Development of planning skills in younger students in educational activities. Reflection and an internal plan of action as the main psychological neoplasms in primary school age Conditions for the development of an internal plan of action

CHAPTER I. The problem of forming an internal plan of action for younger students in psychological research.

1.1. The state of the problem of forming an internal plan of action in primary school age in developmental and pedagogical psychology.13.

I.2. Formulation of the problem. Hypotheses, tasks, research methods.

CHAPTER ^Experimental study of the features of the internal plan of action in younger schoolchildren.

II. 1. Tasks, stages, methodology of the ascertaining experiment.

II.2. Analysis of experimental data.

Chapter conclusions.

CHAPTER III. Formation of an internal plan of action for younger students in specially created conditions.

III. 1. Tasks and methodology of the formative experiment.

III.2. Analysis of the results of the formative experiment.

Chapter conclusions.

Recommended list of dissertations

Psychological features of the formation of an internal plan of action among students of a pedagogical university 2004, candidate of psychological sciences Zhuina, Diana Valerievna
Formation of the Generalization of Mental Actions in Primary School Students in the Conditions of Intellectual Dialogue 2000, candidate of psychological sciences Kuvarina, Natalya Valentinovna
Formation of self-regulation in younger students in educational activities 1998, candidate of psychological sciences Rosina, Natalya Leonidovna
Development of educational cooperation between junior schoolchildren and peers and a teacher in the conditions of formal and informal communication 2004, candidate of psychological sciences Runova, Tatyana Aleksandrovna
Development of flexibility of mental actions in junior schoolchildren in the conditions of personality-oriented learning 2004, Candidate of Psychological Sciences Fedoseeva, Olga Igorevna

Introduction to the thesis (part of the abstract) on the topic "Formation of an internal plan of action in children of primary school age"

Among the priority tasks facing the modern education system, the tasks of forming an active creative personality, creating full-fledged conditions for the personal development of each child, forming him as a subject of educational activity are highlighted.

These tasks acquire particular relevance at the beginning of schooling in connection with the formation of basic learning abilities in a younger student, which largely determines the success of his further learning and development.

The formation of a child as a subject of educational activity becomes possible as a result of the formation of a number of mental qualities. Among them, a special place is occupied by the internal plan of action (IPA) as a specific form of internal activity of the individual. In Russian psychology, the VPD is considered as an integrative ability that accumulates a number of intellectual abilities that provide a person with the opportunity to set goals, outline ways to achieve them and implement their plans.

In this regard, the problem of the formation of the VPD in children in the process of educational activity clearly arises.

In psychological science, the problem of the formation of the VPD has become relatively independent relatively recently, although the phenomenon of the VPD in psychology has been identified for a long time. The scientific basis for identifying the problem of VPD as an independent and its further development was the work of L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, D.B. internalization (the process of transforming mental functions from external to internal), means of mastering by individuals their mental processes, as well as questions of optimal conditions for the formation of mental functions.

Developmental and educational psychology have a wide range of studies in which the problem of the formation of VPD is considered in the context of other problems: thinking (V.S. Bibler, D.B. Bogoyavlenskaya, L.S. Vygotsky, P.Ya. Galperin, V.S. Goncharov, V.V. Davydov, A.Z. Zak, E.I. Isaev, A. Kagalnyak, I.A. I. Motkov, V. T. Nosatov, L. F. Obukhova, J. Piaget, Y. A. Ponomarev, A. I. Raev,

A. Rey, S. L. Rubinshtein, Yu. A. Samarina); self-regulation (E.B. Aksyonova, T.Yu. Andrushchenko, L.V. Bertsfai, L.I. Bozhovich, Yu. Galanter, A.V. Zakharova, I.I. Kondratiev, O.A. Konopkin, D. Miller, K. Pribram, N.L. Rosina, U.V. Ul'enkova); creativity (A.A. Bloch, Ya.A. Ponomarev, P.K. Engelmeyer, P.M. Yakobson); forecasting (A.B. Brushlinsky, T.B. Bulygina, L.R. Moshinskaya, I.M. Feigenberg, N.Yu. Flotskaya); educational activities (L.V. Bertsfai, T.N. Borkova, A.V. Zakharova, N.N. Lobanova, A.K. Maksimov, I.I. Kondratiev, A.I. Raev, N.L. Rosina , E.A.Faraponova, D.B.Elkonin).

Within the framework of the above directions in psychological research, HRP is considered as a function of thinking, a structural component of self-regulation, educational activity, an integral part of the creative process, orientation activity, forecasting, and the basis of goal setting.

Traditional is the recognition of the great importance of the VPD for the development of intelligence. Currently, there are studies that convincingly prove the influence of HVD on the personality of the child, the formation of moral behavior (T.B. Bulygina, V.V. Khromov), self-esteem (T.B. Galkina), communication of the child with adults (A.V. .Bolbochan).

A significant contribution to the study of the problem of the formation of the VPD was made by

V.V.Davydov, A.Z.Zak, E.I.Isaev, I.I.Kondratiev, N.N.Lobanova, V.Kh.Magkaev, Ya.A.Ponomarev. These authors have made VPD the subject of a special study. In their works, various aspects of the problem of the formation of VPD in children of primary school age were elucidated. The authors reveal the issues of the essence of the VPD, highlight the planning function at the stage of organizing actions and in the process of their implementation, as well as the levels, properties, types, types of the VPD.

The works of P. Ya. The process of internalization, according to PL. Galperin, is the process of transforming the expanded external action of a child and an adult into an abbreviated, internal, individual action. The stages through which the action passes in this process, according to P. Ya. Galperin, correspond to the genetic stages of the formation of the VPD.

For the formulation of the research problem and its further development, the works of L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, I.I. Kondratiev, L.S. Luchanskaya, S.L. .V.Ulyenkova and others. The studies of these authors contain provisions that allowed us * to come to a number of conclusions. Namely, at primary school age there is an intensive formation of awareness of behavior and its mechanisms. VPD at primary school age is the most important element of arbitrariness, the main functions of which are the awareness and organization of one's own actions. In other words, the VPD at primary school age acts as a mechanism for awareness of actions.

This aspect of the problem of the formation of the VPD has not yet been the subject of a special consideration of psychological research.

Modern developmental and educational psychology has a number of studies that are of undoubted interest in terms of studying the psychological conditions, means, techniques, and content of the formation of the VPD. In most studies, the identified issues are considered in relation to children of primary school age, which, in our opinion, can be explained by the traditional consideration of VPD as neoplasms of primary school age.

Among the favorable conditions for the formation of VPD, researchers distinguish: phased development of VPD, taking into account the structure of this ability (N.N. Lobanova); group form of work, in particular, work in dyads (V.V. Andrievskaya, V.V. Davydov, A.Z. Zak, V.Ya. Lyaudis, Yu.A. Poluyanov, Ya.A. Ponomarev, V.V. Rubtsov, G.A. Tsukerman); oral form of work (V.V. Davydov, R

A.Z.Zak, E.V.Zaika, E.I.Isaev, Ya.A.Ponomarev).

As the optimal means and content for the purposeful formation of VPD, the authors single out modeling (L.A. Venger, A.Z. Zak, O.D. Zakharova, N.G. Salmina, O.V. Suvorova, E.A. Faraponova, L.D. Fridman) and solution of theoretical problems (V.V. Davydov, L.K. Magkaev, Ya.A. Ponomarev, V.N. Pushkin, A.G. Pushkina).

However, it is worth noting that the authors single out gaming as the content for the formation of the VPD. The exception is the study by N.N. Lobanova. Thus, it can be stated that in studies on developmental and pedagogical psychology, the issues of the formation of VPD by means of leading activity in primary school age have not received due consideration, i.e. educational activity. In our opinion, this introduces significant limitations in solving the problem of the formation of the GPA in primary school age. Based on the fundamental position of Russian psychology about the significant role of the leading activity in terms of the formation of age-related neoplasms, it can be argued with a significant degree of probability that the VPD will be most successfully formed in educational activities.

In this regard, the following issues seem to be particularly relevant to us: a multidimensional study of the specifics of the manifestation of HSD as a mechanism for understanding actions in primary school age; development of fundamental principles and approaches to the design of programs aimed at diagnosing and forming VPD by means of educational activities.

The purpose of our dissertation research is to study the psychological specifics of the formation of the VPD in younger students in different conditions of the psychological and pedagogical organization of their activities.

Object of study: the mechanisms of the internal plan of activity in primary school age.

Subject of study: features of the HPA as a mechanism for understanding actions in the context of the traditional and purposeful formation of this quality in younger students.

Hypotheses of the study: 1. In primary school age, the VPD is a mechanism of awareness of actions, which manifests itself in the preliminary construction of an ideal model of future actions and orientation to this model in the process of its implementation.

The essence of the VPD as a mechanism for awareness of actions in primary school age has the following structure:

1) analysis of the conditions of the problem;

2) decision planning;

3) the ability to follow the ideal plan in the process of its implementation;

4) the ability to explain in a detailed speech form the result of actions;

5) the transfer of a previously learned action to new conditions;

6) the degree of independence of actions in the process of completing the task.

Hypothesis 2. The formation of VPD as a mechanism for understanding actions is carried out in the best way in the process of specially organized educational activities that take into account the actual and potential characteristics of the child in this process.

In accordance with the goal and hypotheses put forward, the following research objectives were identified:

1. To study the current state of the problem of VPD in psychology, to determine the psychological essence of this concept.

2. Determine the main approaches to the development of programs for the study and formation of VPD in the educational activities of younger students.

3.Develop and test a diagnostic technique that allows you to study the psychological characteristics of the VPD as a mechanism for understanding actions.

4. To trace the age dynamics of the GPA as a whole and its main structural components in younger schoolchildren in the absence of a targeted impact.

5. To develop and test, under specially created psychological and pedagogical conditions, a program for the formation of VPD in children of primary school age, aimed at realizing their potential, to evaluate its effectiveness.

6. To trace the dynamics of the formation of the VPD in children of primary school age in the conditions of specially organized educational activities.

Methodological basis of research I

When considering various aspects of the designated problem, we relied on: modern theoretical and practical achievements of psychological thought about the objective laws of the development of the child's psyche; about the role of the subjective factor in this process; conceptual approaches to understanding the connection between the development of the child's psyche and education and upbringing; about the development of the psyche in activity, reflected in the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.N.

The following methods were used in the dissertation research: study and analysis of studies carried out in the field of developmental and educational psychology; theoretical modeling of the program for the study of HRP in children in the conditions of ascertaining and formative experiments; an individual ascertaining experiment aimed at diagnosing the individual and individually-typical features of the HRP as a mechanism for understanding actions in the subjects, as well as at studying the age dynamics of the development of the main structural components of the HRP; a formative experiment aimed at realizing the age-related capabilities of younger schoolchildren in the formation of the GPA; a control individual ascertaining experiment in order to track the effectiveness of the formative program; evaluation of the effectiveness of the program of the formative experiment based on the quantitative and qualitative analysis of its results; observation, conversation, study of products of activity, methods of mathematical statistics and some others.

