Tutorial. Olga Gonina - Psychology of primary school age

2.3. Memory of younger students

The memory of younger schoolchildren is characterized by involuntariness. It is easiest for children to remember the material included in their active activity, with which they directly interacted, as well as the one with which their interests, motives and needs are directly related. First-graders (as well as preschoolers) are dominated by well-developed involuntary memory, which ensures the memorization of information that is emotionally rich for the child. However, not all the information that children need to remember at school is of interest and attraction to them. Therefore, only involuntary, immediate, emotional memory does not ensure the fulfillment of the requirements of educational activity, for the successful implementation of which arbitrary purposeful memorization of educational material is necessary. The change of the leading activity from playing to learning stimulates significant changes in the processes of children's memory.

The most significant changes in the development of the memory of younger students consist in a gradual increase in the features of the arbitrariness of memory processes, which become consciously regulated and mediated, which is primarily due to a significant increase in the requirements for memory efficiency, a high level of which is necessary when performing educational activities. The mnemonic activity of younger schoolchildren, as well as their educational activity in general, becomes more arbitrary and meaningful, as evidenced by the allocation of mnemonic tasks and the children's mastery of techniques and methods of memorization. Children begin to recognize and highlight a special mnemonic task (memorization task) that differs from other educational tasks. Isolation of mnemonic tasks began as early as preschool age, but preschoolers were not always able to single out these tasks or singled them out with great difficulty. Already in the first year of study, the mnemonic tasks themselves are differentiated in children: children realize that certain material must be remembered literally, some information must be able to retell close to the text or in their own words, be able to reproduce it after a long period of time.

The ability of children of primary school age to random memorization is not the same throughout the education in primary school and differs significantly among first graders and students in grades 3–4. It is easier for first graders to complete the “remember” setting than the “remember with something” setting, and children memorize material more easily without using any means than comprehending and organizing material, which affects memory performance. As the learning tasks become more complex, the “remember without using any means” attitude becomes extremely ineffective, and this forces younger students to look for ways to organize memory. Most often, this technique is repeated repetition - a universal method that provides mechanical memorization of information. In grades 1-2, where the student is only required to simply reproduce a small amount of material, this method of memorization allows you to cope with educational tasks. But often it remains the only one for younger students throughout the entire period of study, which is due to the lack of mastery of semantic memorization techniques, insufficient formation of logical memory.

Younger students gradually master a variety of mnemonic techniques - memorization techniques. First, schoolchildren use the most elementary techniques - a long examination of the material, its repeated repetition when dividing it into parts, often not coinciding with semantic units. Children of primary school age gradually master the most important memorization technique - dividing the text into semantic units, drawing up a plan. When using this technique, first-graders find it difficult to divide the text into semantic parts, they cannot highlight the essential, the main thing in each passage, often when dividing, they only mechanically divide the memorized material in order to more easily memorize smaller parts of the text. Particular difficulties for younger students are the division of the text into semantic parts from memory. Children divide the text into semantic parts better with direct perception of the text.

Without special purposeful training, memorization techniques are formed spontaneously and often turn out to be unproductive. The low level of development of mnemonic processes and the child's inability to memorize directly affect the effectiveness of his educational activities and, ultimately, his attitude to learning and school in general. Only a few younger students can independently move on to more complex, rational methods of arbitrary memorization. Most children master these techniques in the process of special training aimed at the formation of meaningful memorization. Meaningful memorization is based on the use of complex mental operations (analysis, synthesis, comparison), which children master gradually in the learning process, and involves the division of material into semantic units, semantic grouping, semantic comparison, etc., as well as the use of various external memorization tools . In elementary grades, mnemonic methods of comparison and correlation are also widely used. The usually memorized material is correlated with something already well known, and individual parts, questions within the memorized material are compared. First, younger students use these methods in the process of direct memorization, relying on external aids (objects, models, pictures), and then on internal ones (comparing new and old materials, drawing up a plan, etc.).

The age-related features of the memory of younger students include easier and more productive memorization of visual material than verbal. In verbal material, children better remember the names of objects and much more difficult - abstract concepts. Memorization results are monitored mainly at the level of recognition: first-graders look at the text and believe that they have learned it, because they experience a feeling of familiarity. Other main age features of the memory of younger students are:

Memory plasticity, manifested in passive imprinting and quick forgetting;

The selective nature of memory, which leads to a better memorization of emotionally attractive and interesting material and the material that needs to be remembered sooner;

The increase in the arbitrariness of memorization, reliance on various semantic connections;

Gradual release of memory from the need to rely on perception, a decrease in the value of recognition;

Preservation of the figurative component of memory and its close connection with active imagination;

An increase in the level of voluntary regulation of mnemonic actions, which is characterized by the formulation of a mnemonic task, the presence of a memorization motive, the nature of the mnemonic attitude and the use of mnemonic techniques (Fig. 2.3).

Features of memory development in primary school age:

Plasticity and selectivity of memory;

Increasing the amount of memory, increasing the accuracy and systematic reproduction;

The increase in the arbitrariness of memorization;

Mastering various special ways of memorization;

Improving logical memory;

Release of memory from reliance on perception;

Turning playback into a manageable process;

Imagery of memory and its close connection with active imagination;

Increasing the level of voluntary regulation of mnemonic actions.

Rice. 2.3. Age features of the memory of younger students

In general, both voluntary and involuntary memory are significantly improved during primary school age, memory changes quantitatively and qualitatively, and becomes more productive. The memory capacity of a child from the first to the fourth grade increases by an average of 2–3 times. In the development of arbitrary memory of younger students, there is also an aspect associated with written speech and drawing. As they master sign and symbolic means, written speech, children also master mediated memorization using such speech as a sign tool.

Important conditions for the development of memory are the child's interest in knowledge, a positive attitude towards individual subjects and learning in general, his active position, a high level of cognitive motivation, special memorization exercises, mastering the methods and strategies of memorization associated with the organization and semantic processing of memorized information. , the presence of an installation for memorizing material.

Practical example

The second-grade students were given two stories to memorize and were warned that one of them should be told the next day, and the second should be remembered "forever". A few weeks later, a survey of students was conducted, and it was found that they remember the story better when they read it with the mindset to remember “forever”.

Reliance on thinking, the use of various methods and means of memorization (grouping material, comprehending the connections of its various parts, drawing up a plan, strong points, classification, structuring, schematization, analogies, associations, recoding, completing the material, serial organization of the material, etc.) contributes to the transformation memory of a junior schoolchild into a true higher mental function, characterized by awareness, mediation, arbitrariness.

