Massage at 1-5 months. Positive properties of massage for infants. Laying out on the stomach

20.09.2019

Federal Agency for Education

State educational institution of higher professional education

"Nizhny Novgorod State University of Architecture and Civil Engineering"

Institute of Architecture and Urban Planning

Department of Physical Education

Discipline:>

Abstract on the topic:

Performed:

Checked:

Nizhny Novgorod - 2008

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

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

1. Age characteristics …………………………………… ..

2. Psychological and physiological characteristics ……… ..

Chapter 2. Concepts> ………………………

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

Conclusion…………………………………………………………...

Bibliography………………………………………………………...

Introduction

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

Purpose of the work: to consider the characteristics of age, physical development in primary school age.

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

Subject of research: to analyze age, physical development and give a special place to physical culture at primary school age.

1. Consider age characteristics in primary school age.

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

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

Chapter 1. General characteristics.

1. Age features.

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

Conceptual thinking

Internal action plan

Reflection - Intellectual and Personal

A new level of arbitrary behavior

Self-control and self-esteem

Peer group orientation

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

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

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

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

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

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

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

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

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

2. Physiological and psychological characteristics.

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

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

1.2. Age features of primary school children

In the modern education system, primary school age covers the period of a child's life from 7 to 10-11 years. The most characteristic feature of the period is that at this age the preschooler becomes a schoolboy. This is a transitional period when a child combines the features of preschool childhood with the characteristics of a schoolchild. These qualities coexist in his behavior and consciousness in the form of complex and sometimes contradictory combinations. Like any transitional state, this age is rich in latent developmental opportunities, which are important to catch and maintain in a timely manner. The foundations of many mental qualities of a person are laid and cultivated precisely in primary school age.

Arbitrariness, internal plan of action and reflection are the main neoplasms of a child of primary school age. Thanks to them, the psyche of a junior schoolchild reaches the level of development necessary for further education in secondary school, for a normal transition into adolescence with its special capabilities and requirements.

Under the influence of a new educational type of activity, the nature of thinking changes. The main qualities of attention are improving: volume, concentration, stability. The readiness of the visual, auditory and motor mechanisms ensures the development of a meaningful, correct and purposeful perception of complex images, space, time. Memory reaches a higher level of development. Interest in causal dependencies, the identification of essential features, their recognition in new facts, the transition to generalizations and conclusions are convincing evidence of the ability to think logically.

Younger schoolchildren are most often interested not in the content of the subject and the way it is taught, but in their advancement in this subject, they are more willing to do what they do well. From this point of view, any subject can be made interesting if you give a small schoolchild to feel the situation of success,

At primary school age, with proper upbringing, the foundations of the future personality are formed. New relationships with adults (teachers) and peers (classmates), inclusion in a single system of collectives (general school, classroom), inclusion in a new type of activity (teaching) - all this decisively affects the formation and consolidation of a new system of attitudes towards people, the team , forms character, will.

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

Moral concepts and judgments of primary schoolchildren are noticeably enriched from grade I to grade III, becoming clearer and more definite. The moral judgments of first graders are usually based on their own experience of behavior and on specific instructions and explanations from the teacher and parents. Students in grades II-III, in addition to the experience of their own behavior (which, of course, is enriched) and the instructions of their elders (these instructions are now perceived more consciously), are also affected by the ability to analyze the experience of other people, and the significantly greater influence of fiction, children's films. This also characterizes moral behavior. If children of 7 years old commit positive moral actions, most often, following the direct instructions of their elders, in particular the teacher, then third graders to a much greater extent can perform such actions on their own initiative, without waiting for instructions from the outside.

The age peculiarity of children who have just entered school is a general lack of will: the younger student (especially at 7-8 years old) does not yet have much experience of a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strength and capabilities. The younger schoolchild still does not know how to comprehensively think about his decisions and intentions, he accepts them hastily, hastily, impulsively. Insufficient capacity for volitional effort is reflected in the fact that the child sometimes refuses to struggle with difficulties and obstacles, cools down to business, and often leaves it unfinished. He also does not like to alter, improve his work. Gradually, under the influence of systematic upbringing, the ability to overcome difficulties, suppress immediate desires, show perseverance and patience, and control their actions is formed.

In early school age, one can quite clearly observe the manifestations of all four types of temperament. With proper upbringing, there is a full opportunity to correct some negative manifestations of temperaments: for choleric people to develop restraint, in phlegmatic people - activity and speed, in sanguine people - patience and perseverance, in melancholic people - sociability and self-confidence. Raising will and character in younger students, the teacher teaches them to control their temperament

The character of younger students also differs in some age characteristics. First of all, children are impulsive - they are inclined to act immediately under the influence of immediate impulses, motives, for random reasons, without thinking and not weighing all the circumstances. The reason is the need for active external discharge with age-related weakness of volitional regulation of behavior.

Younger schoolchildren, as a rule, are distinguished by cheerfulness and cheerfulness. They are sociable, sympathetic and trusting, fair. In some cases, primary school students have negative forms of behavior, these include, for example, capriciousness, stubbornness. The usual reason for them is the lack of family education. The child was accustomed to the fact that at home all his desires and requirements were satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that school makes on him, against the need to sacrifice what he wants in the name of what is needed. Sometimes children show deceit, the reason for which may be the child's violent imagination or a desire to hide their bad deed due to fear of punishment. Since character is still being formed at primary school age, it is important to prevent the transformation of these purely temporary, random mental states into character traits.

The artistic and aesthetic development of children is also successful in primary school age. Children are usually very interested in drawing, modeling, singing, music; on the basis of the corresponding activity and perception of works of art (poems, music, paintings, sculptures), aesthetic feelings are formed in them.

The younger school age opens up great opportunities for fostering collectivist relations. For several years, the student accumulates, with proper upbringing, experience of collective activity, important for his further development - activity in a team and for a team. First-graders do not yet feel that they are part of a single team, they are in a sense isolated and independent, often they show manifestations of alienation, envy, and naive boasting. The collective begins to take shape when children are under the influence of the special work of the teacher. For the first time, they begin to show a benevolent interest in the successes and failures, achievements and mistakes of classmates, to show mutual assistance, they begin to treat educational activities as the business of the whole class. The education of collectivism is helped by the participation of children in public collective affairs. It is here that the child acquires the main experience of collective, socially useful activity.

The emerging moral norms of behavior in a team, feelings of mutual assistance and respect for each other are transferred to personal friendly and comradely relations of students of this age, so-called interpersonal relations are enriched.

Although the leading activity of younger schoolchildren is learning, play occupies a very large place in their lives. Collective games contribute to team building. Play creates a special kind of practice in the behavior of the child and thus contributes to the formation of valuable personality traits.