Scientific novelty and theoretical significance of the work. - theoretical approaches to the development of a program for diagnosing and forming VPD as a mechanism for understanding actions in primary school age are determined;

The psychological essence of the concept of VPD in relation to children of primary school age is determined; for the first time, as a special subject of research, the features of the VPD as a mechanism for understanding actions in younger schoolchildren were singled out; the functional load of the structural components of the HRP was determined, the criteria for qualitative and quantitative characteristics of the levels of formation of the HRP in children were identified; the levels of HRP formation in the subjects were modeled;

A criterion-oriented diagnostic technique has been developed and tested, which makes it possible to identify the features of the VPD;

Collected and systematized factual data illustrating the age, individual and individual - typical features of the HPD;

Psychological and pedagogical conditions have been identified that optimize the formation of the VPD in younger schoolchildren in the learning process; specific enough to be used in the practice of working with younger students, a model of a comprehensive program for the phased formation of their VPD by means of educational-type classes has been developed;

Traced the general possibilities in the formation of the structural components of the ERP, as well as the ERP in general in children of primary school age;

As a result of approbation of the formative program developed in the study, the most important theoretical provisions of pedagogical psychology about the leading role of qualified pedagogical management in the formation of VPD have been confirmed and concretized.

The practical significance of the study is determined by the possibility of using its results in the practice of studying and developing children of primary school age. The developed diagnostic technique, the identified and described criteria-oriented evaluation levels of GPA as a mechanism for awareness of actions by younger students can be used by qualified teachers and school psychologists in order to study younger students. The program for the phased formation of the VPD can be organically included in the school learning process.

The results of the research can be used in lecture courses, special courses, practical and seminar classes for students of pedagogical universities, as well as in the system of advanced training of teaching staff. i Provisions submitted for defence.

1. The formation of the VPD as one of the sides of the subjective activity of a younger student is the most important condition for his formation as a subject of educational activity.

2. At primary school age, along with the function of planning - actions, the VPD begins to perform the function of awareness of actions, i.e. is a mechanism for understanding actions, which consists in the preliminary construction of a model of future actions and orientation towards the ideal model in the process of its implementation.

3. In the study, the following components of the HRP in a younger student were identified: the ability to explain the result of actions in a detailed speech form; the transfer of a previously learned action to new conditions (as an indicator of the generalization of the VPD); the degree of independence of the child's actions in the process of completing the task. All of them are aimed at awareness of actions. In the complex, the indicated components significantly complement other components, to those identified in the works of A.Z.Zak, V.Kh.Magkaev, Ya.A.

4. The criterion-oriented psychological diagnostic technique designed and tested by us in the study is of objective importance, since it allows obtaining data on the peculiarity of the manifestation and formation of HSD in a child of primary school age in the range of five levels in the direction from the optimally realized age potential to a pronounced absence (immaturity ) b> the ability being studied.

5. Criteria-oriented diagnostic technique allows predicting the psychological and pedagogical conditions for the effective realization of the potential of younger students in the formation of HPA, and also helps to see the unrealized opportunities of each individual child, which is extremely important for creating a program to help him.

6. The psychological content of the VPD, its main components lend themselves to purposeful formation with varying degrees of effectiveness. The ability to explain the result in a detailed speech form, as well as the ability to follow the ideal model in the process of its implementation, lends itself most successfully to targeted pedagogical influence.

7. The most difficult in terms of formation are: independence in the analysis of the conditions of the task, as well as the transfer of learned actions to new conditions, i.e. generalization of the VPD.

8. The diagnostic methods developed and tested in the study and the program for the formation of VPD in younger schoolchildren are sufficiently informative in order to organize differentiated and individualized assistance to children, which gives us the necessary grounds for recommending them in the practice of working with children of primary school age.

The dissertation structure corresponds to the logic of scientific research. The work consists of an introduction, three chapters, a conclusion, a list of references in the amount of (180) titles, applications (7). The work is illustrated with tables (18), diagrams (2), a histogram.

Similar theses in the specialty "Pedagogical psychology", 19.00.07 VAK code

Features of the relationship of some components of sensorimotor activity with the communicative function of speech in younger schoolchildren with mental retardation 2010, candidate of psychological sciences Khorsheva, Natalya Alexandrovna
Formation of independent thinking in younger schoolchildren with mental retardation 1994, candidate of psychological sciences Knyazeva, Tatyana Nikolaevna
Features of reflexivity of creative thinking of younger schoolchildren 2002, candidate of psychological sciences Popryadukhina, Natalia Grigorievna
Formation of self-regulation in the process of educational activity in younger students with intellectual disabilities 2003, candidate of psychological sciences Metieva, Lyudmila Anatolyevna
Features of the development of personal self-regulation in primary school age 2004, candidate of psychological sciences Mamonova, Elena Borisovna

Dissertation conclusion on the topic "Pedagogical psychology", Minaeva, Elena Viktorovna

CONCLUSIONS ON CHAPTER III.

Thus, the results of the formative experiment showed:

1. The conducted study confirmed our hypothesis that special psychological and pedagogical conditions can contribute to the effective formation of the CAP as a mechanism for awareness of actions in younger students. The reliability of a positive shift in the values of the GRP that occurred during the formative experiment was confirmed using the non-parametric method of mathematical statistics - the Mann-Whitney U-test (Table 18).

2. The formation of the VPD as a mechanism for awareness of actions among younger schoolchildren occurs unevenly. When considering the achievements of the children of the experimental group, in terms of the maximum possible formation of the structural components of the CAP, as a mechanism for understanding actions, one can point out the shifts that have occurred in the development of the CAP: analysis of the conditions of the task - 11.53%; decision planning - 42.2%; the ability to follow an ideal plan in the process of its implementation - 38.2%; the ability to explain the result of actions in a detailed speech form - 34.5%; transfer - 30.8%; the degree of independence of actions in the process of completing the task (average) - 21.2%;

These indicators indicate that the most sensitive to formative influences were: decision planning, the ability to follow an ideal plan, the ability to explain the result of actions in a detailed speech form.

The process of formation of such structural components of the VPA as analysis, transfer and degree of independence of actions turns out to be more lengthy and complex.

We believe that this may be due to a number of circumstances. Firstly, the transfer is an indicator of the generalization of the GPA, which begins to form intensively at primary school age and continues in other age periods. Secondly, a high degree of independence of actions in the process of completing a task characterizes a high-level developed VPD. However, the formation of the VPD does not end with the primary school age, but continues into adolescence. This conclusion is consistent with the remark of P.Ya. Thirdly, the complexity of the formation of analysis can be explained by the complexity of the content (text tasks), as well as the fact that in the process of formation we tried to form a theoretical analysis in the subjects, which begins to take shape, but does not end at primary school age.

3. In the course of the study, it was found that when analyzing the conditions and planning a solution (even with the help of an adult), the vast majority of the subjects were able to independently and fully realize their plans, as well as fully and independently explain the result in a detailed speech form.

That is, by the end of the formative experiment, such structural components of the HRP were formed most fully, such as the ability to follow the planned plan - 96.2%, the ability to explain the result of actions in a detailed speech form - 88.5%. Thus, we can assume that at primary school age these skills can reach a high level of development.

4. In the course of the experiment, the independence of children's actions increased significantly. On average, by 21.2%, and for some structural components - by 42.4% (decision planning is the 2nd structural component of the VPA), 38.2% (the ability to follow an ideal plan is the 3rd structural component of the VPA). However, the need for assistance is still high. This is especially evident at the stage of conditions analysis - 11.5%.

5. A more successful and effective formation of the VPA, as a mechanism for awareness of actions, is facilitated by special psychological and pedagogical conditions, to which we attributed the following: it is necessary to carry out through a system of specific mental actions, namely the structural components of the VPD; b) the allocation of large content units in the educational material for mastering the general mode of action. Carrying out work aimed at students' conscious possession of mathematical terminology. This will provide opportunities for children to see the common in the different, will contribute to a deeper understanding of the mode of action and expand the possibilities of transferring actions to new conditions; c) activation of methods and forms of education, involvement of children in search activities in solving educational problems, the use of various active methods and forms of education for this purpose; d) the use of visual models-algorithms, diagrams, sign-symbolic means in order to effectively assimilate the essential aspects of the material being studied by children.

6. Developed and tested in the study, the program for diagnosing and forming VPD as a mechanism for understanding actions in primary school age on the basis of mathematics can be used in school practice by primary school teachers and practical psychologists as a diagnostic and developmental tool.

CONCLUSION

The theoretical and experimental research we carried out, devoted to the study of the specifics of the formation of an internal plan of action as a mechanism for understanding actions in younger students in educational activities, made it possible to draw the following general conclusions:

1. We received confirmation, development and concretization of the most important theoretical provisions of developmental and educational psychology, which underlie our hypotheses:

HRP as a fundamental component of human intellect, as an integrative ability, has specific manifestations in different age periods, in particular in primary school age;

VPD at primary school age is the most important component of arbitrariness, the main functions of which are the awareness and organization of one's own actions. This allows us to say that the VPD in children is a mechanism for awareness of actions, which consists in the preliminary construction of a model of future actions and orientation to this model in the process of its implementation;

In developmental and educational psychology, the planning function of the VPD is traditionally distinguished. In accordance with it, most researchers, when determining the essence of VPD, distinguish the following structural components: analysis of the conditions of the problem, planning a solution, and the ability to follow an ideal plan. However, we believe that the identified structural components do not fully exhaust the content of the VPD as a mechanism for the child to become aware of his own actions. Based on this, we supplemented the structure of the VPD with the following components: the ability to explain the result in a detailed speech form, the transfer of a previously learned action to new conditions, the degree of independence of actions in the process of completing a task. The structural components of the VPD carry a different functional load: the first three components of the VPD represent the operational part of the VPD; the remaining components are indicators of awareness of actions;

In the course of the study, the identified structure made it possible to see the specifics of the formation of the GPA in primary school age (in the range of 6-10 years) in the aspect of interest to us.

2. Criteria-oriented diagnostic techniques developed and tested in the study, aimed at identifying age-related and individual-typical actual and potential features of the formation of HPA in younger schoolchildren, contributed to obtaining valuable factual data on the qualitative originality of this ability and its structural components, on the specific features of its manifestations in play and learning activities.

3. Criteria-oriented diagnostics made it possible to reveal the scatter of factual data within the primary school age for five main levels characterizing the different degree of HPA formation from the optimally realized age potential to the initial stages of the formation of this ability.

