significant. Right now, a child is developing such an important neoplasm as self-esteem, therefore the role of parents and a teacher is very important - they evaluate the efforts and works of the child, and this, in turn, greatly influences the formation of the child's personality. The teacher should encourage the student's success and not focus on failures, because in this way the child forms a motive for achieving success, or avoiding failure (which is by no means an incentive).
Raising a 7-year-old child: where to start "adult" life? Parents of younger students need to explain to the kid the rules of behavior within the walls of the school, the difference in communication with teachers and with their peers. The child needs to be told ahead of time about what the lesson is, what a change is, how to behave correctly at this time. The psychology of school-age children requires obligatory and regular praise of the child when he succeeds in something and help when difficulties arise in learning and communication. Raising a 7 year old child is a difficult task. And first of all, because the first time of schooling for any child is a rather difficult period of adaptation to new conditions, to a new team, and that is also necessary to assimilate knowledge. Of course, for children who at one time attended kindergarten, adaptation is much easier, since they have already acquired communication skills in a team, with peers, educators, and they understand quite well that they have come to school to study. The upbringing of a schoolchild who spent the preschool period with his parents at home is much more difficult, it is difficult for them to adapt to learning, since they are primarily interested in games, they are passionate about communication with their peers, which they lacked at home. The upbringing of a 7-year-old child assumes that parents will help form the child's correct attitude to school, explain to him that learning is not only useful, but also very interesting, to convince him that he can count on help and support from you at any moment. The main thing that the baby must understand is that he learns for himself, and not for you or someone else, that this will help him in life, will be useful in the future, and will ensure the kind of life that the baby imagines for himself. Raising children of primary school age obliges parents to make every effort to set up a student in a positive way, relieve him of fears that he may not be able to cope with something.
7.Features of the physiology of children at primary school age
This period of a person's life is often called the second physiological crisis. All children of primary school age are distinguished by the rapid biological development of the body: its nervous systems (central and autonomic), bone and muscle tissues, and internal organs. Such a complex restructuring is based on a distinct endocrine shift: the "old" endocrine glands cease to function and the "new" ones are included in the work. At about 7 years of age, the morphological maturation of the frontal regions of the cerebral hemispheres is completed in the brain. This creates the basis for the harmonization of the processes of inhibition and excitement, which is necessary for the development of voluntary behavior more purposeful compared to preschoolers.
The physiological essence of the process is not fully determined; some scientists associate it with the termination of the active functioning of the thymus gland. This, in their opinion, removes the brake on the activity of several endocrine glands and starts the production of sex hormones (estrogens and androgens). Such an important physiological restructuring requires a sharp tension from the child's body and the mobilization of its potential reserves. This is partly due to the increase in the activity of nervous processes. Hence the main characteristic features of primary school age: restlessness and increased emotional excitability.
Since muscle development in primary school age is not synchronized with the methods of control, the appearance of characteristic features in the organization of movements during this period is inevitable. Another age-related feature of primary school age is that large muscles in children develop faster than small ones, so they are more easily given sweeping and strong movements than small ones that require precision.
8 common problems in primary school age
The key characteristics of primary school children, among other things, are explained by the change in their emotional sphere upon arrival at school. On the one hand, they largely retain violent reactions characteristic of preschoolers to individual events and situations that affect them. On the other hand, school always generates new, rather specific emotional experiences in the child, since the freedom of the preschool period is replaced by dependence and the need to obey the new rules of life. Children of this age are impressionable, emotionally responsive, and susceptible to the effects of their environment. First of all, they perceive those objects and properties of objects that are capable of causing a direct emotional response.
The peculiarities of the development and upbringing of children of primary school age presuppose the solution of a number of psychological problems. So, the main problems of this age are:
fears;
hyperactivity;
anxiety;
adaptation at school;
development of attention;
chronic academic failure;
development of communication skills;
aggressiveness;
motivation for learning activities;
inadequate self-esteem (overestimated, underestimated);
giftedness problems;
As a rule, the problems of primary school age are associated with the arrival of a child in a rigidly standardized, unfamiliar society, where discipline, organization, good academic performance and responsibility are required from the student. In the new social situation, the living conditions of the child are getting tougher. This increases mental stress and often affects the behavior and even health of the student.
Entering school becomes such an event in a child's life when two defining motives of behavior come into conflict: desire (I want) and obligation (“must”). The first always comes from the child himself, while the second is usually initiated by adults. But no matter what strategy of behavior the child chooses in unusual conditions for him, he will inevitably doubt and worry about the inability to meet the new requirements and norms of the adult world.
The age of younger schoolchildren is characterized by a special dependence on the attitude, assessments and opinions of the people around them. Any criticism of a child can lead to a change in his self-esteem and even affect his well-being.
When a child comes to school, a sense of personality usually begins to develop, a need for knowledge and recognition is formed. Within family relations, he is given a new place. He becomes a disciple, a responsible person who is consulted and reckoned with. By assimilating the norms of behavior developed by society, the child gradually turns them into his own requirements for himself.