There is an improvement of logical, semantic memory, which is based on the use of thought processes as a support, a means of memorization. As mental methods of memorization in primary school age, semantic correlation, classification, allocation of semantic supports and drawing up a plan, etc. are used. Vorobyova notes that the development of logical memory takes place in three stages: at the first stage, children master the logical operations of thinking; at the second stage, individual operations are combined into logical methods of thinking, while logical memory still functions on an involuntary-intuitive basis; the third stage is characterized by the formation of logical methods of memorization, i.e., the arbitrary use of thinking for mnemonic purposes, the transformation of mental actions into mnemonic skills and abilities (Table 2.3).

Table 2.3

Stages of development of logical memory of younger students

First stage. Mastering the logical operations of thinking

Second phase. The folding of individual operations into logical methods of thinking, the functioning of logical memory on an involuntary-intuitive basis

Third stage. Registration of logical methods of memorization, arbitrary use of thinking for mnemonic purposes, the transformation of mental actions into mnemonic skills and abilities

Practical example

Mastering the mnemonic method of structuring by younger students can begin with the performance of a speech action: after reading the text, children learn in a joint discussion to identify the topic, main idea and semantic parts, determine the topic of each of them and their relationships. Then, gradually, cognitive actions are transferred to the internal mental plane: children, when reading the text, highlight the semantic parts in the mind, and then call them to the teacher. In the future, the students are tasked with using appropriate mental actions to memorize the text.

But even having successfully mastered the appropriate mental operations and their use as a means of memorization, younger students do not immediately come to their application in educational activities. Second-graders do not yet have a need for their independent use. By the end of primary school age, children themselves are increasingly beginning to turn to new ways of memorizing when working with educational material. The optimal development of the logical memory of children of primary school age occurs subject to a number of conditions relating to the organization of teaching children the methods of memorization, their practical application, teaching schoolchildren to introspection of mnemonic activity, and the correct formulation of the task of memorization by adults:

The need to form in children a clear idea of a variety of mnemonic techniques;

Statement of a mnemonic task with an indication of ways to solve it;

Providing children with the opportunity to choose mnemonic techniques, followed by an analysis of the effectiveness of the selected techniques in solving specific problems of memorization;

Encouragement of children by adults: teachers and parents, to use a variety of methods of processing material to solve mnemonic problems.

Compliance with the above conditions makes it possible to achieve significant changes in the work of the memory of younger students, which are manifested in the conscious arbitrary use of rational mnemonic techniques by children when organizing memorization, which, in turn, leads to an increase in memory productivity.

E.G. Zavertkina formulated a number of principles for the development of mnemonic abilities of younger students:

The principle of interconnection of operational mechanisms of cognitive abilities - that is, a set of methods for processing memorized material, which leads to an increase in the productivity of memory processes, namely: to an increase in the speed, volume, accuracy of memorization and reproduction of material; to increase the strength of its memorization and preservation; to the growth of the possibility of its correct memorization, reproduction;

The principle of the inclusion of the process of developing mnemonic abilities in the general process of intellectual development of younger students;

The principle of an individual approach, implemented by means of diagnosing the initial level of development of the mnemonic abilities of schoolchildren and the individual selection of a system of developmental exercises that correct the universality of educational programs;

The principle of the structural organization of the developing program in accordance with the ways of organizing mnemonic activity by its subject;

The principle of psychological and pedagogical cooperation and joint activities of participants in the educational process.

Primary school age can be considered sensitive for the formation of arbitrary memory, therefore, at this age stage, targeted psychological and pedagogical developmental work on mastering mnemonic activity, taking into account the individual characteristics of the child's memory, is especially effective. As indicators of the level of development of the mnemonic abilities of a junior schoolchild as a whole, one can consider the productivity of memorization based on the functional and operational mechanisms of mnemonic abilities, the availability of methods for processing memorized information, the degree of awareness of the use and mastery of mnemonic techniques, the degree of formation of the ability to regulate, manage mnemonic processes.

1. Introduction

2. Features of communication

2.1 Verbal and emotional communication

3. Mental development

3.1 Oral and written speech

3.2 Sensory development

3.3 Development of thinking

3.4 Development of attention, memory, imagination

4. The personality of a child of primary school age

4.1 Gender identity

4.2 Psychological time of the individual

4.3 Development of the senses

5. Learning activities

5.1 School readiness

5.2 General characteristics of learning activities

5.3 The influence of learning on mental development

5.4 The impact of learning on personality development

6. Literature

1. Introduction

Primary school age (from 6-7 to 9-10 years old) is determined by an important external circumstance in a child's life - admission to school. Currently, the school accepts, and parents give the child at 6-7 years old. The school takes responsibility for determining the readiness of the child for primary education through the forms of various interviews. The family decides which primary school to send the child to: public or private, three or four years.

A child entering school automatically occupies a completely new place in the system of human relations: he has permanent responsibilities associated with educational activities. Close adults, a teacher, even strangers communicate with the child not only as a unique person, but also as a person who has taken upon himself the obligation (whether voluntarily or under duress) to study, like all children at his age.

By the end of preschool age, the child is, in a certain sense, a person. He is aware of what place he occupies among people (he, a preschooler) and what place he will have to take in the near future (he will go to school). In a word, he discovers a new place for himself in the social space of human relations. By this period, he has already achieved a lot in interpersonal relations: he is oriented in family and kinship relationships and knows how to take the place he wants and corresponds to his social status among relatives and friends. He knows how to build relationships with adults and peers: he has the skills of self-control, he knows how to subordinate himself to circumstances, to be adamant in his desires. He already understands that the assessment of his actions and motives is determined not so much by his own attitude towards himself (“I am good”), but first of all by how his actions look in the eyes of the people around him. His reflexive abilities are already well developed. At this age, a significant achievement in the development of the child's personality is the predominance of the motive "I must" over the motive "I want."

One of the most important outcomes of mental development during preschool childhood is the child's psychological readiness for schooling. And it lies in the fact that by the time of entering the school, the child develops psychological properties inherent in the student himself. Finally, these properties can develop only in the course of schooling under the influence of the conditions of life and activity inherent in it.