4. The results of the ascertaining experiment showed the age-related dynamics of the formation of the VPD as a whole and its individual structural components, in particular, on the game and educational content in the conditions of traditionally organized activities. In the course of the ascertaining experiment, no significant differences were found in the manifestations of the structural components of the HRP in children on play and educational content. That allows us to state the parallelism of the formation of the VPD on the game and educational content. Insignificant differences in the manifestations of HSD in children on play and educational content, in our opinion, can be explained by the specifics of the content itself.

5. The data obtained in the ascertaining experiment made it possible to identify the positive dynamics of the formation of the GPA in the traditional conditions of the organization of educational activities, which is expressed in the qualitative improvement of all structural components. Under the same conditions of the experiment, negative characteristics of the ability studied in children were revealed, which manifested themselves: in the inability to fully identify the constituent elements of the task, in their lack of integrity in planning actions, in deviation from the planned plan in the process of its implementation, attraction to the help of an adult in the process of completing the task, in the intuitive nature of the transfer. In other words, in the conditions of traditionally organized educational activities, elementary school students do not realize their potential in the formation of the GPA.

6. Theoretical data of domestic researchers on the specifics of the formation of HPA and the characteristic actual and potential individual-typical features of HPA in younger schoolchildren identified in the ascertaining experiment served as the basis for modeling the program for the formation of this ability in our subjects. The following basic principles were used as the basis for modeling the program for the formation of the VPD:

The principle of subjectivity, which provides for reliance on the subjective experience of the child, his active forces, taking into account his actual and potential capabilities;

The principle of internalization (transfer of external, practical actions into an internal plan). The practical purposeful implementation of this principle was carried out using the method of step-by-step transformation of the external expanded action of the child into an abbreviated, internal action according to P. Ya. Galperin);

Optimal conditions for the formation of VPD, as neoplasms of primary school age, can be provided by means of educational activities, as the leading one in this age period.

When developing the program for the formation of the VPD, we believed that: - the formation of the VPD should be carried out gradually, in stages. Each stage of formation should be aimed at the formation of one or another structural component;

The pedagogical impact on children and its duration should be determined by the pace of individual advancement of children in the formation of the structural components of the VPD and differentiated assistance to the child, both in collective classes and in group and individual work with them;

For each stage of the formation of the HRP, exercises should be developed, their system, ending with control creative tasks, the purpose of the control classes is to trace in detail the features of the formation of the structural components of the HRP in specially organized conditions;

The main forms of work with children were determined: frontal, group, individual; As a means of solving the tasks set, the following were identified: tasks of a problematic and traditional nature; visual models - algorithms symbolizing the main stages of actions; sign-symbolic means of designation of ongoing actions.

7. A specially developed and implemented program for the formation of a younger student as a subject of internal activity by means of leading activity has made it possible to achieve positive results. The subjects of the experimental group showed significantly higher results of the development of the VPD than the children of the control group. More than half (53.8%) of the subjects of the experimental group showed I level of HRP development, while in the control group none of the subjects showed level I. Positive tendencies in the formation of the structural components of the ERP in children of the experimental group were revealed. There were shifts in terms of the maximum possible results for all structural components (analysis - 11.5%; planning - 42.2%; ability to follow the plan - 38.2%; ability to explain in a detailed speech form - 34.5%; transfer - 30 .8%, degree of independence (average) - 21.2%). It has been established that in conditions of purposeful formation, the ability to follow a plan and the ability to explain in a detailed speech form the result of actions in primary school age can reach a high level of development. The subjects of the control group showed positive trends in the formation of the analysis of conditions; the ability to follow the plan and the ability to explain the result in a detailed speech form. These indicators are significantly lower when compared with the indicators demonstrated by the subjects of the experimental group.

8. It was revealed that the process of formation of such structural components of the VPD as: analysis, transfer, degree of independence turned out to be more lengthy and complex. We believe that this may be due to the age characteristics of the younger student. These structural components of the HRP, being intensively formed at primary school age, do not complete their formation in this age period.

9. The experimental methods proposed in the study turned out to be quite informative in terms of elucidating the positive and negative features of the manifestations of HPD. This allows us to recommend them as a means of diagnosing and monitoring the formation of this ability in work with children of primary school age.

10. The program for the formation of GPA in primary school age by means of mathematics, developed in the study, can be used in the educational process of teaching younger students in the form of including the program in mathematics lessons or in the form of additional classes with the necessary qualifications of teaching staff.

11. In the course of the pilot study, a number of issues have emerged that require special study. Among them: the features of interdependence between the structural components of the HPT, the stability of the manifestations of the HPT at different contents. These issues are of undoubted interest and great importance in terms of studying the problem of the formation of the VPD and can be considered as directions for further research of the problem of interest to us.

List of references for dissertation research candidate of psychological sciences Minaeva, Elena Viktorovna, 2000

1. Akimova M.K., Gurevich K.M., Zarkhin V.G. Diagnosis of individual mental differences in learning. // Questions of psychology. 1984. No. 6. pp.72-78.

2. Andrievskaya V.V., Ball G.A., Kisarchuk Z.G., Musatov S.A. Psychological prerequisites for the effectiveness of joint educational work of younger schoolchildren // Questions of Psychology 1985. No. 4. pp. 38-46.

3. Arginskaya I.I. Mathematics 1kl. (teacher's manual for a stable textbook). M., 1996. 119s

4. Arginskaya I.I. Mathematics 2cl. (teacher's manual for a stable textbook). M., 1996. 111s.

5. Arginskaya I.I. Mathematics (teacher's manual for a stable textbook). M., 1997. 86s.

6. Borkova T.N. On the formation of middle school students' ability to plan their work in labor lessons. // Questions of the psychology of teaching work at school. M., 1968. S. 59-111.

7. Berzfai JI.B. The specifics of the educational action of control. // Questions of psychology. 1987. No. 4. pp. 55-61.

8. Bertsfai JI.B., Zakharova A.V. Evaluation by students of the process and results of solving various problems. // Questions of psychology. 1975. No. 6. pp. 59-67.

9. Bibler B.C. Thinking as creativity. Introduction to the logic of mental dialogue. M., 1975. 399s.

10. Bogoyavlenskaya D.B., Ginzburg M.R. To the question of the personal aspect of thinking. // Soviet Pedagogy. 1977. No. 1. pp. 69-77.

11. Bogoyavlenskaya D.B. Method for studying the levels of intellectual activity. //Questions of psychology. 1971. No. 1. pp. 144-146.

12. Boguslavskaya Z.M. Features of orienting activity in the process of forming initial ideas in preschool children.

13. Questions of psychology. 1961. No. 3. pp. 93-100.

14. Bozhovich L.I. Personality and its formation in childhood. M., 1968. 464s.

15. Bozhovich L.I. Stages of personality formation in ontogeny (II). // Psychology of Personality. In 2 volumes. Samara, 1999 V.2. pp. 95-145.

16. Bozhovich L.I. Stages of personality formation in ontogenesis. // Questions of psychology. 1978. No. 4. pp. 23-35.

17. Bolbochan A.V. The influence of communication with adults on the development of actions in the internal plan in young children. // Questions of psychology. 1983. No. 2. pp. 68-73.

18. Bolbochan A.V. Formation of VPD in children of the second year of life in communication with adults: // Dis. . cand. psychol. Sciences. M., 1983. P.167

19. Bruner J. Development of representational processes in children. // Questions of psychology. 1968. No. 5. pp. 135-145.

20. Brushlinsky A.B. Thinking and forecasting. M., 1979. 230s.

21. Brushlinsky A.V. Activity, action and the mental as a process. //Questions of psychology. 1984. No. 5. pp. 17-29.

22. Brushlinsky A.V. Subject, thinking, teaching, imagination. M. - Voronezh, 1996. 387s.

23. Bulygina T.B. Forecasting in educational activity and moral behavior of younger schoolchildren: Abstract of the thesis. cand. dis. St. Petersburg, 1996. 16s.

24. Burmenskaya G.V. Intellect and development of cognitive activity of a child in genetic psychology J. Piaget. // New in psychology. Moscow State University. 1977. Issue 2. S.23-31.

25. Burmenskaya G.V. Education as a method of studying the mental development of the child in the works of the Geneva psychological school. // Issues of psychology. 1981. No. 2. pp. 106-111.

26. Burmenskaya G.V. The concept of quantity invariance as an indicator of a child's mental development. // Questions of psychology, 1978. No. 6. pp. 142-152.

27. Vallon A. From action to thought, Moscow, 1957. 168s.

28. Vallon A. Mental development of the child M., 1967. 195p.

29. Wenger JI.A. Mastering the indirect solution of cognitive tasks and the development of the cognitive abilities of the child. // Issues of psychology. 1983. No. 2. pp. 43-50.

30. Wenger L.A. The development of general cognitive abilities in the process of preschool education. M., 1986. 222p.

31. Probabilistic forecasting in human activity. Ed. I.M. Feigenberg, G.E. Zhuravlev. M., 1977. 391s.

32. Age opportunities for learning. / Ed. V.V.Davydov, D.B.Elkonin. 1966. 442p.

33. Vygotsky L.S. Selected psychological studies. M., 1956. 519s.

34. Vygotsky L.S. Crisis of seven years. // Collection. cit.: in 6 t. M., 1984. V.4. pp. 376-386.

35. Vygotsky L.S. Thinking and speech. // Collection. cit.: in 6 vol. M., 1984. Vol. 2. S.6-360, 1996. S. 415.

36. Vygotsky L.S. Pedagogical psychology. M., 1991. 480s.

37. Vygotsky L.S. Age problem. // Collection. cit.: in 6 t. M., 1984. V.4. pp. 244-269.

38. Vygotsky L.S. Development of higher mental functions. M., 1960. 499s.

39. Gamezo M.E. Signs and sign modeling in cognitive activity: // Day. . cand. psychol. Sciences. 1977. 147p.

40. Galkina T.B. Peculiarities of assessment and self-assessment in the situation of forecasting the achieved results. // Issues of psychology. 1985. No. 6. pp.131-138.

41. Galkina T.V. Psychological mechanism for solving problems for self-esteem: //Dne. cand. psychol. Sciences. M., 1986. 231s.

42. Galperin PL. Introduction to psychology. University of Moscow. 1976. 150 p.

43. Galperin P.Ya. To the doctrine of internalization. // Questions of psychology. 1966. No. 6. pp. 25-33.

44. Galperin P.Ya. To the problem of the unconscious. // Unconscious: nature, functions, research methods. Tbilisi. 1978. Vol.1. pp. 201-205.

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

46. Galperin P.Ya. Development of research on the formation of mental actions. // Psychological science in the USSR. M., 1959. S. 441-469.

47. Godovikova D.B. The ratio of children's activity in communication with adults and the study of new subjects. // Communication and its influence on the development of the psyche of preschoolers. M., 1974. S. 162-181.

48. Goncharov B.C. Dependence of the strategy for finding a solution on the type of thinking. //Questions of psychology. 1981. No. 4. pp. 132-136.