The first years of schooling are years of very noticeable development of interests. The main one is a cognitive interest in cognition of the surrounding world, a greedy desire to learn more. The development of interests goes from interests to individual facts, isolated phenomena (I-II classes) to interests associated with the disclosure of the causes, patterns, connections and interdependencies between phenomena (III class). If the main question of first graders is: "What is it?", Then at an older age the questions "why?" And How?".

With the development of reading skills, an interest in reading quickly develops, in literature with a sharp and entertaining plot, in fairy tales, and then in books with a simple science fiction and adventure story. An interest is being formed in technology (mainly among boys), moreover in modern technology: rockets, spaceships, a lunar rover, cars and airplanes of the latest type. Pupils in rural schools are beginning to noticeably take an interest in agriculture.

From the middle of the second grade, there has been a differentiation of educational interests. If first-graders are interested in learning in general, then a second-grade student will emphasize that he is interested in solving problems or writing dictations, drawing lessons, etc.

In connection with the formation of interests and inclinations, the abilities of schoolchildren begin to form. As a rule, at this age it is still too early to talk about the existing abilities, but students are already distinguished who show a relatively high level of abilities in the field of mathematics, literary creativity, music, drawing. The main way of developing abilities in primary school age is to attract schoolchildren to various kinds of circles at schools and houses of creativity.

Learning activity in primary grades stimulates, first of all, the development of mental processes of direct cognition of the surrounding world - sensations and perceptions. Younger schoolchildren are distinguished by their sharpness and freshness of perception, a kind of contemplative curiosity. A child with lively curiosity perceives the life around him, which every day reveals new and new sides to him. However, the perception in the first and at the beginning of the second grade is still very imperfect and superficial. Younger schoolchildren make inaccuracies and errors in differentiation when they perceive similar objects. Sometimes they do not distinguish and confuse letters and words that are similar in outline or pronunciation, images of similar objects and similar objects themselves. For example, they confuse the letters "w" and "u", the words "set" and "substituted", the rye and wheat depicted in the picture, pentagons and hexagons. Children often highlight random details, but do not perceive the essential and important. In a word, younger students still do not know how to examine objects.

The next feature of perception at the beginning of primary school age is its close connection with the actions of the student. Perception at this level of mental development is associated with the child's practical activities. To perceive an object for a student means to do something with it, to change something in it, to perform any action, to take it, to touch it.

A characteristic feature of students in grades I-II is a pronounced emotionality of perception. First of all, children perceive those objects or their properties, signs, features that cause a direct emotional response, emotional attitude. Visual, bright, living things are perceived better, more distinctly. However, the teacher should strive to ensure that children clearly perceive and less vivid, less exciting and entertaining, especially drawing their attention to this.

In the process of learning, perception is rebuilt, it rises to a higher stage of development, becomes purposeful and controlled activity. Through training, perception deepens, becomes more analyzing, takes on the character of observation. The teacher specially organizes the activities of students to observe certain objects, teaches children to identify essential signs and properties, indicates what should be paid special attention to, teaches systematic and systematic analysis in perception. All this must be done both on excursions in nature and at school when demonstrating various visual aids, when organizing practical work, in drawing lessons, in work.

In connection with the age-related predominance of the activity of the nervous signal system in younger schoolchildren, visual-figurative memory is more developed than verbal-logical memory. They better, faster remember and more firmly retain in their memory specific information, events, persons, objects, facts than definitions, descriptions, explanations. Everything that is bright, interesting, evoking an emotional response is better remembered.

Sometimes younger students (especially in the first two grades) are prone to rote memorization without realizing the semantic connections within the memorized material, but it would be wrong to conclude that their memory is generally mechanical in nature. Experiments have shown that meaningful memorization in younger schoolchildren has an advantage over mechanical memorization.

The illusion of the predominance of rote memorization among younger schoolchildren is explained by the fact that they often tend to memorize and reproduce material verbatim.

The main direction in the development of the memory of primary schoolchildren under the influence of learning is the increase in the role and proportion of verbal-logical, semantic memorization and the development of the ability to consciously manage memory and regulate its manifestations (voluntary memory).

Under the guidance of a teacher, schoolchildren master the techniques of self-control in memorization and reproduction. It is difficult for them to do this on their own. The insufficient development of self-control of schoolchildren in grades I-II is evidenced by frequent requests to the elders to check how they have learned the given lessons. Children not only do not know how to test themselves, but often do not understand whether they have learned a given lesson or not. When asked in class, it turns out that they cannot tell what they memorized at home. Children completely sincerely assure the teacher that they tried, read a lot, taught for a long time.

The peculiarity of the imagination of younger students is its reliance on perception. It is sometimes quite difficult for pupils of grades I-II to imagine something that does not find support in nature or in a picture. But without a recreational imagination, it is impossible to perceive and understand educational material. The main trend in the development of imagination in primary school age is the improvement of the recreational imagination. It is associated with the presentation of previously perceived or the creation of images in accordance with a given description, scheme, drawing, etc. The re-creating imagination is improved due to an ever more correct and complete reflection of reality.

The thinking of a younger student, especially a first grader, is visual and figurative. It is constantly based on perception or representations. A verbally expressed thought, which does not have support in visual impressions, is difficult for the younger schoolchildren themselves to understand. In the process of learning, thinking intensively develops. The student gradually learns to highlight the essential properties and signs of objects and phenomena, which makes it possible to make the first generalizations. On this basis, elementary scientific concepts gradually begin to form in the child.

Analytical and synthetic activity at the beginning of primary school age is still very elementary, it is mainly at the stage of visual-effective analysis based on the direct perception of objects. Second-graders can already analyze an object without resorting to practical actions with it; children are able to isolate various signs, aspects of the object already in speech form. From the analysis of a separate subject, phenomena move on to the analysis of connections and relationships between objects and phenomena.

In teaching, the ability to verbal and logical thinking, reasoning, conclusions and inferences develops. If students of the 1st and partly 2nd grade often substitute argumentation and proof with a simple indication of a real fact or rely on an analogy (far from always legitimate), then students of the 3rd grade, under the influence of teaching, are able to give substantiated evidence, expand the argumentation, build a deductive inference.

In recent years, psychologists and teachers more and more often raise the question that the mental capabilities of primary schoolchildren are underestimated. If the thinking of a younger student is characterized by a weak ability to abstract, then this is not an age-related feature of thinking, but a direct consequence of the existing teaching system. In other words, an opinion is expressed about the intellectual underload of primary school students.

