1.3 Development of the personality of younger schoolchildren
At primary school age, a child experiences a crisis of 7 years, when a restructuring of his behavior occurs in connection with a new (educational) situation. If the crisis of 3 years is associated with the awareness of one’s “I” in the world, then the crisis of 7 years is associated with the awareness of one’s “I” in society, with the birth of the child’s social “I”. The emotional sphere at this age is activated to satisfy the needs associated with developing specific motivations. These are motivation to achieve success in studies, prestigious motivation, motivation to avoid failure, compensatory motivation. At the age of 10-12 years they acquire leading value higher emotions, the formation of which is completed only by the age of 20-22, i.e. by the time the formation of higher departments is completed nervous system.
Going active formation personality. The foundations of many mental qualities are laid. Character is formed based on imitation of an adult. The younger schoolchild is impulsive and only in the third grade does restraint appear as a character trait.
Features: unlimited trust, submission, high sensitivity, naive playful attitude towards the world.
Self-awareness. There is an awareness of oneself as a schoolchild. At the age of seven to eleven years, the child begins to understand that he represents a certain 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. 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.
Moral norms and rules are learned. Younger schoolchildren are given a very broad set of norms and rules of behavior that they must follow in their relationships with the teacher and adults in different situations, when communicating with peers, while in public places and on the street. Once formed in a child at this age, such moral qualities become an internal and organic property of his personality.
Self-esteem is inadequate, depends on results educational activities and the teacher’s relationship to him. Self-esteem includes cognitive (knowledge about oneself) and emotional component(attitude towards oneself). Thus, the assessment of educational activities rebuilds the motivational-need sphere junior school student, emotional-value attitude towards oneself, i.e. source for the emergence of adequate and inadequate self-esteem.
In addition, self-esteem and other types of activities depend on self-assessments of educational activities; self-esteem can dominate as the dominant motive for one’s activities and behavior.
Emotional sphere. From the moment the child starts school, he emotional development more than before depends on the experience he acquires outside the home.
Younger schoolchildren are more balanced, the number of impulsive reactions decreases. A cheerful, cheerful, lively, cheerful mood is the norm. They already know how to manage their moods, and sometimes even mask them. Negative emotions are expressed more restrainedly, there is increased restraint and awareness in the expression of emotions, and increased stability emotional states, self-control.
The child’s fears reflect the perception of the world around him, the scope of which is now expanding. Inexplicable and imaginary fears of past years are replaced by others, more conscious: lessons, injections, natural phenomena, relationships between peers. From time to time, school-age children become reluctant to go to school. Symptoms ( headache, stomach cramps, vomiting, dizziness) are widely known. This is not a simulation, and in such cases it is important to find out the cause as quickly as possible. This could be fear of failure, fear of criticism from teachers, fear of being rejected by parents or peers. In such cases, parents' friendly and persistent interest in their child's attendance at school helps.
In the system of interpersonal relationships, self-love, a sense of responsibility, a sense of trust, empathy, a feeling of anger, shame and dissatisfaction are formed. Ambivalent experiences appear - the desire to meet expectations.
Motivational sphere. The motive influences not only educational activities, but also the child’s attitude towards the teacher and school, coloring them in positive or negative tones. For example, if a child studies in order to avoid punishment from authoritarian, demanding parents, educational activity proceeds intensely, with disruptions, and is colored negative emotions, anxiety. And vice versa, learning for the sake of knowledge makes it easy, joyful, exciting - “learning with passion.”
A.N. Leontiev identified motives that are understood and actually operating, conscious and unconscious, leading and secondary. All of them are present in the activities of a primary school student. But it is necessary to distinguish between motives generated by the educational activity itself, related directly to the content and process of learning, and motives that lie outside the educational activity (broad social or narrow personal motives of the child). It has been established that motives associated with the educational activity itself are not yet leading at primary school age. They have three dominant groups of motives:
broad social,
narrowly personal,
educational and cognitive motives.