49. Gordeeva N.D., Zinchenko V.P. Functional structure of action. M., 1982. 208s.

50. Davydov V.V. Types of generalizations in teaching. M., 1972. 432s.

51. Davydov V.V. To the definition of mental action. // Abstracts of reports at the I Congress of the Society of Psychologists. M., 1959. Issue Z. pp.61-64.

52. Davydov V.V. On the psychological analysis of the content of actions. // Abstracts of reports at the II Congress of the Society of Psychologists. M., 1963. S. 139-142.

53. Davydov V.V. Problems of developing education. M., 1986. 240s.

54. Davydov V.V., Andronov V.P. Psychological conditions for the origin of ideal actions. // Questions of psychology. 1979. No. 5. pp. 40-54.

55. Davydov V.V., Zak A.Z. The level of planning as a condition for reflection.

56. Problems of reflection. Novosibirsk. 1987. Modern integrated research. pp. 43-48.

57. Davydov V.V., Markova A.K. The concept of educational activity of schoolchildren. // Questions of psychology. 1981. No. 6. pp. 13-27.

58. Davydov V.V., Pushkin V.N., Pushkina A.G. Dependence of the development of thinking of younger schoolchildren on the nature of education. // Questions of psychology. 1972. No. 6. pp. 124-132.

59. Activity and mental processes. / Ed. P.Ya.Galperin. M., 1977.

60. Eliseeva N.Yu. Formation of self-regulation of the behavior of high school students: Author. . cand. dis. N.Novgorod, 1997. 20s.

61. Zavalishina D.N. Method and structure of action. // Questions of psychology. 1971. No. 6. pp. 66-77.

62. Zaika E.V. Games for the development of VPD in schoolchildren. // Questions of psychology. 1994. No. 5. pp. 60-68.

63. Zaika E.V., Nazarova N.P., Marenich I.A. On the organization of game classes for the development of thinking, imagination and memory of schoolchildren. // Questions of psychology. 1991. No. 1. pp.41-45.

64. The dependence of learning on the type of orientation activity. / Under the editorship of P.Ya.Galperin, N.F.Talyzina. M., 1968. 238s.

65. Zak A.Z. Methods for the development of intellectual abilities in children of 8 years. //Program. Renewal of humanitarian education in Russia. M., 1994. 350s.

66. Zak A.Z. Modeling one's own mode of action as a necessary prerequisite for the theoretical solution of the problem. // Experimental research on problems of pedagogical psychology. 1976. S.

67. Zak A.Z. On the development of the ability to act "in the mind" in younger schoolchildren. //Questions of psychology. 1981. No. 5. pp. 146-151.

68. Zak A.Z. On the specifics of methods for studying the theoretical method of solving problems. // Experimental research on problems of pedagogical psychology. M., 1979. S. 56-61.

69. Zak A.Z. Journey to Conscience. M., 1992. (7 books)

70. Zak A.Z. Development of the ability to act "in the mind" of schoolchildren of the 1st grade. // Questions of psychology. 1983. No. 1. pp. 43-50.

71. Zak A.Z. The development of theoretical thinking in younger students. M., 1984. 151s.

72. Zak A.Z. Experimental study of reflection in younger students. // Questions of psychology. 1978. No. 2. pp. 102-110.

73. Zakharova A.V., Andrushchenko T.Yu. Study of self-assessment of younger schoolchildren in educational activities. // Issues of psychology. 1980. No. 4. pp. 90-99.

74. Zakharova O.D. Structural and logical schemes in the process of formation of concepts in younger schoolchildren: Abstract of the thesis. Dis. . cand. psychol. Sciences. M., 1996. 16s.

75. Isaev E.I. Internal plan of action as a component of the theoretical thinking of younger students. // Development of the psyche of schoolchildren in the process of educational activity. M., 1983. S. 98-107.

76. Isaev E.I. VPD in theoretical thinking. // Psychological features of the formation of the student's personality. M., 1984. S. 50-56.

77. Isaev E.I. Psychological characteristics of planning methods in younger students. // Questions of psychology. 1984. No. 2. pp. 52-60.

78. Isaev E.I. Psychological features of action planning in younger schoolchildren: // Dis. . cand. psychol. Sciences. M., 1984. 172s.

79. Isaev E.I. Experimental study of the VPD of younger schoolchildren. // Psychology of educational activity of schoolchildren. Abstracts of the II All-Union Conference on Educational Psychology in Tula. M., 1982. S. 137-138.

80. Kagalnyak A., Benderskaya O. Awareness of mental operations. //People's education. 1968. No. 5. pp. 54-55.

81. Kaidanovskaya I.A. Formation of the internal plan of thinking in preschool children: // Dis. . cand. psychol. Sciences. M., 1985. 153s.

82. Kalmykova Z.I. Productive thinking as the basis of learning. M., 1981. 199s.

83. Katrich G.I. Development of reflection of younger students. // Development of the psyche of schoolchildren in the process of educational activity. M., 1983. S. 89-97.

84. Knyazeva O.A. Features of search activity in visually effective thinking: Abstract of the thesis. . cand. dis. 1985.

85. Knyazeva T.N. Formation of independent thinking in younger schoolchildren with mental retardation: // Dis. cand. psychol. Sciences. N.Novgorod. 1994. 149s.

86. Komarova E.S. Formation in preschoolers of the ability to act in terms of ideas: // Dis. cand. psychol. Sciences. M., 1978. 181s.

87. Kondratiev I.I. Planning their activities by younger students. // Questions of psychology. 1990. No. 4. pp. 47-55.

88. Konopkin O.A. Mental self-regulation of a person's voluntary activity, (structural and functional aspect). // Questions of psychology. 1995. No. 1. pp. 5-13.

89. Konopkin O.A. Psychological mechanisms of activity regulation. M., 1980. S.

90. Kravtsov G.G. Some psychological features of the educational activity of younger students. // Experimental research on problems of pedagogical psychology. M., 1976. Issue 2. WITH.

91. Kruglova N.F. Psychological features of self-regulation of a teenager in educational activities. // Psychological journal. 1994. V. 15. No. 2. pp. 66-73.

92. Kulyutkin Yu.N. Reflective regulation of thinking. // Activity and mental processes. M., 1977. S. 67-69.

93. Leontiev A.N. Activity. Consciousness. Personality. M., 1977. 304s.

94. Leontiev A.N. On some psychological questions of the consciousness of teaching. // Soviet Pedagogy. 1946. No. 1. pp. 56-72.

95. Leontiev A.N. The problem of the development of the psyche. M., 1981. 584s.

96. Lishin O.V. Pedagogical psychology of education. M., 1997. S. 59-65.

97. Lobanova N.N. The development of the mental action of planning in younger students. // XXVIII Herzen readings. Psychology. L., 1975. S. 67-70.

98. Lobanova N.N. Formation of the general mental action of planning among younger schoolchildren as a condition for the development of cognitive abilities. L., 1983. S. 64-74.

99. Lobanova N.N. Formation of the mental action of planning younger schoolchildren: // Dis. . cand. psychol. Sciences. L., 1978. 189s.

100. Lomov B.F. Issues of general, pedagogical and engineering psychology. M., 1991.295s.

101. Luchanskaya L.S. Conscious acceptance of the learning situation by children 6-7 years old.

102. Questions of psychology. 1988. No. 3. pp. 44-49.

103. Lyublinskaya A.A. On the construction of a method for studying the mental development of children. // Scientific notes of the Leningrad State Pedagogical Institute im. A.I. Herzen., L., 1962. T.233. pp. 3-15.

104. Lyublinskaya A.A. Essays on the psychological development of the child. M., 1965. 362s.

105. Lyaudis V.Ya. Productive joint activity of a teacher with students as a method of teaching pedagogical communication and its optimization. M., 1983.S. 64-73.

106. Lyaudis V.Ya. Structure of productive educational interaction. // Reader on pedagogical psychology. M., 1995. S. 44-59.

107. Magkaev V.Kh. Experimental study of the planning function of thinking in primary school age. // Questions of psychology. 1974. No. 5. pp.98-106.

108. Maksimov JI.K. On the development of schoolchildren's ability to act "in the mind" when solving mathematical problems. // Experimental research on problems of pedagogical psychology. M., 1979. S.

109. Matyushkin A.M. Problem situations in thinking and learning. M., 1972. 207p.

110. Makhmutov M.I. Organization of problem-based learning at school. M., 1977. 240s.

111. Miller J., Galanter Yu., Pribram K. Plans and structures of behavior. M., 1965.238s.

112. Minaeva E.V. Individual-typical features of HRP in children of primary school age // Six-year-old children. Problems and research. N.Novgorod, 1998, pp. 86-92.

113. Minaeva E.V. Formation of VPD in children of primary school age at the lessons of mathematics // Pedagogical Review. N. Novgorod, 2000. No. 2.

114. Minaeva E.V. Experimental study of the formation of VPD in the educational activities of younger schoolchildren // Bulletin of the Psychological and Pedagogical Faculty. N. Novgorod, 2000. No. 2. pp. 40-41.

115. Motkov O.I. Study of the correlation of personal and cognitive components in intellectual activity. // New research in psychology. 1977. No. 2. pp. 16-20.

116. Moshinskaya J1.P. Probabilistic forecasting in speech activity: // Dis. . cand. psychol. Sciences. M., 1981. 153s.

117. Naumova N.F. Sociological and psychological aspects of purposeful behavior. M., 1988. 197p.

118. Novosyolova S.L. The development of thinking at an early age. M., 1978. 158s.

119. Nosatov V.T. Psychological characteristics of analysis as the basis of theoretical generalization. // Issues of psychology. 1978. No. 4. pp. 46-53.

120. Obukhova L.F. Child psychology: theory, facts, problems. M., 1998, 351<

121. Obukhova L.F. Jean Piaget's concept: pros and cons. M., 1981, 191s.

122. Obukhova L.F. Stages of development of children's thinking. M., 1972, 152s.

123. Ovchinnikova T.N. Study of personal characteristics of mental activity. // Issues of psychology. 1980. No. 5. pp. 117-120.

124. Experience of a systematic study of the psyche. / Ed. N.I. Nepomniachtchi. M., 1975. 231s.

125. Pereleni L.I. Criteria for evaluating the effectiveness of forecasting in children in the norm and with mental retardation. // Defectology. 1984. No. 5. pp. 7-16.

126. Pereeleni LI, Podobed VL Study of prognostic activity to characterize the level of mental development of children. //Defectology. 1982. No. 6. pp.11-18.

127. Piaget J. Selected psychological works. M., 1969. 659s.

128. Poluyanov Yu.A. Development of mutual understanding between children in educational activities. // Development of the psyche of schoolchildren in the process of educational activity. M., 1983. S.44-59.