Experimental teaching has shown that with a certain content and conditions of instruction in younger schoolchildren, it is possible to form a sufficiently high level of generalization and abstraction, which leads them to mastering knowledge of a scientific, theoretical nature. To a certain extent, the current programs are already guided by the great mental capabilities of junior schoolchildren - in the programs, the theoretical aspects of the educational material are significantly deepened and expanded. The student not only assimilates other people's thoughts, but with the help of the teacher independently comes to conclusions and generalizations, finds out the causes and consequences of the studied phenomena.

In close connection with the development of thinking, the development of speech also occurs. The point is not only that the vocabulary of a younger student is increasing, but also that the meaning of words is clarified, they are used in the correct meaning, and coherent speech develops. The student is improving the ability to listen to another person (teacher) for a long time and attentively, without interrupting him or being distracted. It is important to note that the clarity and imagery of the younger student's thinking is also reflected in the following: the first grader does not always realize that the teacher, referring to the class as a whole, also addresses him personally. The child does not always perceive an abstract appeal to all in his address, and at first the teacher has to concretize his words, addressing them personally to this or that child.

For the development of speech, essays on free topics, stories of children about their impressions of the excursion, the book they read, the movie they watched are useful. Systematic exercises in expressive reading aloud are also important.

The age-related feature of the attention of younger schoolchildren is the comparative weakness of voluntary attention. The possibilities of volitional regulation of attention, control of it at the beginning of primary school age are limited.

Involuntary attention is much better developed at this age. Everything new, unexpected, bright, interesting naturally attracts the attention of students, without any effort on their part. Younger schoolchildren may miss important and significant points in the educational material and pay attention to unimportant ones only because they attract children with their interesting details.

Since interest is the main motivating cause of involuntary attention, then, naturally, every teacher strives to make the lesson interesting and entertaining. But it should be borne in mind that students must gradually be taught to be attentive to what is not of immediate interest and is not interesting. Otherwise, the habit is developed to pay attention only to the interesting, and schoolchildren will not be able to mobilize voluntary attention in those cases when some elements of the activity do not cause immediate interest.

The age-related features of attention include its relatively low stability. First graders and partly second graders do not yet know how to concentrate on work for a long time, especially if it is uninteresting and monotonous; their attention is easily distracted. As a result, children may not complete tasks on time, lose the pace and rhythm of activity, miss letters in a word and words in a sentence. In grade III students, attention may already be maintained continuously throughout the lesson. It is important to periodically change the types of work of schoolchildren, to organize small breaks for rest.

Thus, at primary school age, the child will have to go through all the vicissitudes of relationships, especially with peers. Here, in situations of formal equality, children with different natural energies, with different cultures of speech and emotional communication, with different wills and an excellent sense of personality are faced. Primary school invades the child, who was previously protected by his family, with little personal experience of communication, into a situation where, in fact, in real relationships, one should learn to defend his positions, his opinion, his right to autonomy - his right to be equal in communication with other people. It is the nature of verbal and expressive communication that will determine the degree of independence and the degree of freedom of the child among other people.

We proceeded from the fact that the study of the development of creative abilities should be carried out in the mainstream of the comparison “What was and where we came to”. After a year of preparation and work on the development of the creative abilities of children, after their participation in the role-playing game, we conducted control testing on the same test as the first time, only with other analogues. The test result is shown in the table: High ...

His personal attitudes. Chapter II. Experimental studies of the mechanisms of achieving catharsis in music by primary schoolchildren. II.1 Purpose and methodology of the ascertaining experiment. The purpose of the ascertaining experiment is to identify the level of formation of musical perception in children of primary school age. To achieve this goal, the following methods were selected: 1. “Open yourself ...

Ya. A. Komensky was the first to insist on strict consideration of the age characteristics of children in teaching and educational work. He put forward and substantiated the principle of conformity to nature, according to which education and upbringing should correspond to the age stages of development (41).

Taking into account age characteristics is one of the fundamental pedagogical principles. Based on it, teachers regulate the teaching load, establish reasonable amounts of employment in various types of work, determine the most favorable daily routine for development, the mode of work and rest of the child.

Biologically, younger schoolchildren are going through a “period of the second rounding off” (48, p. 136): their height slows down and their weight increases noticeably in comparison with previous ages; 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%, and visual sensations - by 80% (48).

Intensive sensory development at preschool age provides the younger schoolchild with a sufficient level of perception for learning - high visual acuity, hearing, orientation to the shape and color of the object.

At the same time, syncretism, as well as high emotionality, remain the peculiarities of the perception of primary schoolchildren. Syncretism manifests itself in the perception of "lumps", which is characteristic of a preschooler and persists in primary school age. This feature makes it difficult to perform the analysis operations necessary in educational activities.

The initial period of school life is in the age range from 6 to 10 years (grades 1 - 4). At primary school age, children have significant developmental reserves. Their identification and effective use is one of the main tasks of developmental and educational psychology (58, p. 496). When a child enters school, under the influence of learning, a restructuring of all his conscious processes begins, their acquisition of qualities inherent in adults, since children are included in new types of activities and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.

In order to skillfully use the child's reserves, it is necessary to adapt children to work at school and at home as quickly as possible, to teach them to learn, to be attentive and diligent. Before entering school, the child must have sufficiently developed self-control, work skills and abilities, the ability to communicate with people, role behavior.

At primary school age, those basic human characteristics of cognitive processes are consolidated and further developed: attention, perception, memory, imagination, thinking and speech.

In the initial period of educational work with children, one should, first of all, rely on those aspects of the cognitive processes that are most developed for them, not forgetting, of course, about the need for parallel improvement of the others.

Attention of children to the moment of entering school should become arbitrary, possessing the required volume, stability, switchability. Since the difficulties that children face in practice at the beginning of schooling are associated precisely with the lack of development of attention, it is necessary to take care of its improvement first of all, preparing the preschooler for learning.

Attention at primary school age becomes voluntary, but for quite a long time, especially in the elementary grades, involuntary attention in children remains strong and competing with voluntary attention. The volume and stability, switchability and concentration of voluntary attention to the third grade of school in children are almost the same as in adults. Younger students can move from one type of activity to another without much difficulty and internal effort.

In a younger student, one of the types of perception of the surrounding reality may dominate: practical, figurative or logical.

The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. The memory in children of primary school age is good enough. Memory gradually becomes arbitrary, mnemonics is mastered. From 6 to 10 years old, they actively develop mechanical memory for unconnected logical units of information. The older the younger student becomes, the more advantages he has of memorizing meaningful material over meaningless material. Thinking is even more important than memory for the learning ability of children. Upon admission to school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical. However, in practice, we often encounter a situation when, having the ability to solve problems well in a visual-effective plan, the child copes with them with great difficulty, when these tasks are presented in a figurative, all the more verbal-logical form. It also happens the other way around: the child can tolerate reasoning, have a rich imagination, figurative memory, but is not able to successfully solve practical problems due to insufficient development of motor skills and abilities.