9.Cognitive and educational activities during primary school age
Modification of the social situation is the dominant characteristic of primary school age. Under her influence, the formation of the child's life experience takes place. The psychology of this age is different:
the formation of educational activity as a leading one;
a change in the daily routine;
the transition to verbal and logical thinking (after visual-figurative);
understanding the social meaning of learning (attitude to grades);
reaching the dominant positions of achievement motivation;
change of the reference group;
strengthening of a new internal position;
changing the system of relationships with people around.
The period of primary school age is inextricably linked with the active development of cognitive processes and their mandatory qualitative transformation. These processes become mediated, fully conscious and voluntary. Gradually mastering his mental processes, the child learns to control thinking and memory. The attention of children of primary school age is sharpened and becomes explicit (purposeful).
With the beginning of schooling, thought processes move to the central positions of the child's conscious activity. The thinking of children of primary school age (both verbal-logical and reasoning) is stimulated by a constant influx of scientific knowledge and leads to a restructuring of other cognitive processes.
The psychological characteristics of primary school age stimulate a qualitative change in the ability to voluntarily regulate behavior. It is for this period that the loss of childlike spontaneity is characteristic, which is evidence of a new level of development of the motivational-need sphere. From that moment on, the child ceases to act directly, he is guided by conscious goals.
Education in primary school age is complicated by the formation of a new type of relationship in children with the people around them. Adults are already losing their unconditional authority in the eyes of the child, peers are acquiring more and more importance for him. In addition, the role of children's communication is growing.
The central neoplasms of primary school age are as follows:
improvement of voluntary regulation, the emergence of an internal action plan;
analysis and reflection;
the formation of a cognitive attitude to reality;
peer orientation.
The leading activity of primary school age is educational. Its fundamental characteristics are commitment, efficiency and arbitrariness. It is she who predetermines the most important changes that are characteristic of the child's psyche at this stage. In addition, education at primary school age stimulates the formation of psychological neoplasms, which are the foundation for personal development at the next age stages.
The beginning of educational activity inevitably leads to an increase in the child's vocabulary (up to about 7 thousand words). The development of the speech of primary schoolchildren, of course, is determined by their need for communication. With a competent construction of the educational process, children, as a rule, easily master the sound analysis of words, listening to their sound.
Contextual speech is considered an indicator of a child's developmental level. With written speech, it is mostly more difficult, because there are several levels of correctness in it (spelling, grammatical, punctuation).
At primary school age, thinking becomes a basic function. As a result, the transition from the visual-figurative perception of new information to the verbal-logical one is completed.
In the course of training, students develop scientific concepts that are the basis of theoretical thinking. Over time, individual differences and abilities of primary school children begin to emerge. Thinkers, theorists and artists stand out.
Primary school age motivation is most evident in the first grade. It gradually decreases, which is explained by a drop in interest in learning activities and the child's lack of goals, since he has already won a new social position. That is why it is very important to give a good impetus to the development of memory already at the beginning of study. It is stimulated by memorizing educational material, while all its types develop: both short-term, operational, and long-term. The memory of children of primary school age develops bi-directionally: voluntary memorization and meaningful memorization are activated.
Primary school students are already able to concentrate attention, but at the peak of volitional efforts, they have an arbitrariness of cognitive processes. This is explained by the fact that the student specifically organizes himself under the influence of requirements, but his capabilities and motivation are not yet strong enough. Attention is being activated, but it is still unstable. It is possible to keep it only through high motivation and strong-willed efforts. That is why the cognitive development of primary school age is quite individual.
The perception of the youngest schoolchildren is also characterized by spontaneity, although elements of voluntariness can occur even in preschoolers. In the process of mastering new knowledge, an orientation towards sensory standards of time, shape and color is growing. At the same time, the main problem of perception is still weak differentiation (objects or their properties are confused).
Imagination and self-knowledge at the age of primary schoolchildren
In its development, the imagination goes through two stages:
reproductive (re-creating);
productive.
The imagination of first-graders relies exclusively on specific objects, however, with age, a word will come up in leading positions that will provide maximum freedom to the imagination.
The age of 7-8 years is a sensitive period for mastering moral and ethical norms. Psychologically, the child is already ready to understand the meaning of the rules and norms, as well as to comply with them on an ongoing basis.
The formation of personality in primary school age is mainly determined by the child's academic performance and the characteristics of his communication with the teacher and the class. Excellent students often have an overestimated self-esteem; weak students may have a decrease in self-confidence and in their capabilities. In this case, they may develop compensatory motivation. Children with low grades try to establish themselves in another field and switch to sports, music, or painting.
Family relations are of great importance for the formation of personality: the style of upbringing and the values adopted in the family. At such an early age, the child's self-awareness and the need for self-affirmation are intensively developing. Of considerable importance for him is not only the authority of adults, but also the place that he himself occupies in the family.