129. Ponomarev Ya.A. Delays in the development of VPD and their elimination. // New research in pedagogical sciences. Issue. IV. M., 1965. S. 177-182.

130. Ponomarev Ya.A. Knowledge, thinking and mental development. M., 1967. 263s.

131. Ponomarev Ya.A. VPD research. // Issues of psychology. 1964. No. 6. pp. 65-71.

132. Ponomarev Ya.A. Psychic and intuition. M., 1967. 256s.

133. Ponomarev Ya.A. Psychology of creativity and pedagogy. M., 1976. 280s.

134. Ponomarev Ya.A. Psychology of creativity. M, 1976. 303s.

135. Ponomarev Ya.A. Development of VPD in the learning process. // Age-related opportunities for learning. M., 1966. S. 395-441.

136. Ponomarev Ya.A. Development of the psychological organization of intellectual activity. // Principles of development in psychology. M., 1978. S. 63-80.

137. Ponomarev Ya.A. The role of direct communication in solving problems that require a creative approach. // The problem of communication in psychology. M., 1981. S. 79-91.

138. Ponomarev Ya.A. Phases of creativity and structural levels of its organization. // Issues of psychology. 1982. No. 2. pp. 5-13.

139. Decision-making problems. / Ed. P.K.Anokhin, V.F.Rubakhin, D.N.Zavalishina, V.Yu.Krylova, V.B.Shvyrkov, D.G.Shevchenko. M., 1976.319s.

140. Mental development of younger students. / Ed. V.V.Davydov. M., 1990. 168s.

141. Psychological mechanisms of goal formation. M., 1977. 259s.

142. Psychological and pedagogical problems of interaction between teacher and students. / Ed. A.A. Bodaleva, V.Ya. Lyaudis. M., 1980 159.S

143. Pushkin V.N. Operational thinking in large systems. M., 1965. 375s.

144. Raev A.I. Management of mental activity of younger students. L., 1976. 134p.

145. Regush L.A. On the characterization of the operational structure of the predictive function of thinking. // XXVII Herzen readings. L., 1976.

146. Repkin V.V. On the concept of educational activity: the structure of educational activity. // Bulletin of Kharkov University: Psychology. 1976. No. 132. Issue. nine.

147. Rosina N.L. . Formation of self-regulation in junior schoolchildren in educational activities: Dis. . cand. psychol. Sciences. N.Novgorod, 1998. 150s.

148. Rostovetskaya JI.A. Independence of the individual in cognition and communication. Rostov-on-Don, 1975. 297p.

149. Rubinstein S.L. Fundamentals of General Psychology. M., 1940. 596s.

150. Rubinstein S.L. Immediate tasks of the psychological study of thinking. // Studies of thinking in Soviet psychology. M., 1976. S. 225-235.

151. Rubinstein S.A. Problems of general psychology. 1973. 423p.

152. Rubinstein S.A. The problem of abilities and questions of psychological theory. //Problems of general psychology. M., 1976. S. 219-234.

153. Rubtsov V.V. Organization and development of joint actions in children in the learning process. M., 1987. 160s.

154. Salmina N.G. Sign and symbol in education. M., 1988. 286s.

155. Samarin Yu.A. Essays on the psychology of the mind. // Features of mental activity of schoolchildren. M., 1962. S.

156. Semenov I.N. Problems of reflective psychology of solving creative problems. M., 1980.215s.

157. Semyonov I.N., Stepanov S.Yu. Reflection in the organization of creative thinking and self-development of the individual. // Issues of psychology. 1983. No. 2. pp. 35-42.

158. Slavskaya K.A. Thought in action. M., 1968. 208s.

159. Sokolov A.I. Inner speech and thinking. M., 1968. 248s.

160. Suvorova O.V. Possibilities and conditions of sign-logical tasks for six-year-old children: // Dis. . cand. psychol. Sciences. N.Novgorod, 1998. 197p.

161. Talyzina N.Yu. Formation of cognitive activity of younger students. M., 1988. 173s.

162. Tikhomirov O.K. Actual problems of personality psychology. // Issues of psychology. 1981. No. 4. pp. 175-176.

163. Tikhomirov O.K. Psychology of thinking. M., 1984. 270s.

164. Tikhomirov O.K. The structure of human mental activity. M.; 1969. 304p.

165. Ul'enkova U.V. Children with mental retardation. N.N. 1994. 229s.

166. Ul'enkova U.V. Individual-typical features of the sphere of subjective activity in the educational activity of six-year-old children. Kuibyshev, 19814. 99s.

167. Ul'enkova U.V. On the features of inferential thinking in preschool children. // Issues of psychology. 1988. No. 5. pp. 98-108.

168. Ul'enkova U.V. Psychological features of a six-year-old child as a subject of mental activity // Features of the formation of the subject's activity in cognitive activity and behavior. Gorky, 1986. S. 3-18.

169. Ul'enkova U.V. Psychology of deductive reasoning in preschool children. Abstract cand. dis. M., 1954. 16s.

170. Controlled formation of mental processes. / Ed. P.Ya.Galperin. M., 1979. 96s.

171. Faraponova E.A. Teaching younger schoolchildren to plan actions in different conditions of setting a labor task. // Questions of the psychology of teaching work at school. M., Academy of ped. Sciences of the RSFSRF 1968. No. 144. pp. 5-59.

172. Feigenberg I.M. To see to foresee - to act. M., 1986. 160s.

173. Flotskaya N.Yu. Features of the development of structural components of forecasting in primary school age: Abstract of the thesis. cand. dis. St. Petersburg, 1995. 21s.

174. Formation of educational activity of schoolchildren. / Ed. V.V. Davydov, I. Lampsher, A.K. Markova. M., 1982. 215s.

175. Fridman L.M. Visibility and modeling in teaching. M., 1984. 80s.

176. Khromov V.V. Transfer of the mental action of planning from educational activity to the moral behavior of younger schoolchildren: // Dis. . cand. psychol. nauk.L., 1984. 205p.

177. Tsekhanskaya L.I. Elements of schematism in the thinking of a preschool child. // New research in psychology. M., 1975. No. 2. pp. 38-40.

178. Tsukerman G.A. Types of communication in education. M., 1993. S. 80-81.

179. Tsukerman G.A. Form of educational cooperation in the work of younger schoolchildren. // Development of the psyche of schoolchildren in the process of educational activity. M., 1983. S. 32-43.

180. Shabelnikov V.K. Formation of fast thought. Alma-Ata. 1982. S.

181. Elkonin D.B., Tikhomirov O.K. The structure of human mental activity. M., 1969.

182. Yakimanskaya I.S. Development of technologies for student-centered learning. // Issues of psychology. 1995. No. 2. pp. 36-38.

Please note that the scientific texts presented above are posted for review and obtained through recognition of the original texts of dissertations (OCR). In this connection, they may contain errors associated with the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

1.5 Development of an internal action plan for younger students.

The internal plan of action is the ability to perform actions in the mind. This skill is one of the universal characteristics of human consciousness and is a key condition for the development of intelligence. From the point of view of the classification of mental phenomena, the internal plan of action does not belong to any of the traditionally distinguished mental processes, but is an indissoluble unity, an alloy of attention, thinking, imagination and memory.

Despite the exceptional importance of the internal plan of action for the human psyche, this ability, in the conditions of traditional school education, is formed only mainly with oral counting in mathematics lessons and oral analysis of words and sentences in Russian language classes.

The internal plan of action is closely related to the imagination. A condition for the development of an internal plan of action is communication with people, during which the assimilation of social experience and the means of its comprehension takes place. Like any mental action, the formation of an internal plan of action goes through several stages in its development. First, it is an external, practical action with material objects. Then the real object is replaced by its scheme, image. At the final stage, after the phase of pronouncing the action with the object “to oneself”, a mental action follows, i.e., an action “in the mind”.

In their development, all mental actions go through such a sequence (counting, reading, performing arithmetic operations, etc.). The most obvious example is learning to count: 1) first, the child learns to count and add real objects, 2) learns to do the same with their images (for example, counts drawn circles), 3) can give the correct answer without counting each circle with his finger, and performing a similar action in terms of perception, only looking away, but still accompanying the account with loud pronunciation; 4) after this, the action is pronounced in a whisper, and, finally, 5) the action finally passes into the mental plane, the child becomes capable of oral counting.

The development of an internal action plan provides the ability to navigate in the conditions of a task, to single out the most significant among them, to plan the course of a solution, to foresee and evaluate possible options, etc. “The more “steps” of his actions a child can foresee and the more carefully he can compare their different options, the more successfully he will control the actual solution of the problem. The need for control and self-control in educational activities, as well as a number of its other features (for example, the requirement of a verbal report, assessment) create favorable conditions for the formation in younger students of the ability to plan and perform actions for themselves, internally.

In addition to oral counting and analysis of proposals, various games, especially chess, tags, and checkers, contribute to the development of an internal plan of action for younger students.

Chapter 2

2.1 Research methods.

A high level of development of the properties of attention has a positive effect on the success of learning in younger students,. The majority of underachieving primary school students are characterized by a low level of development of stability, distribution and switching of attention. The accuracy of the distribution of attention plays a particularly important role in the assimilation of the Russian language, the stability of attention in teaching reading. . As a rule, students who do well in school disciplines have a higher degree of integration of the main properties of attention - volume, stability, concentration, distribution and switching.

The more developed the properties of attention, the more effectively the student usually copes with educational tasks. But even among poorly performing students there are children with objectively high properties of attention. Therefore, in this study, two groups of children were tested: well-performing and poorly performing in school disciplines. Third grade students were tested using the Yes and No method. A correction test was also used: Bourdon table (5-minute filling option). When working with Bourdon's correction test, the aim of the work was to measure the quantitative characteristics of attention. The work used the Bourdon test form in the modification proposed by the Soviet psychologist P.A. Rudik. In the course of the work, each subject was given sheets with the Bourdon test. This work was preceded by an exercise carried out in a special part of the test form. The subject had to always cross out four letters in the form: A, M, K, Z. The work went line by line. The time allotted for the task is five minutes.

The “Yes and No” method, also used to identify the level of development of voluntary attention, is a kind of modification of the well-known children's game “Yes” and “No”, don’t say, don’t take black and white.” As the game progresses, the host asks the participants such questions that are easiest to answer with the words “Yes” and “No”, as well as using the names of white and black colors. But that's exactly what the rules of the game can't do. For the proposed methodology, it is forbidden here to answer the questions with the words “Yes” and “No”. The subjects were asked questions, among which were those that provoked the child to express his attitude to school and learning. The examinee is asked the following questions:

1. Do you want to go to school?

2. Do you like when people read fairy tales to you?

3. Do you like to watch cartoons?

4. Do you want to go to school not in the fall, but only in a year?

5. Do you like to walk?

6. Do you like to play?

7. Do you want to study?

8. Do you like to get sick?

Then the children were offered a game of questions and answers similar to the game of forfeits with prohibitions: "Yes" and "No" do not say, do not take white and black. During the game, the child was asked a series of questions. The child had to answer as quickly as possible and at the same time follow the instructions:

1) do not name prohibited colors, such as black and white;

2) do not name the same color twice;

A method of studying the attention of schoolchildren in grades 3-4 was also carried out. Here, the subjects had to correct the errors in the proposed text. The text given to the students contained ten errors:

The old swans bowed their proud necks before him. In winter, apple trees bloom in the garden. Adults and children crowded on the beach. An icy desert grew below them. In response, I nod my hand at him. The sun reached the tops of the trees and tried behind them. Weeds are effervescent and prolific. On the table was a map of our city. The plane is here to help people. I soon succeeded in my car.