During the first three to four years of schooling, progress in the mental development of children is quite noticeable. From the dominance of the visual-effective and elementary way of thinking, from the pre-conceptual level of development and poor logic of thinking, the student rises to verbal-logical thinking at the level of specific concepts. The beginning of this age is associated, using the terminology of J. Piaget and L. S. Vygotsky, with the predominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts. At the same age, the general and special abilities of children are quite well revealed, which make it possible to judge their giftedness.

Younger school age contains a significant potential for the mental development of children. The complex development of children's intelligence at primary school age goes in several different directions:

- assimilation and active use of speech as a means of thinking;
- connection and mutually enriching influence on each other of all types of thinking: visual-effective, visual-figurative and verbal-logical;
- allocation, isolation and relatively independent development in the intellectual process of two phases: the preparatory phase (solution of the problem: an analysis of its conditions is carried out and a plan is developed); the executive phase - this is how the plan is implemented in practice.

In first graders and second graders, visual-effective and visual-figurative thinking dominates, while pupils of the third and fourth grades rely more on verbal-logical and figurative thinking, and equally successfully solve problems in all three planes: practical, figurative and verbal -logical (verbal).

In-depth and productive mental work requires perseverance from children, restraint of emotions and regulation of natural motor activity, concentration and maintenance of attention. Many of the children get tired and tired quickly. Self-regulation of behavior is especially difficult for children of 6 - 7 years of age starting to study at school. They do not have enough willpower to constantly keep themselves in a certain state, to control themselves.

Until the age of seven, children can only find reproductive images - representations of events known to them that are not perceived at a given moment in time, and these images are mostly static. Productive images-representations of the result of a new combination of some elements appear in children in the process of special creative tasks. This creates an opportunity for children to develop the distribution of attention and, as a consequence, the development of polyphonic musical abilities.

The main activities that a child of this age are mostly engaged in at school and at home are learning, communication, play and work. Each of the four types of activity characteristic of a child of primary school age: learning, communication, play and work - performs specific functions in his development.

Learning contributes to the acquisition of knowledge, skills and abilities, the development of abilities (including musical).

Of no small importance for success in learning are the communicative character traits of the child, in particular, his sociability, contact, responsiveness and complaisance, as well as strong-willed personality traits: perseverance, purposefulness, perseverance and others.

Labor plays an especially important positive role in the intellectual development of younger schoolchildren, which is a relatively new type of activity for them. Labor improves the practical intelligence necessary for a wide variety of future professional creative activities. It should be varied and interesting enough for children. It is advisable to make any task at school or around the house interesting and sufficiently creative for the child, giving him the opportunity to think and make independent decisions. The child's proactive and creative approach to work should be encouraged in work, and not only the work performed by him and its specific result.

Expanding the scope and content of communication with people around them, especially adults, who act as teachers for primary schoolchildren, serve as role models and the main source of diverse knowledge. Collective forms of work that stimulate communication are nowhere more beneficial for general development and obligatory for children than in primary school age. Communication improves the exchange of information, improves the communicative structure of intelligence, teaches how to perceive, understand and evaluate children correctly.

The game improves substantive activity, logic and methods of thinking, forms and develops the skills and abilities of business interaction with people. Children's games also become different at this age, they acquire more perfect forms. Changes, enriching due to the newly acquired experience, their content. Individual object games acquire a constructive character, they widely use new knowledge, especially from the field of natural sciences, as well as the knowledge that children acquired in the classroom through work at school. Group, collective games are intellectualized. At this age, it is important that the younger student is provided with a sufficient number of developmental games at school and at home and has time to practice them. Play at this age continues to occupy second place after educational activity (as a leading one) and significantly affect the development of children.

Of great interest to younger schoolchildren are games that make thinking, providing a person with the opportunity to test and develop his abilities, including him in competition with other people. Children's participation in such games promotes their self-affirmation, develops persistence, a desire for success, and other useful motivational qualities that children may need in their future adult life. In such games, thinking is improved, including actions of planning, forecasting, weighing the chances of success, choosing alternatives, and the like.

Speaking about the motivational readiness of children for learning, one should also bear in mind the need to achieve success, the corresponding self-esteem and the level of aspiration. The child's need to achieve success should certainly dominate over the fear of failure. Children should show as little anxiety as possible in learning, communication and practice related to ability tests in situations that involve competition with others. It is important that their self-esteem is adequate, and the level of aspirations is consistent with the real possibilities available to the child.

At the primary school age, the character of the child is mainly formed, his main features are formed, which in the future affect the practical activity of the child and his communication with people.

Children's abilities do not have to be formed at the beginning of schooling, especially those of them that continue to actively develop in the learning process. Another thing is more important: so that even in the preschool period of childhood, the child has the necessary inclinations for the development of the necessary abilities.

Almost all children, playing a lot and varied in preschool age, have a well-developed and rich imagination. The main questions that in this area may still arise before the child and the teacher at the beginning of learning, relate to the connection between imagination and attention, the ability to regulate imagery through voluntary attention, as well as the assimilation of abstract concepts that can be imagined and presented to a child, just like an adult. hard.

In this age period, there are also changes in the structure of the relationship "child - adult", it becomes differentiated and is divided into substructures: "child - teacher" and "child - parents".

The child-teacher system begins to define the relationship of the child to the parents and the relationship of the child to the children. B. G. Ananiev, L. I. Bozhovich, I. S. Slavitsa showed this experimentally. Good behavior and good grades are what construct a child's relationship with adults and peers. The system "child - teacher" becomes the center of the child's life, the totality of all conditions favorable for life depends on it.

For the first time, the child-teacher relationship becomes a child-society relationship. Within the framework of family relationships, there is an inequality of relations, in kindergarten an adult acts as an individual, and in school there is a principle “all are equal before the law”. The requirements of society are embodied in the teacher, he is the bearer of a system of standards and measures for assessment. Therefore, often, the student tries to imitate his teacher, thus approaching a certain "standard".

The situation "child - teacher" permeates the entire life of the child. If it’s good at school, then it’s good at home, then it’s good with children too.

The pliability and well-known suggestibility of schoolchildren, their gullibility, inclination to imitate, the enormous authority enjoyed by the teacher, create favorable preconditions for the formation of a highly moral personality. The foundations of moral behavior are laid precisely in elementary school, its role in the process of socialization of the individual is enormous.