Primary school age promises the child new achievements in a new field of human activity - teaching. A child in primary school learns special psychophysical and mental activities that should serve writing, arithmetic, reading, physical education, drawing, manual labor and other types of educational activities. On the basis of educational activity under favorable learning conditions and a sufficient level of mental development of the child, prerequisites for theoretical consciousness and thinking arise (D.B. Elkonin, V.V. Davydov).

During preschool childhood, in the vicissitudes of relationships with adults and peers, the child learns to reflect on other people. At school, in the new conditions of life, these acquired reflexive abilities render the child a good service in solving problematic situations in relations with the teacher and classmates. At the same time, learning activity requires the child to have special reflection associated with mental operations: analysis of learning tasks, control and organization of performing actions, as well as control over attention, mnemonic actions, mental planning and problem solving.

The new social situation introduces the child into a strictly normalized world of relationships and requires him to organize arbitrariness, responsible for discipline, for the development of performing actions associated with the acquisition of learning skills, as well as for mental development. Thus, the new social situation toughens the child's living conditions and acts as a stressful one for him. Every child who enters school has increased mental tension. This affects not only the physical health, but also the behavior of the child.

A child of preschool age lives in the conditions of his family, where the demands addressed to him consciously or unconsciously correlate with his individual characteristics: the family usually correlates its requirements for the child's behavior with his capabilities.

Another thing is the school. There are many children in the class, and the teacher must work with everyone. This determines the strict requirements on the part of the teacher and increases the mental tension of the child. Before school, the individual characteristics of the child could not interfere with his natural development, since these characteristics were accepted and taken into account by close people. The standardization of the child's living conditions takes place at school, as a result, many deviations from the intended path of development are revealed: hyperexcitability, hyperdynamia, severe lethargy. These deviations form the basis of children's fears, reduce volitional activity, cause depression, etc. The child will have to overcome the trials that have piled on him.

General sensitivity to the impact of environmental conditions of life, characteristic of childhood, contributes to the development of adaptive forms of behavior, reflection and mental functions. In most cases, the child adapts himself to standard conditions. Education becomes the leading activity. In addition to assimilating special mental actions and actions serving writing, reading, drawing, labor, etc., the child, under the guidance of a teacher, begins to master the content of the main forms of human consciousness (science, art, morality, etc.) and learns to act in accordance with traditions and new people's social expectations.

In new relationships with adults and peers, the child continues to develop reflection on himself and others. In educational activity, by claiming recognition, the child exercises his will to achieve educational goals. Achieving success or failing, he falls into the trap of accompanying negative formations (sense of superiority over others or envy). The developing ability to identify with others helps to remove the pressure of negative formations and develop into accepted positive forms of communication.

At the end of the childhood period, the child continues to develop bodily (the coordination of movements and actions, the image of the body, the value attitude towards oneself bodily is improved). Bodily activity, coordination of movements and actions, in addition to general motor activity, are aimed at mastering specific movements and actions that provide learning activities.

Educational activity requires new achievements in the development of speech, attention, memory, imagination and thinking from the child; creates new conditions for the personal development of the child.

2. Features of communication

2.1 Verbal and emotional communication

The school imposes new requirements on the child in relation to speech development: when answering a lesson, speech must be literate, concise, clear in thought, expressive; when communicating, speech constructions must correspond to the expectations that have developed in the culture.

Communication becomes a special school of social relations. The child still unconsciously discovers the existence of different styles of communication. Also, unconsciously, he tries these styles, based on his own volitional capabilities and a certain social courage. In many cases, the child is faced with the problem of resolving the situation of frustrated communication.

In reality, in human relations, the following types of behavior in a situation of frustration can be distinguished:

1) actively included, adequately loyal, striving to overcome frustration type of behavior - an adaptive (high positive) form of social normative response;

2) an actively involved, inadequately loyal, frustration-fixed type of behavior is an adaptive form of social normative response;

3) an actively included, adequately disloyal, aggressive, frustration-fixed type of behavior - a negative normative form of social response;

4) an actively included, adequately disloyal, ignoring, frustration-fixed type of behavior - a negative normative form of social response;

5) passive, non-inclusive type of behavior - an undeveloped, non-adaptive form of social response.

It is in conditions of independent communication that the child discovers various styles of possible relationship building.

With an actively included loyal type of communication, the child is looking for speech and emotional forms that contribute to the establishment of positive relationships. If the situation requires it and the child was really wrong, he apologizes, fearlessly, but respectfully looks into the eyes of the opponent and expresses his willingness to cooperate and move forward in the development of relations. This kind of behavior of a younger student usually cannot be a really worked out and accepted form of communication from within. Only in separate, favorable situations of communication does he reach this peak.

When an inadequately loyal type of communication is actively turned on, the child, as it were, surrenders his positions without resistance, hurries to apologize, or simply submit to the opposite side. Readiness without an open discussion of the situation to accept the aggressive pressure of another is dangerous for the development of a sense of the child's personality. She crushes the child under her and rules over him.

When an adequately disloyal, aggressive type of communication is actively included, the child makes an emotional verbal or effective attack in response to aggression from another. He can use open swear words or fight back with words like "You're a fool!", "I hear from this!" and others. Open aggression in response to aggression puts the child in a position of equality in relation to peers, and here the struggle of ambitions will determine the winner through the ability to provide strong-willed resistance, without resorting to demonstrating physical advantage.

When an adequate, disloyal, ignoring type of communication is actively included, the child demonstrates complete disregard for the aggression directed at him. Open ignoring in response to aggression can put the child above the situation if he has enough intuition and reflective abilities not to overdo it in the expression of ignoring, not to offend the feelings of a frustrating peer and at the same time put him in his place. This position allows you to maintain self-esteem, a sense of personality.

With a passive non-included type of behavior, no communication occurs. The child avoids communication, withdraws into himself (draws his head into his shoulders, looks into a certain space in front of him, turns away, lowers his eyes, etc.). Such a position smears the child's self-esteem, deprives him of self-confidence.

At primary school age, a restructuring of the child's relationship with people takes place. As pointed out by L.S. Vygotsky, the history of the child's cultural development towards a result that can be defined "as the sociogenesis of higher forms of behavior".