Environments of communication. In this case, a general environmental maladjustment of the child occurs, indicating his social isolation, rejection. Chapter 2. Characteristics of the psychological readiness of a primary school student for secondary school

The system of interpersonal and business relations in the classroom. 1.4 Features of communication and manifestations of school maladaptation in younger students. The main means of training and education, the leading factor in the formation and development of personality is communication. In the process of learning activity, the child acts as a subject and as an object of communication. During the educational...

Municipal budgetary institution of the city of Abakan

"Center for Psychological, Pedagogical, Medical and Social Assistance"

Developmental exercise

"Internal Plan of Action"

Abakan, 2016.

Content

Relevance

Adolescence is a sensitive (sensitive) stage in the life of a child, which is characterized by one of the important features - the improvement of their communication skills.

The exchange of people among themselves with various ideas, ideas, interests, moods, feelings, attitudes in the course of their joint activities occurs through oral speech. Speech is the process of people communicating through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior. It enriches a person. Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education.

Each profession among the requirements, as a rule, one of the main requirements puts forward the presence of a high communicative ability of a person. This ability is especially important at the interview stage. At the interview, they ask questions regarding education, future cooperation, work experience, acquired skills and knowledge here, and it is important to show oneself, one's abilities and capabilities - establishing contact, the ability to competently, clearly, clearly express one's thoughts. All this is the key to professional success.

Goals, objectives, conditions for conducting, material, technical and didactic equipment, stages of conducting

Goals : the formation of students' skills to convert graphic information into verbal information and display it on paper.

Tasks: to carry out the transition of a person's internal mental activity into his external verbal actions, external instrumental activity.

Terms and conditions:

Venue: classroom, equipped in accordance with the requirements of the legislation of the Russian Federation in the field of sanitary-epidemiological and fire safety, equipped with multimedia equipment.

Target group: teenagers.

Quantity: 15-20 people.

Action duration: 25 minutes.

Material and didactic equipment:

task cards (Appendix No. 1).

Material and technical equipment:

stationery (pens, pencils, sheets of A5 format).

Stages of implementation:

stage - organizational. At this stage, theannouncement of the name, goals of the exercise and stages of work . Explanation of tasks, conditions for their implementation to participants. Activating participants by engaging in dialogue with them. Motivating participants for cognitive and emotional activities.

stage is the main one. Discussing the issues that have arisen, completing the task.

stage is final. At this stage, summing up, reflection is carried out.

Progress

1. Informing students about the exercise "exteriorization" and "interiorization".

Exteriorization is the process of transforming an internal action into an external action, for example, the reproduction by an artist in the form of a drawing of images that were originally created by the “inner eye”; implementation by the inventor of his idea in a particular design in the form of a layout or diagram.

Internalization is the transition of external practical actions into a plan of operations carried out in the mind.

2. One participant from the group is given a task card. It is necessary to convert graphic information into verbal information, and the group members must convert verbal information into graphic information.

3. Compare results with a sample.

4. Reflection.

Questions for reflection:

What emotions did you experience? (embarrassment, uncertainty, fear, admiration, surprise, delight, stiffness, passivity, interest, joy, surprise, ambivalence (duality) of feelings)

What have you learned?

How will you use these skills?

How will this be useful in the future?

What needs to be developed for the future?

What did you like?

Intellectual reflection in younger students

Intellectual reflection is traditionally singled out as one of the most important neoplasms of the primary school period of development. But the study of this neoplasm is associated with a number of difficulties. As such, a clear formulation of the concept of "intellectual reflection" does not exist. Despite the active use of this term, this concept does not have an unambiguous definition. Description of the problem of reflection is in the works of Ya.M. Ponomarev, V.V. Davydov, O.V. Dolzhenko, E.V. Ilyenkov.

In modern psychology, a certain tradition has developed to single out reflection as the central neoplasm of the younger school period of development. Difficulties in studying this neoplasm arise already when searching for a definition of this concept and clarifying those psychological facts that would characterize with sufficient clarity the genesis of reflection in primary school age, as one of the main psychological foundations for building education in elementary school.

An analysis of literary sources shows that the active use in psychology of the concept of reflection borrowed from philosophy has not led to its unambiguous, meaningful and structural certainty. If the theoretical, general psychological interpretations of reflection are directly related to the philosophical definition of this concept, then experimental studies have been carried out mainly in the context of developmental psychology and are aimed at highlighting the main functions of reflection in ontogenesis. There are three areas of experimental research on reflection in pedagogical and developmental psychology.

According to one of the directions in the study of reflection, based on the one put forward by S.L. Rubinstein's requirement for psychological knowledge, it is necessary to study the content and inner meaning of a mental fact, based on the context of the subject's real life and activity. Studies carried out in the context of this understanding of reflection reveal the nature of the conscious regulation of behavior, activity, mental processes and human states, determine the content of reflection at different stages of ontogenesis.

In school years, children become able not only to memorize information, but also to reflect on how they do it. Intellectual reflection is the child's understanding of his actions, during which he is aware of the schemes and rules of his activity. Reflection as a special type of cognitive activity consists in clarifying one's knowledge in clarifying the basis of one's knowledge, in revealing their essence through analysis and generalization.

Intellectual reflection is defined as the ability of the subject to evaluate, single out, analyze and correlate his own actions with the objective situation. The basis of intellectual reflection is mental operations: analysis, synthesis, construction of conclusions, generalizations, analogies, comparisons, assessments, conclusions. Also important functions of intellectual reflection are the criticality of analysis, the logical justification, the generalization of systematization, the compilation of one's own ideas, the accumulation of experience.

Reflection, according to some researchers, is inextricably linked with self-esteem, imagination and speech development. In the theory of learning activity D.B. Elkonin and V.V. Davydov, with the process of learning activity develops in younger students the ability to reflect, which is one of the three components of theoretical thinking (analysis, planning, reflection). G.A. Zuckerman proposes to study reflection as the ability of a person to determine the boundaries of his knowledge and find ways to overcome these boundaries. Going beyond the boundaries of the current situation and one's own capabilities is the main function of reflection and a generalized characteristic of the ability to learn.

In the modern theory of learning activity, as a rule, there are three main areas of manifestation of reflection (activity and thinking; communication and cooperation; self-awareness). The mechanism for generating reflection is defined as the process of understanding the grounds for one's own actions and the ability to distinguish between one's own knowledge and ignorance.

Intellectual reflection is inextricably linked with the sphere of communication. The prerequisites for learning activity are formed on the basis of play activity, where imagination plays a huge role, which is the central neoplasm in the preschool period. Thanks to the game, the child masters communication skills and acquires a reflexive position in communication. Therefore, reflection is directly related to the child's communication with others.

The insufficient development of reflection is most often associated with the inferior development of communication in preschool childhood, with the poor content of the game interaction of children and their objective activity, and, as a result, with shortcomings in the development of the imagination.

The ability to reflect is formed and developed in children when performing control and evaluation actions. A child's awareness of the meaning and content of his own actions becomes possible only when he is able to independently talk about his action, explain in detail what he is doing and why. After all, it is well known that when a person explains something to someone else, he himself begins to better understand what he is explaining. Therefore, at the beginning of learning any action (mathematical, grammatical, etc.), it is necessary to demand from the child not only the independent and correct performance of this action, but also a detailed verbal explanation of all the operations performed.

1.5 Development of an internal action plan for younger students.

In addition to oral counting and analysis of proposals, various games, especially chess, tags, and checkers, contribute to the development of an internal plan of action for younger students.

1 Self-control as an element of educational activity

Learning activity is the leading activity of primary school age, within the framework of which there is a controlled appropriation of the foundations of social experience, primarily in the form of basic intellectual operations and theoretical concepts.

Learning activity is an activity aimed at the student himself. The child learns not only knowledge, but also how to carry out the assimilation of this knowledge.

This activity, like any activity, has its own object - a person. In the case of a discussion of the educational activities of a younger student, the child. Learning the ways of writing, counting, reading, etc., the child orients himself to self-change - he masters the necessary methods of service and mental actions inherent in the culture around him.

The most essential thing in learning activity is reflection on oneself, tracking new achievements and changes that have taken place. “I didn’t know how” - “I can”, “I couldn’t” - “I can”, “I was” - “I became” - the key assessments of the result of in-depth reflection of one's achievements and changes.

Exploring educational activities, D.B. Elkonin attached particular importance to how the child evaluates the degree of change. He wrote: "Due to the action of evaluation, the child determines whether the learning task has really been solved, whether he has really mastered the required method of action so that he can subsequently use it in solving many private and practical problems" (Elkonin D.B. Selected psychological works - M.: Pedagogy, 1989, p. 231). Thus, assessment becomes a key moment in determining how much the educational activity implemented by the student influenced him as the subject of this activity. In the practice of teaching, this particular component is highlighted especially brightly. However, with improper organization of educational activities, assessment does not fulfill all its functions.

Educational activity is not given in a finished form, it must be formed. It is in the construction of educational activity that the task of the elementary school lies - first of all, the child must be taught to learn.

Educational activity has its own structure. D.B. Elkonin singled out several interrelated components in it:

1) The learning task is what the student had to master.

2) Learning action - these are changes in the educational material necessary for the student to master it, this is what the student must do in order to discover the properties of the subject that he is studying.

3) The control action is an indication of whether the student correctly performs the action corresponding to the model.

4) The action of evaluation is the determination of whether the student has achieved the result or not.

The condition for the normal course of educational activities is the presence of control over their implementation. The function of control is to constantly monitor the progress of the implementation of educational activities, timely detection of various, large and small errors in their implementation, as well as making the necessary adjustments to them. Without such tracking and such adjustments, activity may deviate significantly from its course, which, ultimately, will become an obstacle to solving the educational problem.

The features of the control action for different students can be different, and these differences can manifest themselves in the degree of automation of its course (whether it is a detailed independent action or included in the process of performing educational actions), in its direction (the process of performing actions is controlled or only its results) , in the criteria on the basis of which the control is built (material or ideally presented scheme - a sample), in the time of its implementation (after the action, in the course of the action and before it begins), etc. These and other characteristics of control are the subject of its diagnostics.