From the above, we can conclude: primary school age is the period of absorption, assimilation, accumulation of knowledge. This is the most favorable period of childhood for educational influences. It is characterized by trusting submission to the authority of an adult, increased sensitivity, attentiveness. The main mental functions during this period reach a sufficiently high level, which becomes the basis for subsequent qualitative acquisitions of the psyche. Children of this age are receptive and impressionable, which ensures dynamic cognitive and personal development of the child and creates the opportunity for the development of polyphonic musical abilities.

1. The teacher, stimulating the development of voluntary interest, will have a formative effect on the mental development of the child.
2. In early school age, imitation is based on imitation of the teacher.
3. The process of mastering the analysis in children of primary school age begins with an emotional - sensory experience.
4. Teaching a younger student leads to the development of his emotional and volitional abilities.
5. Awareness of the age characteristics of children of primary school age allows the music teacher to identify the forms and methods of his professional pedagogical activity aimed at developing the musical abilities of children of this age. Among them, play occupies a special place.
6. The educational activity of younger students contributes to the development of cognitive abilities.
7. In primary school age, there is an arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of a system of scientific concepts.

Considering the peculiarities of the development of children of primary school age, we came to the main conclusion that in the development of polyphonic musical abilities, the teacher should be especially sensitive, proceed from the age characteristics of children, as well as a humane - personal approach, to stand on the positions of a differentiated approach. The teacher should know the age characteristics of children, but the approach to each child should be individual. A sensitive teacher, using an individual approach, is able to influence the development of all parameters of attention in children, - “By controlling attention, we take in our hands the key to education and to the formation of personality and character”, - L.S. Vygotsky (68, p. 173). A differentiated approach to play activity involves the involvement of each child in the game by the teacher, regardless of his age, type of temperament, knowledge, skills, etc.

Younger school age is the beginning of school life. The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 9-10 years. Physical development, stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the preconditions to systematically learn.

At this age, there is a change in the way and style of life in comparison with preschool age: new requirements, a new social role of the student, a fundamentally new type of activity - educational activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The perception of one's place in the system of relations is changing. The interests, values of the child, his whole way of life are changing.

From a physiological point of view, this is the time of physical growth, when children are rapidly reaching upward, there is disharmony in physical development, it is ahead of the child's neuropsychic development, which affects the temporary weakening of the nervous system. Increased fatigue, anxiety, increased need for movement are manifested.

Social development situation at primary school age:

1. Learning activity becomes the leading activity.

2. The transition from visual-figurative to verbal-logical thinking is coming to an end.

3. The social meaning of the teaching is clearly visible (in the attitude of young schoolchildren to grades).

4. Motivation for achievement becomes dominant.

5. There is a change in the reference group, compared with the preschool age.

6. There is a change in the daily routine.

7. A new internal position is being strengthened.

8. The system of the child's relationship with the people around is changing.

Leading activity at primary school age - educational activities. Its characteristics: efficiency, commitment, arbitrariness. As a result of educational activities, mental neoplasms: arbitrariness of mental processes, reflection (personal, intellectual), internal action plan (planning in the mind, the ability to analyze).

V.V. Davydov formulated the position that the content and forms of organization of educational activity project a certain type of consciousness and thinking of the student. If the content of training is empirical concepts, then the result is the formation of empirical thinking. If teaching is aimed at assimilating a system of scientific concepts, then the child develops a theoretical attitude to reality and, on its basis, theoretical thinking and the foundations of theoretical consciousness.

The central line of development is intellectualization and, accordingly, the formation of mediation and arbitrariness of all mental processes. Perception is transformed into observation, memory is realized as voluntary memorization and reproduction based on mnemonic means (for example, a plan) and becomes semantic, speech becomes voluntary, the construction of speech statements is carried out taking into account the purpose and conditions of speech communication, attention becomes voluntary. The central new formations are verbal-logical thinking, verbal discursive thinking, arbitrary semantic memory, voluntary attention, written speech.

At primary school age, children are able to concentrate attention, but involuntary attention still predominates among them.

The arbitrariness of cognitive processes occurs at the peak of volitional effort (it specially organizes itself under the influence of requirements). Attention is intensifying, but not yet stable. Maintaining attention is possible due to volitional efforts and high motivation.

7-8 years is a sensitive period for mastering moral norms (the child is psychologically ready to understand the meaning of norms and rules for their daily implementation).

Self-awareness is developing intensively. The formation of self-esteem of a younger student depends on the academic performance and characteristics of the teacher's communication with the class. The style of family education and the values adopted in the family are of great importance. Excellent students and some well-performing children develop an overestimated self-esteem. For underperforming and extremely weak students, systematic failures and low grades reduce self-confidence, in their capabilities. They develop compensatory motivation. Children begin to establish themselves in another area - in sports, music.

A characteristic feature of the relationship between younger students is that their friendship is based, as a rule, on the commonality of external life circumstances and random interests (children sit at the same desk, live in the same house, etc.). The consciousness of younger schoolchildren has not yet reached the level that the opinion of their peers serves as a criterion for a true assessment of oneself.

It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including in relationships with peers. Children find new group forms of activity, activities. They try to initially behave as is customary in this group, obeying the laws and regulations. Then the striving for leadership, for superiority among peers begins. At this age, friendships are more intense, but less lasting. Children learn the ability to make friends and find common ground with different people.

At the primary school age, the personality of the child is intensively formed. If in the first grade personal qualities are still poorly expressed, then by the end of the third and the beginning of the fourth year of schooling, the child's personality is already clearly manifested in the system of values and relationships with peers and adults. The stimulus for the formation of the child's value system is the expansion of social ties and meaningful relationships. The attitude to school and study has a central and system-forming position. Depending on the sign of these relations, either socially normative or deviant and accentuated personality variants begin to take shape. The greatest contribution to development along the deviant path is made by school maladjustment and academic failure. As has already been noted many times, at the end of the first grade, a group of students with pronounced neurotic and psychosomatic manifestations becomes noticeable. This group is at risk for a socially deviant variant of development, since the absolute majority of schoolchildren in this group have already formed a negative attitude towards school and study.

Frequently experienced negative emotions associated with poor academic performance and punishment from parents for school success, as well as the threat of a decrease in self-esteem, stimulate the acceleration of the formation of a psychological defense system.