3. Mental development

3.1 Oral and written speech

The first years of a child's life, as we have already said, are sensitive to the development of speech and cognitive processes. It is during this period that children develop a flair for linguistic phenomena, peculiar general linguistic abilities - the child begins to enter the reality of the figurative-sign system. In childhood, the development of speech goes in two main directions: firstly, the vocabulary is intensively recruited and the morphological system of the language spoken by others is assimilated; secondly, speech provides a restructuring of cognitive processes (attention, perception, memory, imagination, as well as thinking). At the same time, the growth of the dictionary, the development of the grammatical structure of speech and cognitive processes directly depend on the conditions of life and education. Individual variations here are very large, especially in speech development. Let us turn to a consistent analysis of the speech and cognitive processes of the child.

By the time of entering school, the child's vocabulary increases so much that he can freely explain himself to another person on any occasion related to everyday life and within the scope of his interests. If at three years a normally developed child uses up to 500 or more words, then a six-year-old - from 3000 to 7000 words. The vocabulary of a child in elementary grades consists of nouns, verbs, pronouns, adjectives, numerals and connecting conjunctions.

Without special training, a child will not be able to conduct a sound analysis of even the simplest words. This is understandable: by itself, verbal communication does not pose problems for the child, in the process of solving which these specific forms of analysis would develop. A child who does not know how to analyze the sound composition of a word cannot be considered retarded. He's just not trained.

The need for communication determines the development of speech. Throughout childhood, the child intensively masters speech. The development of speech turns into speech activity.

A child who enters school is forced to move from his "own program" of speech education to the program offered by the school.

Methodists offer the following scheme of types of speech for the systematic organization of work on the development of speech.

3.2 Sensory development

A child who comes to school not only distinguishes colors, shapes, size of objects and their position in space, but can correctly name the proposed colors and shapes of objects, and correctly correlate objects by size. He can also draw the simplest forms and paint them in a given color.

It is very important that the child is able to establish the identity of objects to one or another standard. Standards are samples of the main varieties of qualities and properties of objects developed by mankind. As mentioned above, the standards were created in the course of the history of human culture and are used by people as samples, yardsticks, with the help of which the perceived reality is established to correspond to one or another sample from the system of ordered standards.

If a child can correctly name the color and shape of an object, if he can correlate the perceived quality with the standard, then he can establish identity (the ball is round), partial similarity (the apple is round, but not perfect, like a ball), dissimilarity (ball and cube) . Thoroughly examining, feeling or listening, the child performs correlative actions, traces the connection of the perceived with the standard.

In nature, there is an endless variety of colors, shapes, sounds. Mankind gradually streamlined them, reducing them to systems of colors, shapes, sounds - sensory standards. For learning at school, it is important that the sensory development of the child is high enough.

By school age, a normally developed child understands well that a picture or drawing is a reflection of reality. Therefore, he tries to correlate paintings and drawings with reality, to see what is depicted in them. Looking at a drawing, a copy of a picture, or the picture itself, a child accustomed to the fine arts does not perceive the multi-color palette used by the artist as dirt, he knows that the world consists of an infinite number of sparkling colors. The child already knows how to correctly evaluate a perspective image, as he knows that the same object, located far away, looks small in the picture, and much more close up. Therefore, he peers intently, correlates the images of some objects with others. Children love to look at the pictures - after all, these are stories about the life that they are so eager to comprehend. Drawings and painting contribute to the development of the iconic function of consciousness and artistic taste.

3.3 Development of thinking

A feature of a healthy psyche of a child is cognitive activity. The curiosity of the child is constantly directed to the knowledge of the world around him and the construction of his own picture of this world. The child, playing, experiments, tries to establish causal relationships and dependencies. He himself, for example, can find out which objects sink and which will float.

The more mentally active the child is, the more questions he asks and the more varied these questions are. A child may be interested in everything in the world: how deep is the ocean? How do animals breathe there? how many thousand kilometers is the globe? why does the snow not melt in the mountains, but melted below?

The child strives for knowledge, and the very assimilation of knowledge occurs through numerous “why?”, “How?”, “Why?”. He is forced to operate with knowledge, imagine situations and try to find a possible way to answer the question. We have already said that when some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems, as they say, in his mind. He imagines a real situation and, as it were, acts in it in his imagination. Such thinking, in which the solution of the problem occurs as a result of internal actions with images, is called visual-figurative. Figurative thinking is the main type of thinking in primary school age. Of course, a younger student can think logically, but it should be remembered that this age is sensitive to learning based on visualization.

J. Piaget found that the thinking of a child at the age of six or seven is characterized by "centring" or the perception of the world of things and their properties from the only possible position for the child to actually occupy. It is difficult for a child to imagine that his vision of the world does not coincide with how other people perceive this world.

The transition to systematic education at school, to developmental education, changes the orientation of the child in the phenomena of reality surrounding him. At the prescientific stage of the development of thinking, the child judges changes from an egocentric position, but the transition to the assimilation of new ways of solving problems changes the child's consciousness, his position in assessing objects and changes occurring to him. Developing education leads the child to assimilate the scientific picture of the world, he begins to focus on socially developed criteria.

3.4 Development of attention, memory, imagination

Educational activity requires the development of higher mental functions - the arbitrariness of attention, memory, imagination. Attention, memory, imagination of a younger student are already gaining independence - the child learns to master special actions that make it possible to focus on learning activities, keep in memory what he saw or heard, imagine something that goes beyond what was previously perceived. If at preschool age play activity itself contributed to quantitative changes in the development of arbitrariness (an increase in arbitrariness, expressed in concentration and stability of attention, long-term preservation of images in memory, enrichment of the imagination), then at primary school age, educational activity requires the child to assign special actions, thanks to which attention, memory, imagination acquire a pronounced arbitrary, deliberate character. However, the arbitrariness of cognitive processes in children of six or seven, ten or eleven years old occurs only at the peak of volitional effort, when the child specially organizes himself under the pressure of circumstances or on his own impulse. Under normal circumstances, it is still very difficult for him to organize his mental functions at the level of the highest achievements of the human psyche.

The development of attention. The cognitive activity of the child, aimed at examining the world around him, organizes his attention on the objects under study for quite a long time, until interest dries up. If a six or seven-year-old child is busy playing an important game for him, then he, without being distracted, can play for two or even three hours. Just as long, he can be focused on productive activities (drawing, designing, making handicrafts that are significant to him). However, such results of concentration of attention are a consequence of interest in what the child is doing. He will languish, be distracted and feel completely unhappy if he needs to be attentive in those activities that he is indifferent to or does not like at all.

To a certain extent, a younger student can plan his own activities. At the same time, he verbally pronounces what he must and in what sequence he will perform this or that work. Planning certainly organizes the child's attention.