Broad social motives of younger schoolchildren look like motives for self-improvement (to be cultured, developed) and self-determination (after school to continue studying or working, choosing a profession). The fact that the child is aware of the social significance of learning creates personal readiness for school and positive expectations for it as a result of social attitudes. These motives appear as understood and associated with distant, deferred goals. They are accompanied by motives of duty and responsibility, which at first are not realized by children, but actually act in the form of conscientious fulfillment of the teacher’s tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with 1) an inaccurate understanding of responsibility and irresponsibility at this age and 2) an uncritical attitude towards oneself and often inflated self-esteem.
Narrow motives appear in the form of the desire to get a good grade at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive a reward (motives of well-being) or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives).
Educational and cognitive motives are directly embedded in the educational activity itself and are associated with the content and process of learning, with mastery, first of all, of the method of activity. They are found in cognitive interests, the desire to overcome difficulties in the process of cognition, and to demonstrate intellectual activity. The development of motives of this group depends on the level of cognitive need with which the child comes to school, and on the level of content and organization educational process.
The basis of motivation associated with the content and process of learning is a cognitive need. It is born from an earlier child's need for external impressions and the need for activity, which the child has from the first days of life. The development of cognitive need varies from child to child: in some it is clearly expressed and has a “theoretical” direction, in others the practical orientation is more strongly expressed, in others it is generally very weak.
At about 10 years of age, the motivation for communication sharply changes its direction from an adult to a peer. Communication begins to be homosocial in nature.
In general, the motivational sphere during the period of primary school age gradually moves from an amorphous single-level system of incentives to a hierarchical structure of a system of motives.
Relationships with adults. They are differentiated in relation to teachers and parents. The teacher is the most significant and authoritative figure. Trust and attraction to a teacher do not depend on the qualities of the teacher himself. At the end of 2nd to the beginning of 3rd grade, the figure of the teacher decreases in importance.
Intrafamily relationships are entirely subordinated school life. The content of communication with parents is determined by school topics. The child’s emotional dependence on parents decreases. But parental control still has its place. educational value. Parents' reactions are important for a child. And parents, evaluating the results of their child’s work, form in him a sense of skill.
Relationships with peers. From the age of six, children spend more and more time with peers, almost always of the same sex. Popular children tend to adapt well, feel comfortable among their peers, and are generally cooperative.
Interest in peers becomes especially acute in grades 2-3, and this is always a “mirror” reflection of the teacher’s assessments.
The form of relationships with peers is friendly and comradely. The first friendly associations are formed. Relationships arise situationally and most often territorially.
Children's groups are homogeneous by gender. Younger students show great interest in older students.
The main new developments of a junior schoolchild:
Arbitrariness;
Internal action plan;
Personal reflection;
Intellectual reflection.
Arbitrariness. Carrying out educational activities is possible only if the child learns to control his mental processes and behavior in general. This makes it possible to subordinate one’s immediate “want” to the “need” required by the teacher and school discipline and contributes to the formation of voluntariness as a special, new quality of mental processes. It manifests itself in the ability to consciously set goals for action and deliberately seek and find means of achieving them, overcoming difficulties and obstacles.
Internal plan of action. The need for control and self-control, the requirements for verbal reports and assessments form in younger schoolchildren the ability to plan and perform actions silently, on an internal level. The need to distinguish between patterns of reasoning and independent attempts to construct them presupposes in a primary school student the formation of the ability to, as it were, examine and evaluate his own thoughts and actions from the outside. This skill underlies reflection.
Personal reflection. There is a desire to have your own point of view on everything. They also develop judgments about their own social importance—self-esteem. It develops through the development of self-awareness and feedback with those around them whose opinions they value. Children usually have a high grade if their parents treat them with interest, warmth and love. Jr school age– completion of the development of self-awareness.
Reflection is intellectual. This refers to reflection in terms of thinking. During school years, the ability to store and retrieve information from memory improves, and metamemory develops. Children not only remember better, but are also able to reflect on how they do it.
Primary school age is called the peak of childhood. The child retains many childish qualities - frivolity, naivety, looking up to the adult. But he is already beginning to lose his childish spontaneity in behavior; he has a different logic of thinking.
Personal development of students during the learning process
as an indicator
quality of education.
Personal development of students is a capacious concept.