Evaluation performs the function of summarizing the completed system of actions and determining whether they were performed correctly or incorrectly, as well as the function of determining the possibility or impossibility of solving it before solving the problem. The final assessment, as it were, authorizes the fact of performing actions (if it is positive) or encourages the student to in-depth analysis of the conditions of the task and the reasons for their actions (if it is negative).

And the assessment made by the student before solving the problem allows him to adequately determine his capabilities in solving it and plan his activities in accordance with this.

Each of the main components of learning activity described above can be characterized by various qualitative features that make it possible to judge the degree of its formation in the student. Thus, a component may be almost completely absent, not appear when solving educational problems - in this case, we can talk about its unformedness. Or it can appear only in its elementary forms, which indicate only the initial stages of its formation. Finally, it can be found in relatively perfect, developed form, which is an indicator of its sufficiently complete formation.

Along with the formation of assessment actions and control actions, it makes sense to talk about the development of skills of such a special structural component of educational activity as self-control.

If teachers promise to instill in students the ability to learn, they thereby promise to instill in children the ability to control their actions, calm self-confidence (without narcissism), combined with calm self-criticism (without self-criticism).

Self-control is the awareness and evaluation by the subject of his own actions, mental processes and states. The emergence and development of self-control is determined by the requirements of society for human behavior.

Self-control begins where the child himself participates in the production of control - in the development of its criteria, in the application of these criteria to various specific situations.

Therefore, control and self-control of skills should be built on the following principles:

2. The control scales must be different all the time so that the control system has flexibility, can subtly respond to the process (or regression) in the child's progress.

3. Teacher control is primarily a means of growing a child's healthy self-control, therefore students should:

receive unambiguous, extremely clear control criteria from the teacher;

participate in the development of control scales together with the teacher.

4. The child's self-control must precede the teacher's control, only then will the relationship cease to be one-sided.

Relations with oneself, which changes as a result of acquiring new experience, are the core of self-evaluating relationships. The task of an adult is to provide the child with the means of fixing and controlling his own changes at every step of acquiring new knowledge and skills.

Scientists identify the following links in the structure of self-control:

1. students' understanding of the chain of activity and initial acquaintance with the end result and the methods for obtaining it, with which they will compare the methods of work they use and the result obtained. As you master this type of work, the knowledge of the samples will deepen and improve;

2. comparison of the progress of work and the result achieved with samples;

3. assessment of the state of the work performed, the establishment and analysis of the mistakes made and the identification of their causes (stating the state);

4. Correction of work based on self-assessment data and specification of the plan for its implementation, making improvements.

And if we want to make the student the subject of his own learning (changing his own capabilities), it is necessary to saturate learning activities with the means by which the student can objectify the changes that occur to him in the learning process.

INFLUENCE OF COMMUNICATION WITH ADULTS ON THE DEVELOPMENT OF INTERNAL ACTIONS IN YOUNG CHILDREN

A. V. BOLBOCHAN

Our study is devoted to the study of the internal plan of action in young children.

Under the internal plan of action (IPA) we mean the ability of children to act in their minds with images or other substitutes for real objects (signs, symbols), without performing operations deployed in space with them. In the works of Ya.A. Ponomarev, the ability to act internally is considered as one of the most important indicators of the intellectual development of a child in primary school age. Studies show that a preschooler who owns visual-figurative thinking is also able to operate in the internal plan. Many believe that VPD occurs already in the second year of life, although in the available experimental work, the study of VPD usually begins in the second half of the third year of a child's life.

So far, the factors of formation of the VPD have not been specifically considered. A number of authors point to the possible positive role of communication with adults in the development of VPD,, however, there are no experimental data on this issue yet.

In the work of the laboratory of psychology of children of early and preschool age of the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR under the leadership of M. I. Lisina, a number of experiments proved the role of communication in the development of such mental actions as memorization, recognition, assimilation of new information,,. On the basis of these studies, we suggested that communication with an adult is also an important factor in the development of CAP. Even the primary form of communication (situational-personal) requires the child to be able to build constant images of perception and memory in order to recognize close adults. Joint actions with an adult, which are characteristic of the second genetic form of a child’s communication with him (situational-business), serve as the basis for the assimilation of generalized operations with objects by children, which are the next stage in the development of VPD along the line of intellectual actions,. Mastering speech in the process of situational business communication is a decisive event that changes the quality of the VPD, raising it to the verbal level.

Thus, the formation of an internal plan of action begins, apparently, already in the first year of life and reaches a certain level in early childhood. We believe that the ability to act in the inner plane appears for the first time in communication, and later extends to the interaction of the child with the objective world. The objective of our study was to establish the features of the functioning of the VPD at an early age and to find out what is the role of communication in its formation and development.

In constructing the experimental part of the study, we proceeded from the position of A.Ya. Ponomarev that the ability to correlate a copy with the original, to act with a copy in the same way as with the original, is a sign that a person has “actions in the mind”. Therefore, as a model of the experiment, we chose a situation where children were required to recognize the original (people and objects) in copies of varying degrees of conventionality. To this end, three series ascertaining

experiments. In the first series children were presented with two pairs of objects: people - familiar and unfamiliar, and objects - familiar and unfamiliar, as well as three copies of each object: a) a mirror image, b) a color photograph, and c) a black and white photograph. Children had to recognize the corresponding original in the images. In the second series the subjects were offered a game: to find a toy in one of three boxes, using the image of the object named by the adult on the lid of the box as a conditional reference point. Third series also required finding a toy by a conventional reference point, but now the children were offered images not only of objects (tasks P), but also of people (tasks L). In the second and third series, the tasks were offered to children in three versions: in the first version, the images were complete and color, in the second - complete, but black and white, and in the third - color, but incomplete.

The results of ascertaining experiments showed that all children of the second year of life are able to solve problems that require them to perform certain actions in the internal plan. So, they can establish a “copy-original” relationship and use incomplete images and schematic drawings as a conditional guide. The successful solution of the proposed tasks by children shows that they create generalized images of objects and save them. In order to correlate a very conditional copy with a certain previously seen object, the child had to extract the image of this object from his past experience and actualize it. The closer the image is to the original and the lower the degree of its conventionality, the level of symbolization, the easier and faster the children of the second year of life actualize the image. The actualization of the image by our subjects also depended on the nature of the object. When working with “social” objects, the children coped with the task faster and better.

In order to recognize the original in the copy, the children needed to highlight certain "identification" points in the object. This action was manifested in the fact that children recognized the original not only in a mirror image very close to the original, but also in copies of a different kind, such as black-and-white and color photographs, which differ from the original in a number of features (size, color, volume, texture). This action is also performed by children; they depict people better than objects and their copies.

When perceiving images as copies of certain objects, the children discovered their ability to perform yet another internal action—to compare the image of memory with the image of perception. Apparently, the children acted by finding in the image of perception some of the few properties characteristic of the image of memory. This assumption is supported by a rather high recognition rate, which is unattainable with a sequential enumeration of all the features of images in a row: in most cases, solving problems based on conditional landmarks required an average of 10–15 s, and in some cases only 3–4 s.

When solving the third and fourth variants of tasks with images of people and the third version of tasks with objects, the children had to perform two more actions in the internal plan: establish a relationship between several images and transform these images. The establishment of relations between several images was manifested in the children's assimilation of the principle of solving problems (the toy is in a box with a certain pattern on the lid; therefore, the children associated the image of the hidden toy with the image of the object depicted on the lid). Children established the necessary connection in tasks with images of both people and objects. The differences were in the number of trials and the time required for learning: the children learned faster and with fewer attempts to find a toy in the image of people.

And finally, in order to solve these variants of tasks, the children had to transform the image of perception, to complete a partial drawing into a whole. The success of the transformation depended on the nature of the objects (on the “social” material, the children performed it better) and on what parts of the image needed to be transformed.

to complement. Thus, children solved problems when the lower part of a person's face was covered in the image, almost twice as often as in cases where a strip of paper covered his eyes in the image of a person.

The ascertaining experiment showed that, regardless of the degree of the copy's conditionality, children cope better with tasks on "social" material. This fact indicates the existence of a connection between the interaction of children with people and the ability to act internally. But what does it consist of? In order to establish a connection between communication and VPA, we organized a series of formative experiences. The main objective of this series was to trace whether the child's ability to operate internally changes as a result of a change in the form of his communication with an adult.

Formative experiments were carried out with children from the Orphanage, where pupils, due to a lack of communication, often lag behind children growing up in a family in the development of communicative activity. In the course of the classes, we improved the form of communication among our subjects, and before and after the classes we carried out diagnostics of the level of development of their VPD and communication.

Diagnosis of forms of communication was based on the idea that out of two communication programs offered by the same adult, the child would prefer the one that most fully corresponds to the level of his development. The children were offered two communication programs: 1) program L, simulating the situational-personal form, and 2) program D, simulating the situational-business form.

In the classes under the L program, the adult had an affectionate conversation with the child, stroked the baby on the head, on the chest, conveyed his location to him with a soft and warm intonation, performed movements with him that delighted the children (jumping, sliding). Each session lasted 7-8 minutes.

During program E, the adult had a "business conversation" with the child about toys and playing with them. The experimenter offered the kid to roll the ball, change clothes for the doll, and participated in his actions. The duration of the lesson was also 7-8 minutes.

Both programs included pauses of 30-40 seconds in the lessons, which gave the child the opportunity to take the initiative; these acts served as one of the indicators of children's attitude to each program.

To diagnose the level of development of the internal plan of action, we offered the children the game-task described above. The experimenter first explained to the child that the toy was "hidden" in a box with a photograph of a familiar aunt (he called her by name) or under a lid with a picture of a familiar object (also calling it a word); he hid it, after which he let the child open the boxes himself and look for the toy. The trials were repeated until the child opened the desired box immediately, without searching and focusing on the picture.

During the training, the images on the lids of the boxes were full, in color. After training, control tests were carried out, in which the child was asked to find a toy in a complete, but black and white image; then on a colored, but incomplete drawing, already without prior training. In the colored incomplete drawings, halves of objects (upper or lower) were depicted, and in people, a strip of white paper covered the eyes in one version, and the mouth in the other. The experiments involved six pre-selected children with a situational-personal (L) form of communication, typical of infants under normal conditions.

The transformative experiences were intended to form in children the need for cooperation, which is characteristic of the situational-business form of communication (D). We focused on the signs of the need for cooperation, identified by M.I. Lisina, namely: 1) the child is trying to involve an adult in his activities; 2) he seeks an assessment of his progress from an adult; 3) turns to him for support in case of failure; 4) avoids "pure" affection. We conducted classes with each child until he had all the signs listed above of the need for cooperation with adults. The training took from 20 to 26 experiments with different

children. All children moved to the level of "business communication" with an adult. Comparison of the results of HSD diagnostics in the initial and final experiments showed that after the transition of children to a new form of communication with its adults - situational-business - a number of changes occur in their ability to act internally.