Memory development. When memorization becomes a condition for successful play or is important for the realization of the child's claims, he easily memorizes words in a given order, verses, a sequence of actions, etc. The child can already use memorization techniques consciously. He repeats what needs to be remembered, tries to comprehend, to realize what is remembered in a given sequence. However, involuntary memorization remains more productive. Here, again, everything determines the interest of the child in the business in which he is busy.

At school, the child is faced with the need to memorize arbitrarily. Educational activity strictly requires memorization from the child. The teacher gives the child instructions on how to remember and reproduce what should be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to the meaning, according to the difficulty of memorization, etc.), teaches to control the memorization process. Understanding is a necessary condition for memorization - the teacher fixes the child's attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: the preservation of knowledge and skills not only for solving school tasks, but for the rest of his life.

Voluntary memory becomes a function on which educational activity is based, and the child comes to understand the need to make his memory work for himself. It is the memorization and reproduction of educational material that allows the child to reflect on his personal mental changes as a result of immersion in educational activities and to see with his own eyes that “teaching yourself” means changing oneself in knowledge and in gaining the ability to perform arbitrary actions.

The development of the imagination. At primary school age, a child in his imagination can already create a variety of situations. Being formed in the game substitutions of some objects for others, the imagination passes into other types of activity.

A child, experiencing difficulties in real life, perceiving his personal situation as hopeless, can go into an imaginary world. So, when there is no father and this brings inexpressible pain, in the imagination one can find the most wonderful, most extraordinary - a generous, strong, courageous father. In the imagination, you can even save your father from mortal danger, and then he will not only love you, but also appreciate your courage, resourcefulness and courage. A father-friend is a dream not only for boys, but also for girls. Imagination provides a temporary opportunity to relax, to release tension in order to continue living without a father. When peers oppress - they beat, threaten with reprisals, humiliate morally, in the imagination you can create a special world in which a child either solves his problems with his own generosity, reasonable behavior, or turns into an aggressive ruler who cruelly takes revenge on his offenders. It is important to listen to your child's statements about bullying peers.

The mental development of a child attending school changes qualitatively due to the requirements imposed by educational activities. The child is now forced to enter the reality of figurative-sign systems and the reality of the objective world through constant immersion in situations of solving various educational and life tasks. We list the main tasks that are solved at primary school age: 1) penetration into the secrets of the linguistic, syntactic, and other structures of the language; 2) the assimilation of the meanings and meanings of verbal signs and the independent establishment of their subtle integrative connections; 3) solving mental problems related to the transformation of the objective world; 4) development of arbitrary aspects of attention, memory and imagination; 5) the development of imagination as a way to go beyond personal practical experience, as a condition for creativity.

4. The personality of a child of primary school age

At the age of seven or eleven, the child begins to understand that he is a kind of individuality, which, of course, is subject to social influences. He knows that he is obliged to learn and in the process of learning to change himself, appropriating collective signs (speech, numbers, notes, etc.), collective concepts, knowledge and ideas that exist in society, a system of social expectations regarding behavior and value orientations. At the same time, he knows that he is different from others and experiences his uniqueness, his "self", striving to establish himself among adults and peers.

4.1 Gender identity

The younger student already knows about his belonging to one or another gender. He already understands that this is irreversible, and seeks to establish himself as a boy or a girl.

The boy knows that he must be brave, not cry, give way to all adults and girls. The boy is looking at male professions. He knows what a man's job is. He is trying to saw something off, to score something. He is very proud when these efforts of his are noticed and approved. Boys try to act like men.

The girl knows that she should be friendly, kind, feminine, not to fight, not to spit, not to climb fences. She gets involved in housework. When praised for being a needlewoman and hostess, she erupts in pleasure and embarrassment. Girls strive to be like women.

In the classroom, girls and boys, when communicating with each other, do not forget that they are opposites: when a teacher puts a boy and a girl at the same desk, the children are embarrassed, especially if the surrounding peers react to this circumstance. In direct communication, children can observe some distancing due to the fact that they are “boys” and “girls”. However, primary school age is relatively calm in terms of pronounced fixation on sex-role relationships.

The linguistic space of the native language, which contains an infinite number of meanings and meanings, which determines the formation of psychological attitudes towards gender identification, begins to have a special, latent effect on the sexual identification of a child of primary school age.

4.2 Psychological time of the individual

The judgments of a child of primary school age about his past, present and future are still rather primitive. Usually a child of this age really lives for today and the near future.

The distant future is generally abstract for the primary school student, although when he is given a rosy picture of his future success, he beams with pleasure. His intentions to be a strong, intelligent, courageous man or a kind, affable, feminine woman are certainly commendable, but today's child makes only some symbolic efforts for this, relying on good impulses.

The personal past has a dual meaning for younger students. First, the child already has his own memories. The images of his memory are vivid and emotional. A child of 7-12 years old was normally freed from early amnesia. Memory stores visual representations that are reproduced in the form of generalized memories that are transformed at this age by enriching the child with life experience and the symbolic culture of the language. The child loves to “return” to childhood and relive the stories dear to him. These stories today bring him satisfaction and open joy. From bad memories, as a rule, the child seeks to free himself. Secondly, during the period of adjustment to school in the first and second grades, many children express sincere regret that they have become older. These kids would like to go back in time to their preschool childhood without the depressing and tiring commitment to study and learn. The desire to become small and not go to school may be among students in the third and fourth grades. In this case, the child needs psychological support and support.

4.3 Development of the senses

New facets of the feelings of a child of primary school age develop, first of all, within learning activities and about learning activities. Of course, all those feelings that he had at preschool age continue to remain and deepen in everyday relationships with his beloved close adults. However, the social space has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.

Another very important feeling for a developed personality is empathy for another.

Empathy is the experience of something with another (others), the sharing of someone else's experiences; it is also an action in relation to the one who empathizes with. The developed ability to empathize includes the entire range of this state: firstly, it is compassion (pity, excited by the misfortune of another person) and sympathy (responsive, sympathetic attitude to the experiences, misfortune of another); secondly, it is rejoicing (experiencing a sense of satisfaction with the joy and success of another).

The child learns empathy through the mechanism of imitation. Following a model is called imitation. Imitation is carried out through copying behavior and feelings. Actions, deeds, facial expressions, pantomimes are reproduced on the basis of physiological mechanisms. Imitation of feelings occurs on the basis of both physiological and psychological mechanisms.