The works of the American school of psychoanalysis, in particular F. Kramer, indicate the possibility of activating more mature and typologically weakly determined ego-defense mechanisms, such as projection. The functions of projection are associated with the division of the evaluative components of any event that happened to the child into negative and positive. At the same time, completely automatically and without the participation of control from the side of consciousness and self-awareness, the negative component is transferred to any participant in the events, to whom a negative role in their development is attributed. The positive side of the same event remains in the child's memory and is included in the cognitive component of his “I-concept”. Such properties of projection lead to the fact that the younger schoolchild does not develop the necessary personality traits.

Responsibility and the ability to admit your mistakes. Responsibility is usually transferred either to the parents or to the teachers, who are to blame for the child's failures. In other words, projection allows the “poor” to maintain his self-esteem and does not make him aware of what actually slows down his personal development.

Denial is the second common form of psychological defense that prevents younger students from losing their self-esteem due to poor academic performance. The intensification of denial distorts the incoming information by selectively blocking unnecessary or dangerous information that threaten the psychological well-being of the child. Outwardly, such a child gives the impression of being extremely absent-minded and inattentive in situations of communication with parents and teachers, when they try to get explanations from him about his faults. Denial does not allow the child to receive objective information about himself and about current events, distorts self-esteem, making it inadequately overestimated.

At primary school age, communication with peers is becoming increasingly important for the development of the child. In a child's communication with peers, not only cognitive object-oriented activity is more readily carried out, but also the most important skills of interpersonal communication and moral behavior are formed. The desire for peers, the thirst for communication with them make the peer group extremely valuable and attractive for the student. They value their participation in the group very much, therefore, the sanctions from the group, applied to those who violated its laws, become so effective. In this case, the measures of influence are very strong, sometimes even cruel - ridicule, bullying, beatings, expulsion from the "collective".

It is at this age that the socio-psychological phenomenon of friendship is manifested as individually selective deep interpersonal children's relations, characterized by mutual affection based on a feeling of sympathy and unconditional acceptance of the other. The most common is group friendships. Friendship performs many functions, the main of which is the development of self-awareness and the formation of a sense of belonging, connection with a society of their own kind. Ya.L. Kolominsky proposes to consider the so-called first and second circles of communication of schoolchildren. The first social circle includes "those classmates who are for him an object of stable choice - to whom he feels constant sympathy, emotional attraction." Among the rest there are those whom the child constantly avoids choosing for communication, and there are those "in relation to which the student hesitates, feeling more or less sympathy for them." These latter constitute the "second circle of communication" of the student.

Each children's group has both popular and unpopular kids. Several factors contribute to this difference in status among peers. The rationale for the choice was recorded in children, associated with an indication of attractive moral and psychological traits of a peer. The reason for the reluctance to choose a peer is characterized by an indication of poor studies, behavioral features that are directly manifested in the field of communication ("teased", "fighter", "offended"); pointing out bad behavior in the classroom; low level of development of sanitary and hygienic skills and features of appearance.

The most characteristic features of the “rejected” were: lack of involvement in a class asset; untidiness, poor study and behavior; inconsistency in friendship, friendship with discipline breakers, tearfulness.

In the work of RF Savinykh, as common to the most popular classmates, such qualities are indicated: they study well, are sociable, friendly, calm. Unpopular children showed such common unattractive traits as poor academic performance, indiscipline, affective behaviors, and inaccuracy.

Popularity in a peer group is harmed by both excessive aggressiveness and excessive shyness. Nobody likes bullies and bully, so they try to avoid an overly aggressive child. This leads to the manifestation of another cyclical pattern, as this child may become more aggressive due to frustration or an attempt to forcefully achieve what he cannot achieve by conviction. Conversely, a shy, anxious child runs the risk of becoming a chronic victim, attacked not only by recognized bully, but also by ordinary children. It is timid and shy children who experience the greatest difficulties in communication and suffer the most from non-recognition from their peers. These children tend to feel lonelier and more concerned about their relationships with other children than aggressive children rejected by their peers.

Unpopular children often have some characteristics that distinguish them from their classmates; it may be overweight, unusual name, etc. These characteristics can reduce the child's level of compliance with group standards, and this condition is extremely important during middle childhood. Seeking to conform to peer group standards can be normal, natural, and even desirable behavior.

Acceptance of a child by peers is in direct proportion to the development of his self-esteem. Self-esteem means seeing yourself as a person who has positive qualities, that is, a person who is able to achieve success in what is important to him. In early school years, self-esteem is strongly associated with confidence in one's academic ability (which, in turn, correlates with school performance). Children who do well in school have higher self-esteem than students who are not doing well. However, self-esteem may not always depend on confidence in their academic abilities: many children who cannot boast of academic success nevertheless manage to develop high self-esteem. Developing self-esteem is a cyclical process. Children usually succeed in any business if they are confident in their strengths and abilities, and their success leads to a further increase in self-esteem. At the other extreme are children who fail due to a lack of self-esteem, and as a result, self-esteem continues to fall. Personal successes or failures in various situations can cause children to see themselves as leaders or outsiders. These feelings alone do not create a vicious circle, so many children who started out with social or academic failure eventually find something they can do well.

The position of children in a peer group depends on their general adaptability. Children who are sociable, cheerful, responsive and inclined to participate in common affairs are especially popular among their peers. High intelligence, good school performance and athletic performance can also contribute to a child's popularity in a group, depending on the nature of the group's priorities and values. If a child has some characteristics that distinguish him from his peers, he is very often not popular in the group, which, in turn, can negatively affect his self-esteem. The most susceptible to peer pressure are children with low self-esteem, anxious, constantly controlling their behavior.

The presence of such personality traits as sociability, cheerfulness, responsiveness and a tendency to participate in common affairs, as well as adequate self-esteem, contribute to the child's popularity among peers. The popularity of a younger student (in particular) is influenced by his school performance, sports achievements, etc.

Children who have some features that distinguish him from the rest are not popular among their peers. Popularity in the group is harmed by both excessive aggressiveness and excessive shyness. It is timid and shy children who experience special difficulties in communication and suffer more from non-recognition from their peers. Weak communication skills are especially often found among only children in a family, if such a child is often left alone (due to the busyness of the parents). Such children are introverted - turned into their inner world - and lack the sense of security necessary for the development of communication skills.

Concluding a brief analysis of the formation of personality in primary school, it should be said that the dynamics of this process as a whole has a positive character. Children are characterized by a low level of volatility in behavior, they are very impulsive and not restrained, therefore they cannot yet independently overcome even the insignificant difficulties they encounter in learning.

Thus, primary school age is the most responsible stage of school childhood. The main achievements of this age are due to the leading nature of educational activity and are largely decisive for the subsequent years of schooling: by the end of primary school age, the child must want to learn, be able to learn and believe in himself. The full-fledged living of this age, its positive acquisitions are a necessary foundation on which the further development of the child is built as an active subject of knowledge and activity.