10 biological characteristics of age
Biologically, junior schoolchildren are going through a period of the second rounding off: their growth slows down in comparison with previous ages and their weight increases noticeably; the skeleton is ossified, but this process is not yet complete. There is an intensive development of the muscular system. With the development of small muscles in the hand, the ability to perform fine movements appears, due to which the child masters the skill of fast writing. Muscle strength increases significantly. All tissues of the child's body are in a state of growth. At primary school age, the nervous system is improved, the functions of the cerebral hemispheres are intensively developed, the analytical and synthetic functions of the cortex are enhanced. The weight of the brain in primary school age almost reaches the weight of the brain of an adult and increases to an average of 1400 grams. The psyche of the child is developing rapidly. The relationship between the processes of excitation and inhibition changes: the process of inhibition becomes stronger, but the process of excitement still predominates and the younger schoolchildren are highly excitable. The accuracy of the sensory organs is increased. Compared with preschool age, sensitivity to color increases by 45%, joint-muscular sensations improve by 50%, visual - by 80% (A.N. Leontyev).
Despite the above, in no case should we forget that the time of rapid growth has not yet passed, when children are reaching up. Disharmony remains in physical development, it clearly outstrips the neuropsychic development of the child. This affects the temporary weakening of the nervous system, which manifests itself in increased fatigue, anxiety, increased need for movement. All this, especially in the North, aggravates the situation for the child, depletes his strength, and reduces the possibility of relying on previously acquired mental formations.
It follows from what has been said that the very first steps of a child in school should be under the close scrutiny of parents, teachers and doctors.
11. Cognitive development of primary school children
In primary school age, basic cognitive processes develop. What are the most important changes that occur during the primary school age with the perception, attention, memory, imagination, speech and thinking of the child?
Imagination.
Until the age of seven, children can only find reproductive images - representations of known objects or events that are not perceived at a given moment in time, and these images are mostly static. Preschoolers, for example, have difficulty trying to imagine the intermediate positions of a falling stick between its vertical and horizontal position.
Productive images-representations as a new combination of familiar elements appear in children after the age of 7-8, and the development of these images is probably associated with the beginning of schooling.
Perception.
At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6).
A child can deliberately examine objects and drawings, but at the same time, as in preschool age, they stand out the most striking, "conspicuous" properties - mainly color, shape and size. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching observation.
If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, synthesizing perception appears. Developing intelligence makes it possible to establish connections between the elements of the perceived.
This is easily seen when children describe the picture. A. Binet and V. Stern called the stage of drawing perception at the age of 2-5 years the stage of enumeration, and at the age of 6-9 years - the stage of description. Later, after 9-10 years, a holistic description of the picture is supplemented by a logical explanation of the phenomena and events depicted on it (the stage of interpretation).
Memory.
Memory in primary school age develops in two directions - arbitrariness and meaningfulness.
Children involuntarily remember educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or images, memories, etc. But, unlike preschoolers, they are able to purposefully, voluntarily memorize material that is not interesting to them. Every year more and more teaching is based on arbitrary memory.
The memory of children of primary school age is good, and this primarily concerns mechanical memory, which progresses rather quickly during the first three to four years of schooling. Mediated, logical memory (or semantic memory) lags somewhat behind in its development, since in most cases the child, being busy with learning, work, play and communication, completely dispenses with mechanical memory.
The improvement of semantic memory at this age goes through the comprehension of the educational material. When a child comprehends the educational material, understands it, he memorizes it at the same time. Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are inextricably linked.
Attention.
Attention develops in early school age.
Without sufficient formation of this mental function, the learning process is impossible.
Kinds of attention. Compared to preschoolers, younger students are much more attentive. They are already able to concentrate attention on uninteresting actions; in educational activity, the child's voluntary attention develops.
However, among younger students, involuntary attention still predominates. For them, external impressions are a strong distraction, it is difficult for them to focus on incomprehensible complex material.
Characteristics of the properties of attention. The attention of younger students is characterized by a small volume, low stability - they can concentrate on one thing for 10-20 minutes (while adolescents - 40-45 minutes, and senior students - up to 45-50 minutes). Distribution of attention and its switching from one educational task to another are complicated.
The volume, stability and concentration of voluntary attention to the IV grade of school in children is almost the same as in an adult. As for the switchability, it is even higher at this age than on average in adults. This is due to the youthfulness of the body and the mobility of processes in the central nervous system of the child.
Thinking
.
Thinking becomes the dominant function in primary school age. The development of other mental functions depends on intelligence.
Types of thinking. During the first three to four years of schooling, progress in the mental development of children is quite noticeable. From the dominance of visual-effective and elementary figurative thinking, from pre-conceptual thinking, the student rises to verbal-logical thinking at the level of specific concepts. According to Piaget's terminology, the beginning of this age is associated with the predominance of pre-operational thinking, and the end with the predominance of operational thinking in concepts.
In the process of teaching, scientific concepts are formed in younger schoolchildren. Mastering the system of scientific concepts makes it possible to talk about the development of the foundations of conceptual or theoretical thinking in younger schoolchildren. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on how and what the child is taught, i.e. on the type of training.
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