A child learns empathy through imitation of the external manifestations of this state of a person and through imitation of actions that accompany empathy.

Imitation of the actions of empathy that adults show towards each other, towards children, animals, leads the child to the fact that he learns to show all the external paraphernalia of empathy and is really able to experience short bursts of the state of empathy for others. The feelings that arise in a child in relation to other people are easily transferred to the characters of fairy tales, stories, poems. The most vivid empathy is manifested when listening to fairy tales and stories, when it comes to a character who is in trouble.

The teacher can instruct. To do this, he must have the technique of suggestion. There is no need for an argument here. Suggestion is an impact on the will, consciousness, motivation for certain actions, primarily through the first signal system. This influence is carried out by voice, intonation, facial expressions. Suggestive speech is different from narrative speech. With the help of an intonograph and an electronic computer, the difference between the physical characteristics of suggestive speech and narrative speech was shown. From a psychological point of view, the effectiveness, emotionality of the speaker and the degree of confidence in what is being said are especially significant. If the teacher constantly treats envy, gloating and arrogance with disgust and indignation, then the inspiring power of his feelings will give positive results.

The teacher can work on imitative identification, on the mechanism of identifying a child with a significant adult. A child of primary school age is still very imitative. And this imitation is strengthened by a change of place in the system of social relations - the arrival of a child in school. The uncertainty that a child experiences at school increases his imitativeness.

The imitation of the child can be involuntary and arbitrary.

Involuntary imitation leads to borrowing the behavior of classmates, teachers. This imitation is based on the physiological imitation mechanism - on the demonstrated sample. Here the child unconsciously borrows the action.

Arbitrary imitation is an act of will, which is built on top of involuntary imitation. In this case, the child purposefully reproduces this or that action, tries to authentically recreate it in accordance with the model. By repeating syllables after the teacher, reproducing phonemes, the child masters his native and other languages through the mechanisms of involuntary and arbitrary imitation. Through these mechanisms, the child masters the actions of physical culture, fine arts, singing, labor skills, etc.

Empathy as a very important socially significant quality can get its special development through the imitation of the teacher's behavior with children about their failure and success. If the teacher, evaluating the knowledge of the child, informs him of the failure and at the same time sympathizes with him, is upset with him, then this is exactly how the children will behave in the future.

5. Learning activities

5.1 School readiness

Going to school is a turning point in a child's life. A distinctive feature of the position of a student, a schoolchild, is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, school, family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child.

A special place in the psychological readiness for school is occupied by the mastery of special knowledge and skills that are traditionally related to school proper - literacy, counting, and solving arithmetic problems.

The readiness to assimilate the school curriculum is evidenced not by the knowledge and skills themselves, but by the level of development of cognitive interests and cognitive activity of the child. A general positive attitude towards school and learning is not enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge received at school, is not interested in the new things that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself.

The school makes especially high demands on the thinking of the child. The child must be able to single out the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions.

Another side of mental development that determines a child’s readiness for schooling is the development of speech - possession of the ability to coherently, consistently, understandably for others to describe an object, picture, event, convey the course of one’s thoughts, explain one or another phenomenon, rule.

A special problem is adaptation to school. The situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters into life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.

5.2 General characteristics of learning activities

The educational activity of the child develops just as gradually, through the experience of entering it, like all previous activities (manipulation, object, play). 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.

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

1) learning task - what the student must learn, the method of action to be learned;

2) learning actions - what the student must do in order to form a pattern of the learned action and reproduce this pattern;

3) control action - comparison of the reproduced action with a sample;

4) evaluation action - determining how much the student has achieved the result, the degree of changes that have occurred in the child himself.

The ultimate goal of educational activity is the conscious educational activity of the student, which he himself builds according to the objective laws inherent in it. Learning activity, initially organized by an adult, should turn into an independent activity of the student, in which he formulates a learning task, performs learning and control actions, evaluates, i.e. learning activity through the child's reflection on it turns into self-learning.

Higher mental functions, according to L.S. Vygotsky, develop in the collective interactions of people. L.S. Vygotsky formulated the general genetic law of cultural development: “Every function in the cultural development of a child appears on the scene twice, on two planes, first social, then psychological, first between people, as an interpsychic category, then within the child, as an intrapsychic category. This applies equally to voluntary attention, as to logical memory, to the formation of concepts, to the development of the will. The psychological nature of man is the totality of human relations transferred inward. This transfer inside is carried out under the condition of the joint activity of an adult and a child. In learning activities - teacher and student.

The gradual increase in the potential of the mental operations and methods of learning activity existing in the culture is a natural way for the development of individual intellect and its socialization. However, in the theory of the content and structure of educational activity, for decades, the idea has crystallized that the basis of developmental learning is its content and methods of organizing learning. This position was developed by L.S. Vygotsky, and then D.B. Elkonin and V.V. Davydov. Of fundamental importance for the theorists of the conditions for the assimilation of knowledge was the idea of L. S. Vygotsky that "learning plays its leading role in mental development, primarily through the content of the acquired knowledge." Concretizing this provision, V.V. Davydov notes that “the developing nature of educational activity as a leading activity in primary school age is due to the fact that its content is theoretical knowledge.” The scientific knowledge and culture accumulated by mankind are assimilated by the child through the development of educational activities. V. V. Davydov, studying the educational activity of younger schoolchildren, writes that it “is built in accordance with the method of presenting scientific knowledge, with the method of ascending from the abstract to the concrete.” Thinking in the process of learning activity is to some extent similar to the thinking of a scientist presenting the results of his research through meaningful abstractions, generalizations and theoretical concepts. At the same time, it is assumed that knowledge characteristic of other "high" forms of social consciousness also gets the opportunity to be reproduced in a holistic way in a similar way - artistic, moral and legal thinking performs operations that are related to theoretical knowledge.

5.3 The influence of learning on mental development

The problem of developmental education and upbringing has been developed in our country for many decades. Initially, attention was paid to the development of learning skills. As a result, it was found that primary education does not significantly affect the mental development of children. L.V. Zankov wrote that the achievement of a good quality of knowledge and skills in the primary grades is not accompanied by success in the development of the child. The formed system of education, generated specifically by the historical development of educational activity, required a restructuring of the theory and practice of educational activity. At the end of the 1960s, a restructuring of primary education was carried out, one of the goals of which was to increase the role of education in the mental development of children.