The period from 6-7 years old to 11-12 years old is usually called the primary school age, which is considered the pinnacle of childhood. A child retains many childish qualities - frivolity, naivety, a bottom-up look at an adult. At the same time, he is already beginning to lose his childish spontaneity in behavior, the nature of thinking is changing in the younger schoolchild.

This period is characterized by changes in both the physical and mental spheres of the child.

Growth and muscles of younger schoolchildren increase smoothly and slowly. Moreover, there is a relative equality in physical strength among boys and girls. The first milk teeth are lost, in the place of which permanent ones appear. Younger students are already able to perform controlled, purposeful movements. For this reason, they develop an interest in various sports and activities. Motor movement is making significant progress. Skills acquired in kindergarten play a role in the development of fine motor skills in children. Most writing skills are developed by the age of 6-7. During this period, perfect control of one's body develops, thanks to which it becomes possible to appreciate oneself at its true worth, to understand that "I can." Physical education plays a certain role in the physical and motor development of primary school children, provided that it is well organized.

The changes also concern the brain: the morphofunctional organization of the cortex is being improved, it regulates the functions of the subcortical brainstem formations; dominance and subordination are established in the system of interhemispheric relations, which is associated with the maturation of the corpus callosum. All this provides physiological conditions for the formation and functioning of one of the main neoplasms of this age - the ability to arbitrarily regulate mental processes, activities and behavior in general.

Globally, the leading line in the formation of the psyche is intellectual development. During this period, according to the theory of Jean Piaget, the child is at a stage corresponding to the level of specific operations. Thinking turns into logical thinking, moving more and more away from egocentrism and the predominance of intuition, acquires an abstract and generalized character. It becomes more complex, reversibility and flexibility appears. When characterizing a younger student, comparisons with the period preceding him - preschool childhood - cannot be avoided. Unlike preschoolers, children 6-7 years old have an idea of the number, they understand that a change in one parameter can be compensated for by changes in another. They are also aware of the possibility of measuring the differences between similar objects.

The stage of concrete-operational thinking is achieved by children in the process of active exploration of the world around them, knowledge of the properties of objects and the accumulation of this experience.

Changes during this period also occur with memory. At school, children are faced with an incredibly difficult task: to master the system of scientific concepts in a fairly short period of time. Memory acquires a pronounced cognitive character. Children can consciously set themselves the task of remembering certain information and this task is separated from any other. Moreover, they use a variety of memorization strategies, from basic repetition to structuring information and creating stories and visuals. Memory is especially important at primary school age, since the preservation of the information received is simply necessary for successful learning activities. Important indicators are the volume of memorized information, the speed of memorization, as well as the accuracy of memorization and storage time of information. It is clear that with an increase in the level of immediate memory, the strength of memorization of the material increases. Along with the direct, the other side of memory is mediated memorization. Its essence lies in the use of certain objects or signs that help to better remember the proposed material. This type of memory, in addition to performing the main function, is closely related to thinking, which allows not only mechanically remembering material, but also logically comprehending it and comparing it with already existing knowledge. The process of perception is now also subject to a specific task and consists in purposeful voluntary observation of an object. Learning activity is completely arbitrary in nature and therefore plays a role in the development of will. It becomes possible for the child to focus on uninteresting things.

Speaking skills are being improved. The vocabulary of junior schoolchildren continues to expand, they master more complex grammatical structures and more subtle word usage. This period is also accompanied by the active development of reading and writing skills. They involve the assimilation of phonetics, the ability to decode the alphabet, and the improvement of fine motor skills. At the same time, reading and writing are forms of symbolic communication and involve attention, perception and memory. It is easy to see how much this differs from the preschool period, when the main tasks of communication are to “speak” and “understand”. Parents, brothers and sisters, teachers, and peers are constant companions in the development of reading and writing.

In early school age, a radical restructuring of the child's relationship with reality takes place. And here again comparisons with preschool childhood cannot be avoided. Social relations of preschoolers are divided into two spheres, or situations of development: "child-adult" and "child-children". Both of these areas are related to play. The results of the game do not affect the child's relationship with the parents, nor does the relationship with other children determine the relationship with the parents. Social situations of development exist in parallel and are hierarchically linked. The well-being of the child during this period depends on intra-family harmony, emotionally warm relationships.

The system "child-adult" for a younger student is divided into two directions: "child-parents" and "child-teacher". Relationships with teachers are the first example of relationships with society. In the family, relationships are characterized by inequality; in school, everyone is equal. The teacher is the embodiment of the requirements of society, and the school system presupposes the presence of standards and measures for assessment. The school is characterized by a system of well-defined relationships that are based on the adoption of specific rules. This new direction in social interaction permeates the entire life of a child: it determines his relationship to parents and peers. All favorable conditions for life depend on him.

The new social situation of the "child-teacher" development requires a new type of activity - educational activity. It is not aimed at the result, as is commonly believed, but at identifying a way to assimilate it. All subjects of educational activity are abstract, theoretical.

“The school plays a decisive role in the development of children. This is where the child checks his intellectual, physical, social and emotional data and gets the opportunity to determine how he meets the standards set by parents, teachers and society at large. "

Learning activity is not given ready-made, it needs to be formed. This is the main task of elementary school - to teach a child to learn. This task is directly related to the formation of cognitive motivation. In the first weeks of schooling, this is not a problem. By the end of preschool childhood, the child develops a fairly strong motivation to study at school. Loss of interest in the game and the formation of educational motives are associated with the peculiarities of the development of game activity. Preschool children enjoy the process of playing, and at 5-6 years old - not only from the process, but also from the result, the win. In games according to the rules typical for senior preschool and primary school ages, the winner is the one who has mastered the game better. In game motivation, the emphasis is shifted from the process to the result; in addition, achievement motivation develops. The very course of development of children's play leads to the fact that play motivation is gradually giving way to educational motivation. This new personal education is defined by Lydia Ilinichna Bozhovich as "the inner position of a schoolchild." It combines the child's needs to attend school (to do something new, carry a portfolio, notebooks), to engage in a new learning activity for him, to take a new position among those around him. However, there is a discrepancy between the motive and the content of educational activity, which is why it gradually loses its strength. D.B. Elkonin argued that the content that is taught to him in school should encourage the child to learn.