A quantitative assessment of the success of children in solving problems showed that the level of development of the children's HSD after formative classes increased statistically significantly (from 154 to 511 conditional points, p≤0.01). If before classes some children did not know how to focus on the nature of the image on the lid of the box, then after classes all the children learned the principle of solving, although, of course, we replaced the pictures themselves with new ones. Consequently, after the lessons, all the subjects were able to establish the necessary connection between the images and use it to solve problems. After the lessons, the children began to solve the second version of the problem much better, where black-and-white images of objects and people served as reference points (see table)

The most dramatic increase in the level of development of the CPD in children was achieved when solving the third and fourth variants of tasks that required the addition of an incomplete photographic image of the face to the whole. The level of actions in the internal plan in solving problems on the material of the image of people and objects in the third variant increased by more than 5 times, and in solving the fourth variant of tasks with images of people - almost 8 times. All changes are highly statistically reliable.

The number of trials required for learning to solve problems in the final experiments decreased in comparison with the initial one by 4.5 times (with photos of people) and 6 times (with images of toys). The learning time also decreased: when solving problems with images of people, it was reduced by 14 times, and when solving problems with images of objects, it was reduced by more than 12 times.

After the formative classes in the behavior of children in solving problems, there were big changes. They can be divided into two types: a) changes relating to the general organization of behavior, and b) changes in the actions associated with solving problems.

The first type of change is as follows. Before classes, some children did not accept the task (they were distracted, turned away from toys, did not look at the boxes, did not want to open them). After classes, all the children accepted the task with interest. Further, in the initial measurement, four out of six subjects needed physical contact with the experimenter, and if, as usual, he sat them at a certain distance from himself at the table, they cried, closed in on themselves, and did not pay attention to toys; in the final measurement, no such cases were observed: all the kids kept calm during the experiment, enjoyed playing the game proposed by the experimenter, and did not strive to

Table

DEVELOPMENT OF THE INTERNAL ACTION PLAN BEFORE AND AFTER FORMING SESSIONS (IN CONDITIONAL POINTS)

image view	Before class			After classes
image view	pic. of people	pic. items	Total	pic. of people	pic. items	Total
Full color
Full black and white
Incomplete color (close. lower. part of the face)
Incomplete color (close . upper . part of the face)		experience was not carried out			experience was not carried out
Total

physical contact with him. Changes were also registered in the operational and technical side of behavior. Before classes, most of the subjects did not know how to open the boxes themselves and needed the help of the experimenter; some of them acted in an unusual way: they pushed the lid off the box with the back of their hand. After classes, they opened the boxes without the help of the experimenter and with the usual technique (fingers). And there is one more fact that, in our opinion, deserves attention. In tests for diagnosing the level of HRP before classes, children, not finding a toy in the first box, often did not even open the second one and were immediately distracted from the task. After classes, failure no longer entailed a cessation of activity: if the child did not find a toy in one box, then he continued to look for it in the second.

Concerning behavior directly aimed at solving problems, we observed the following changes. Both before and after classes, children used three categories of actions in the course of solving problems: vocalizations, manipulations, and visual orientations. But if in the first measurement the children's behavior was dominated by manipulative actions - chaotic trials, then after the transformative sessions, visual orientations began to prevail - a systematic search for landmarks. After the transformation of the form of communication in children, the range of vocalizations expanded. Along with exclamations expressing joy or displeasure, which made up the bulk of the first measurement, a whole series of naming words (children named objects), demonstrative words (“there”, “here”) appeared in the second.

In explaining the changes that have taken place, we took into account that children were not taught in the classroom to solve problems of image analysis and matching them with the originals, so it was impossible to include a direct transfer of the skills learned in the classroom into experiments with the diagnosis of CPD. Why did “business” communication classes cause such an increase in the level of GPA?

An analysis of the behavior of children in formative classes showed that in their process there was an intensive development of various aspects of the need for "businesslike" cooperation between a child and an adult. The child's desire to establish a "business" contact with an adult increased, there was an increase in the intensity of the positive emotional attitude of children to situational business communication, children had a desire to share emotions with adults about their activities with toys, children began to look for an assessment of their actions from adults. The emergence of a new need for "business" cooperation required new means for its implementation. Observations have shown that the circle of objective actions has expanded in children, new verbal means have appeared. At the same time, the group of means acquired by children in the framework of situational-personal communication underwent changes: gestures, glances, smiles. They now entered the context of cooperation: the child began to smile at the adult about his successes; his gestures began to express desires and intentions associated with objects (shows, takes, gives). Significant changes are taking place in the children's visual search actions: their gaze acquires an exploratory character. Baby now it's not easy sees adult - he carefully is following for his reactions to his own actions with objects, he tries to determine the attitude of an adult to his activities with things and, in turn, expresses his surprise and admiration with his eyes at the actions of an adult with objects. The look of the child becomes an effective means of studying objects, the face of an adult person - a communication partner, as well as his actions and deeds. The complication of the functions of the gaze, apparently, provides the opportunity for children to build much clearer and clearer visual images of both people and things.

The above facts allow us to make some assumptions about the ways in which situational business communication influences the development of an internal plan of action in young children. Apparently, in the course of situational business communication, children face new communicative tasks that require the child to develop his perceptual actions.

At the stage of situational-personal communication, the child is relatively unimportant who communicates with him. Affectionate intonation and facial expressions expressing benevolence are sufficient for his emotional comfort. Differentiating an adult's intonation does not require the construction of an integral image of him with the inclusion of precise portrait features - it is enough to capture his individual features. But at the stage of situational business communication, the child is not indifferent to who he communicates with: not every adult can satisfy his need for cooperation; one adult carefully and patiently monitors the actions of the child, actively participates in the game, helps the child, approves his actions, corrects his mistakes; other adults do not know how or do not want to play with the child, do not pay attention to his difficulties in interacting with objects, do not show how to cope with them. Consequently, children have to learn to build holistic images of adults, to single out their individual features and at the same time generalize them.

Situational business communication not only puts forward requirements for the perceptual abilities of children - it also creates optimal conditions for their development. An adult is constantly near the waking child, he acquaints him with the world around him, paying attention to the most important features in phenomena. The images that form in such communication in children include essential features of objects that it would be difficult for a child to comprehend without the help of an adult.

The mechanism of the influence of communication on the development of VPD is realized, obviously, also due to the assimilation of speech and objective actions by children in the course of situational business communication. From the point of view of many psychologists, these two events constitute an important milestone in the development of internal actions , , . Our experiments have shown that the internal plan of action is not necessarily associated with speech. But, apparently, the appearance of speech and objective actions transform the VPD; from this moment begins a kind of intellectualization of the ability of children to act in the internal plan, they have elements of logical operations. However, to clarify all the details of the mechanism of the impact of communication with adults on the development of CAP at an early age, additional studies are required.

1. Bartsalkin V. V. Formation of cognitive orientation in preschoolers: Cand. dis. - M., 1977. - 126 p.

2. Galperin P. Ya. To the study of the intellectual development of the child. - Questions of psychology, 1969, No. 1, p. 15-25.

3. Zemlyanukhina T. M. Peculiarities of communication and cognitive activity among pupils of nurseries and children's homes: Cand. dis.-M., 1982. -176 p.

4. Komarova E. S. Formation in preschoolers of the ability to act in terms of ideas: Cand. dis. - M., 1978. - 181 p.

5. Mazitova G. X. Development of differentiated relationships with surrounding adults in infants: Cand. dis. - M., 1977. -190 p.

6. Meshcheryakova-Zamogilnaya S. Yu. Psychological analysis of the "revitalization complex" in infants: Cand. dis. - M., 1979. - 200 p.

7. Novoselov S. L. The development of thinking at an early age. - M., 1978. - 160 p.

8. Piaget J. Selected psychological works. - M., 1969. - 659 p.

9. Poddyakov N. N. Thinking of a preschooler. - M., 1977. -272 p.

10. Ponomarev Ya. A. Knowledge, thinking and mental development.- M., 1967.-263 p.

11. The development of communication in preschoolers / Ed. A.V. Zaporozhets, M.I. Lisina - M 1974.- 288 p.

12. Smirnova E. O. The influence of communication with adults on the effectiveness of teaching preschoolers: Cand. dis. - M., 1977.- 196 p.

13. Elkonin D. B. Notes on the development of objective actions in early childhood. - Bulletin of the Moscow University. Series "Psychology", 1978, No. 3, p. 3-12.

Received in edition 2. XII.1982

Development of planning skills in younger students in educational activities. Reflection and an internal plan of action as the main psychological neoplasms in primary school age Conditions for the development of an internal plan of action

Recommended list of dissertations

Psychological features of the formation of an internal plan of action among students of a pedagogical university 2004, candidate of psychological sciences Zhuina, Diana Valerievna

Formation of the Generalization of Mental Actions in Primary School Students in the Conditions of Intellectual Dialogue 2000, candidate of psychological sciences Kuvarina, Natalya Valentinovna

Formation of self-regulation in younger students in educational activities 1998, candidate of psychological sciences Rosina, Natalya Leonidovna

Development of educational cooperation between junior schoolchildren and peers and a teacher in the conditions of formal and informal communication 2004, candidate of psychological sciences Runova, Tatyana Aleksandrovna

Development of flexibility of mental actions in junior schoolchildren in the conditions of personality-oriented learning 2004, Candidate of Psychological Sciences Fedoseeva, Olga Igorevna

Introduction to the thesis (part of the abstract) on the topic "Formation of an internal plan of action in children of primary school age"

Similar theses in the specialty "Pedagogical psychology", 19.00.07 VAK code

Features of the relationship of some components of sensorimotor activity with the communicative function of speech in younger schoolchildren with mental retardation 2010, candidate of psychological sciences Khorsheva, Natalya Alexandrovna

Formation of independent thinking in younger schoolchildren with mental retardation 1994, candidate of psychological sciences Knyazeva, Tatyana Nikolaevna

Features of reflexivity of creative thinking of younger schoolchildren 2002, candidate of psychological sciences Popryadukhina, Natalia Grigorievna

Formation of self-regulation in the process of educational activity in younger students with intellectual disabilities 2003, candidate of psychological sciences Metieva, Lyudmila Anatolyevna

Features of the development of personal self-regulation in primary school age 2004, candidate of psychological sciences Mamonova, Elena Borisovna

Dissertation conclusion on the topic "Pedagogical psychology", Minaeva, Elena Viktorovna

List of references for dissertation research candidate of psychological sciences Minaeva, Elena Viktorovna, 2000

Content

Relevance

Goals, objectives, conditions for conducting, material, technical and didactic equipment, stages of conducting

Progress

1.5 Development of an internal action plan for younger students.

1 Self-control as an element of educational activity