When junior schoolchildren acquire theoretical knowledge, conditions arise that are conducive to the formation of psychological formations in them that determine mental development - reflection, analysis and planning.

Relative success gives the teacher the opportunity to see what each of his students is gaining. Analyzing the current and relative success of the child, L.S. Vygotsky, along with the level of the child’s actual development, singled out the concept of the zone of proximal development, which marks “the distance between the level of his actual development, determined with the help of tasks solved independently, and the level of the child’s possible development, determined with the help of tasks solved by the child under the guidance of adults and in cooperation with his more intelligent associates ... The level of actual development characterizes the success of development, the results of development for yesterday, and the zone of proximal development characterizes mental development for tomorrow. The maturation of the function of the child's mind takes place not only according to the complex laws of development, but also thanks to the complicity of an adult who takes on the mission to lead the child along with him, to perform learning actions with him so that tomorrow he can perform them independently. For the dynamics of mental development and for school success, the functions that have matured today are not so important as the functions that are in the maturation stage: what is important is not so much what the child has already learned, but what he is able to learn.

We should once again turn to the idea of L.S. Vygotsky that at each age development is based on different functions. At an early age, the leading function is perception, then - memory, thinking. In reality, the transition from one function to another does not occur according to the stages of age development. Each child has its own special dominants in the development of functions. So, in the conditions of school education, initially aimed at the development of logical thinking, children appear who are clearly unprepared to develop mentally in the proposed way. Visual-figurative thinking can dominate in them, they need to solve problem situations (from educational tasks to situations of everyday life) in figurative supports. N.S. Leites described a similar type of child development and showed that it has not only a negative side, but also potentially carries opportunities for creativity. Correlating the absolute success in the educational activity of a child of primary school age with early giftedness, the teacher may make a mistake: not every case of absolute success reveals to us a future intellectual and future talent. At the same time, not every case of developmental delay obviously predetermines a failure in the prospects for mental development. Exploring earlier the manifestations of giftedness and mental retardation, N.S. Leites showed that there are many development options. The development of each child has its own prospects - this must be remembered. You should communicate with the child, first of all, as a person, and not as a successful or unsuccessful student.

5.4 The impact of learning on personality development

The activity of learning has a fundamental influence on the mental development of the child. At the same time, the assimilation and development of speech in the education system is of decisive importance. Spontaneous assimilation of speech in the first years of childhood should be replaced by program development in the conditions of schooling.

The program development of speech includes the following types of education and development of the child.

First, the assimilation of the literary language, subject to the norm. This includes the development of reflection on the correlation of literary and non-literary language. The child is still very sensitive to corrections on the part of an adult, he easily perceives the words of the teacher, who indicates that this speech corresponds to the literary language or is vulgar, colloquial, far from the requirements of speech. Secondly, mastery of reading and writing. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, graphics, vocabulary, grammar, spelling. Success in mastering reading and writing determines the skills of constructing speech, especially the expression of one's thoughts and the perception of someone else's speech.

Thirdly, the correspondence of students' speech to a certain level of requirements, below which the child should not be, since he occupies the position of a student.

Teaching makes its own demands on speech exercises. This is, first of all, the systematic study of the assimilation and development of speech. All exercises have a reasonable sequence and relationship. Each lesson aimed at the development of speech provides for its own requirements for the student.

Modern methods of speech development determine the basic skills of students. Required skills include:

1) skills related to the awareness of the topic that the child must consistently reveal; 2) skills related to storyline planning and planning, accumulation of material for an upcoming story or essay;

3) skills related to planning the story or essay itself (plot, composition, etc.);

4) skills related to the language preparation of a story or essay;

5) skills related to the construction and writing of the text itself, as well as control and correction of the text. (Based on the materials of M. R. Lvov.)

Speech stereotypes are so strong that even in the speech of a person who has chosen languages as his profession as an adult, who has mastered more than one foreign and native language, no, no, and vernaculars learned in childhood slip through. However, this circumstance should not be an excuse for either the teacher or the student. Mastering cultural speech is the norm of the mental development of a modern person.

The development of speech is facilitated by mental development - the ability to fully and correctly assess the situation, analyze what is happening, as well as the ability to identify the problem. This also includes the ability to logically correctly describe the situation under discussion (consistently, clearly highlighting the main thing). The child should be able not to miss anything significant, not to repeat the same thing, not to include in the story what is not directly related to this story. It is also important to control the accuracy of speech.

6. Literature

1. Mukhina V.S. Age-related psychology. - 4th ed., - M., 1999. - 456 p.

The course of psychology of primary school age is one of the most important in the preparation of bachelors in the areas of "Psychology" and "Psychological Pedagogical Education". Mastering the course creates the basis for the meaningful assimilation of pedagogical knowledge, as well as knowledge in the field of other psychological disciplines. Future specialists need to know the main patterns of the formation of the leading type of activity and other activities of a child of primary school age, the development of cognitive mental processes and personality traits at this stage of ontogenesis, the characteristics of possible personal and behavioral problems of younger schoolchildren and be able to use diagnostic tools to identify the characteristics of the psyche of children, design optimal conditions for their mental development.
This textbook was compiled with the aim of forming students' ideas about the main patterns of mental development of a child of primary school age, methods for their diagnosis and correction. The content of the manual is focused on a scientific approach to the study of the laws of mental development: ideas about the driving forces of the development of the psyche, about the general laws and logic of the development of the psyche of younger students, knowledge about the features of the social situation, leading activities and neoplasms of the psyche of younger students.

The social situation of development in primary school age.
The specificity of the social situation of development at primary school age lies in the restructuring of the system of the child's relations with the surrounding reality associated with entering school. The younger school age is characterized by the fact that the child has a new status: he becomes a student, the leading activity changes from playing to learning. Educational activity is socially significant and puts the child in a new position in relation to adults and peers, changes his self-esteem, rebuilds relationships in the family. On this occasion, D.B. Elkonin noted that educational activity is social in its content (it is the assimilation of all the achievements of culture and science accumulated by mankind), social in its meaning (it is socially significant), social in its execution (carried out in accordance with socially developed norms) , it is leading in primary school age, i.e., in the period of formation.