The general dynamics of the motives of children of primary school age is as follows: at first, schoolchildren have a predominant interest in the external aspect of being at school (sitting at a desk, wearing a uniform, a briefcase, etc.), then interest arises in the first results of educational work (to the first written letters and figures, to the first marks of the teacher) and only after that to the process, the content of the teaching, and even later - to the methods of obtaining knowledge. However, the decline in motivation towards the end of primary school is normal and understandable. Staying in school in itself loses its immediate emotional attraction for the child, since this need has already been satisfied. And now the content of education and methods of obtaining knowledge are coming to the fore. The most effective for the formation of cognitive motivation are developmental classes and a problematic approach. So, V.V. Davydov and D.B. Elkonin, within the framework of the theory of developmental learning, emphasized that learning should not be based on an ascent from everyday concepts to scientific ones. On the contrary, taking into account the active development of logical thinking, teaching should be based on generalization, on scientific concepts, which are further specified. Traditional training is less conducive to the development of motivation. Most often, the leading becomes an interest not in the process, but in the result of learning - a mark, praise or material reward. The traditional education system also creates some difficulties for the development of creativity - the ability to find new, non-traditional ways of solving various problems. This skill is of great importance for the level of the performed activity, for the way of communicating with other people, for realizing one's own qualities, one's advantages and disadvantages. “Creativity in primary school age forms the ability to freely and productively use the knowledge gained, helps to learn not ready-made concepts, but methods of solving various problems, forms an attitude toward potential knowledge, toward learning to“ learn ”rather than using ready-made knowledge. In a complex and rapidly changing world, such abilities are extremely important, they help not only to adapt in a wide variety of situations, but also to self-actualize in them. "

Learning activity is unique, since during the assimilation of knowledge, the child does not change anything in this knowledge. For the first time, the subject itself, which carries out this activity, becomes the subject of change. The child turns to himself, his own changes, the emergence of reflection. This is the reason for including assessment in any learning activity. However, the assessment should by no means be purely formal. By meaningfully assessing educational activity, its results and process, the teacher sets certain benchmarks - assessment criteria that must be mastered by children. It is through the assessment that oneself is singled out as a special subject of changes in educational activity.

The structure of educational activities includes 4 components:

1. Learning task - something that the student must learn in the process;

2. Learning action - the student's vigorous activity, changes in the educational material until the discovery of the properties of the studied subject;

3. Control action - an indication of whether the student is performing the action correctly;

4. Assessment action - comparison with a task, determining whether the student has achieved a result or not.

The construction and implementation of educational activities has specific features. To characterize them, one can return to the previous periods of development and assume that at first everything is in the hands of the teacher, and he acts with the hands of the student. However, the subject of educational activity is ideal objects, which makes interaction difficult. It is no coincidence that when children make mistakes in already formed actions, they can find and correct them without difficulty, but with one condition - the motivation of an adult. Despite the transfer by the teacher of the entire operational composition of actions to the students, he alone continues to be the bearer of meanings and goals. As long as the teacher is the center of the learning situation, who exercises control, the learning actions are not completely internalized by the students.

How can you avoid this? Within the framework of Russian psychology, extensive research has been carried out on the role of cooperation with peers in the mental development of primary schoolchildren. In particular, G.A. Zuckerman, experimentally established that children, acting in the form of joint work in the classroom, more successfully form reflexive actions, compared with students in the traditional way. Cooperative learning removes the contradictions between the appearance of collaborative learning and the real, individual focus of traditional learning. These findings allow some parallels to be drawn with Jean Piaget's position on the child-child relationship. In his opinion, only when children communicate with each other can such fundamental qualities as criticality, tolerance and the ability to take the point of view of another be formed. Gradually, genuine logic and morality replace egocentrism.

Also G.A. Zuckerman emphasized the qualitative differences between cooperation with peers and cooperation with adults. There is always a division of functions between an adult and a child: the first sets goals, controls and evaluates the actions of the second. However, even with joint activity and subsequent internalization of actions, some components continue to remain with the adult. Cooperation with peers affects the process of interiorization in a completely different way. It is a mediating link between the beginning of the formation of a new action when working with an adult and a completely independent end of the formation. In cooperation with peers, communication is equal in nature, there are control and evaluative actions and statements. In cases when an adult only organizes, “launches” the work, and children act independently, it is better to take into account the partner's position, his point of view. Reflexive actions develop. Another important feature of such joint activity is that children pay attention not only and not so much to the result, but also to the mode of action, both of theirs and their partner, and their coordination takes place. This can be best observed in weak students - when they work together, they become active and interested. On the other hand, cooperation with peers was studied by V.V. Rubtsov also established that this type of joint activity is the basis of the origin of the child's intellectual structures.

Learning activity, as already noted, is the leading one in primary school age. All other activities, including play, are subject to her. It would be wrong to assume that the game completely disappears from the world of the elementary school student. It persists, but undergoes significant changes. As they grow older, the enjoyment of the game is replaced by the pleasure of achieving a predetermined result. At school age, the game is hidden, moves into the field of imagination. It allows you to make the meaning of things more explicit for the child, brings it closer.

The younger school age is also characterized by a certain dynamics in the development of the motivational-need sphere. The development of thinking, the ability to understand the world around us is gradually transferred to oneself. Comparison of one's own success and grades with the achievements of classmates plays a role in differentiating and improving the adequacy of the child's self-esteem. School, teachers and classmates play a dominant role in the self-identification of a younger student. The positive development of his personality depends on how successfully the child begins to learn, how he develops relationships with teachers and how his academic success is assessed. Low academic performance and conflicts with the teacher during this period can lead not only to deviations in the cognitive plan, but also the appearance of other negative symptoms, for example, anxiety, aggression, inadequacy.

What neoplasms of primary school age can be distinguished on the basis of what has been said?

First, the arbitrariness and awareness of mental processes and their intellectualization. Thanks to the assimilation of the system of scientific concepts, their internal mediation also occurs. However, all this still does not apply to the intellect, which does not yet “know itself”.

Secondly, active awareness of one's own changes as a result of the development of educational activity, that is, the formation of reflection.

Thirdly, the formation of an adequate and stable self-esteem, the source of which is the comparison of one's own successes and grades with the achievements of classmates in the framework of educational activities.

So, primary school age is the flowering of childhood and, at the same time, the beginning of a new, school life. Entering it, the child acquires the inner position of the student, educational motivation. All mental processes are mediated by the development of intelligence. Educational activity becomes the leading one for the younger schoolchild. The teacher embodies the requirements and expectations of society for him. Personal communication at this age depends on school success, teacher attitude and grades. On the other hand, it makes self-esteem more adequate and helps the socialization of children in new conditions, as well as stimulates their learning. In the studies carried out, it was experimentally established that the situation of equal communication gives the child the experience of control and evaluative actions and statements. Taking into account the partner's position, his point of view is better ensured, egocentrism is overcome. Reflexive actions develop.