The transition to educational activity is carried out against the background of a contradiction that arises within the social situation of the child's development: the preschooler outgrows the developing potential of the role-playing game, the relationships that he developed with adults and peers about the game. More recently, relationships regulated by the playing role, playing rules, were the source of the child's development, but now this situation has exhausted itself. The attitude to the game has changed, the preschooler understands more and more clearly that he occupies an insignificant position in the social environment. Increasingly, he has a need to do the work that is necessary and important for others, and this need develops into the inner position of the student. The child acquires the ability to go beyond the specific situation and look at himself as if from the outside, through the eyes of an adult. That is why the crisis that occurs during the transition to schooling is called the crisis of loss of immediacy. The social situation of development during the transition from preschool to primary school age is characterized, on the one hand, by an objective change in the child's place in the system of social relations, and, on the other hand, by the subjective reflection of this new position in the child's experiences and consciousness. It is the inseparable unity of these two aspects that determines the prospects and the zone of proximal development of the child in this transitional period. At the same time, an actual change in the child's social position is not enough to change the direction and content of his development. For this, it is necessary that this new position be accepted and comprehended by the child himself and reflected in the acquisition of new meanings associated with educational activities and a new system of school relations. Only thanks to this it becomes possible to realize the new potential of the development of the subject.

Content
Foreword
Chapter 1 Characteristics of the social situation of development and activity in primary school age
1.1. The social situation of development in primary school age
1.2. Educational activities of younger students
1.3. Labor activity of younger students
1.4. Communication of younger students
1.5. Game activity of younger students
1.6. Productive activities of younger students Questions and tasks for self-control
Workshop
Recommended reading
Chapter 2 Development of mental processes of younger schoolchildren
2.1. Perception of younger students
2.2. Attention of younger students
2.3. Memory of younger students
2.4. Thinking of younger students
2.5. Features of the development of the imagination of younger students
2.6. Speech development of children of primary school age Questions and tasks for self-control
Workshop
Recommended reading
Chapter 3
3.1. The sphere of self-awareness of a younger student
3.2. The emotional sphere of children of primary school age
3.3. Development of volitional regulation of behavior and volitional properties of the personality of younger students
3.4. Motivational-need sphere of junior schoolchildren
3.5. Moral development of children Questions and tasks for self-control Practicum
Recommended reading
Chapter 4 Psychological support for the development of younger students
4.1. Psychological readiness for school
4.2. Psychological adaptation of children to schooling
4.3. The problem of school failure
4.4. Personality and behavioral problems of younger students
4.5. Psychocorrective work with younger students Questions and tasks for self-control
Workshop
Recommended reading
Bibliography
Applications
Appendix 1 Questions for the test and exam in the psychology of primary school age
Annex 2 Test tasks in the psychology of primary school age
Appendix 3 Approximate topics of term papers and diploma papers on the psychology of primary school age.

Olga Olegovna Gonina

Psychology of primary school age

Educational edition

Foreword

The course of psychology of primary school age is one of the most important in the preparation of bachelors in the areas of "Psychology" and "Psychological and Pedagogical Education". Mastering the course creates the basis for the meaningful assimilation of pedagogical knowledge, as well as knowledge in the field of other psychological disciplines. Future specialists need to know the main patterns of the formation of the leading type of activity and other activities of a child of primary school age, the development of cognitive mental processes and personality traits at this stage of ontogenesis, the characteristics of possible personal and behavioral problems of younger schoolchildren and be able to use diagnostic tools to identify the characteristics of the psyche of children, design optimal conditions for their mental development.

This textbook was compiled with the aim of forming students' ideas about the main patterns of mental development of a child of primary school age, methods for their diagnosis and correction. The content of the manual is focused on a scientific approach to the study of the laws of mental development: ideas about the driving forces of the development of the psyche, about the general laws and logic of the development of the psyche of younger students, knowledge about the features of the social situation, leading activities and neoplasms of the psyche of younger students.

The textbook begins with a consideration of the social situation of development and the leading activities of primary school age. This is followed by a description of other types of activities typical for younger schoolchildren: play, communicative, productive and labor, which is due to the activity approach to the analysis of the psyche of children. The following chapters are devoted to the patterns of development of the cognitive sphere of children: sensations and perception, attention, memory, thinking, imagination, speech. The main age features of the cognitive development of children, the direction of quantitative and qualitative changes in mental functions are described, the process of structure formation in the cognitive sphere is revealed. The features of the child's personal development at primary school age are characterized: patterns of development of the sphere of self-consciousness, the motivational-need sphere, age-related features of the emotional and volitional spheres, moral development. At the same time, special attention is paid to the consideration of external and internal factors of personality development, which determine the driving forces and conditions for the child's personal development. The last chapter of the textbook is devoted to the presentation of some aspects of psychological support for the development of younger students: the problems of psychological readiness for school and the adaptation of children to schooling, school failure, personal and behavioral problems of younger students, the basics of psycho-correctional work with children of primary school age.

After each chapter, there are texts for self-study, questions and tasks for self-control of knowledge, as well as practical and research tasks for in-depth analysis and practical understanding of the studied material, psychodiagnostic techniques that can be used to study the developmental features of various types of activities, personal characteristics and characteristics cognitive processes of children. Lists of recommended literature after each chapter will also help organize independent work on the study of the psychology of primary school age. For the same purpose, the appendix contains control questions for the entire course of the discipline, topics of reports and abstracts. The text of the textbook is accompanied by practical examples, drawings and tables, which make it possible to better understand and assimilate the factual material on the psychology of primary school age.

Together with other disciplines of the basic part of the professional cycle of the Federal State Educational Standards of Higher Professional Education, the discipline "Psychology of Primary School Age" provides a toolkit for the formation of professional competencies of a bachelor of psychological and pedagogical education.

When studying the discipline "Psychology of primary school age", a bachelor must have the following competencies:

Patterns of development of various types of activities in primary school age;

Features of cognitive and personal development of a child of primary school age;

The main directions and content of psychological support for the development of younger students.

Apply the acquired theoretical knowledge in work in educational and educational institutions;

Analyze the age-related features of the mental development of younger students;

End of introductory segment.

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The textbook discusses the importance of the social situation of development in primary school age and general issues of the psychology of development of primary school students. The dynamics of the development of a junior schoolchild from grades 1 to 4 is presented in terms of the main parameters of the cognitive, regulatory and socio-communicative spheres of the personality of junior schoolchildren; the formation of the internal position of a younger student is considered. Particular attention is paid to the vectors and risks of development in primary school age. Each chapter of the textbook is accompanied by questions for discussion on the topic, tasks for the workshop, research tasks, reference material and a list of recommended reading (main and additional).

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