Main indicators of personal development: emotional-
students’ value attitude towards cognition and knowledge;
formation of motivation to achieve success;
students' readiness for self-determination. In my opinion,
the development of these basic indicators among students gives
enough opportunities for objective characterization
their personal development. At the same time, we should not forget that
the most important educational outcomes arise
Then,
when any influence of teachers,
educators begin to coincide with their own efforts
child according to his education.
Technologies for student-centered learning
are most aimed at revealing individual
characteristics of students and their development. “Any action -
claims I.S. Yakimanskaya - is recognized as high quality
only when there is a personal meaning behind it,
the internal component, which provides the external,
the quality of this action recognized by others.”
The world is changing rapidly, the new development of society in
current market conditions pose its own challenges to
education. The graduate must be different. In the same time
there are quite a lot of facts indicating a decrease
quality of education. The problem of quality of education
requires constant attention, analysis and adequate
solutions.
Teacher's work on development problem
students in the learning process helps them master
effective technologies for developing the personality of students,
skills to design a lesson in which the student becomes
subject of his education,
and the teacher is
organizer of student development management. In conditions
differentiated learning, its main
principles that promote the development of such personal
qualities, such as level of training, cognitive interest
students to the subject.
Differentiated instruction does not solve all problems
improving the quality of education if in the educational process
there is no emphasis on ensuring personal
student development. To resolve the exit issue
In that
education in line with today's requirements for its
quality should be at the center of the educational process
student, promoting his successful socialization.
During the lesson, students find themselves in a situation of choice,
are involved in the process of independent search and discovery
new knowledge, conditions for self-esteem and
mutual assessment of educational activities.
In progress
the teacher constantly uses comparative
diagnostics.
Most acceptable for the teacher in the process
lesson form of tracking development is
survey.
Various ways of forming
students' motivation to achieve success allows
move them from the level of negative and indifferent
attitude towards learning is positive, responsible,
deliberate.
helps the teacher
professionally thought-out formulation of the lesson goal,
choice of methods of work in the lesson, diagnostic methods
student achievements in development personal qualities.
Questions for the lesson are posed in such a way that they allow
direct students' activities to apply their
ways to obtain missing knowledge, choose the most
rational way of action. Students together with
the teacher draws up his own action plan that
allows them to focus their efforts on developing motivation
achieving success. In the process of pedagogical diagnostics
Students are asked to analyze themselves
the following positions: ready to overcome the situation
difficulties; I try to avoid failure in class; I believe, that
the knowledge gained in the lesson will be useful in life; I
I try to choose tasks increased difficulty and etc.
Diagnostics allows the teacher to trace
the dynamics of changes in students’ attitudes towards learning and
knowledge as a value. Students are motivated to achieve success
(70%) prevails over avoiding failure (30%).
Analysis of diagnostic results also shows that
The professional position of the teacher has changed:
transition from the position of a knowledge carrier, “giving” knowledge to
position of organizer of cognitive activity
student. The teacher creates conditions for updating and
development of the student’s subjective position in the educational
cognitive process; in his practical activities
the dominant technology becomes personal-
focused training that ensures the creation
conditions in the lessons for the manifestation of individual
students' abilities and their independence.
From year to year there is a positive trend
academic performance,
their
cognitive interest in the learning process.
To achieve such results, the following solutions help:
tasks:
Build your work based on the knowledge of age and
students' knowledge,
quality
psychological characteristics students.
Be able to establish constructive contact with
students: avoid during communication with students
negative, low assessments of their work and their level
development.
Do not compare students with each other, evaluate
only actions, without giving negative ratings
personal qualities.
Demonstrate in your professional
student-centered, collaborative
activities with students and collaboration.
See each student as an individual, respect, value,
demonstrate interest in his personal
manifestations.
Constantly create a situation of success in academic
activities, encourage students.
Rely on basic personality-forming
the needs of each student: creative
activities, in recognition, security,
self-realization, respect.
Constantly show students cheerful
mood, activity, love of life and optimism, faith
into their success.
Predict the results of your pedagogical
impact.
Focus on friendly interaction
with parents, other teachers and
psychologists, pursuing a common goal - development
personality of the student, and work together on it
achievement.
To implement a person-centered approach,
needs to be specially built educational process, and this
involves a special design of educational
text,
methodological
recommendations for its use, types of educational dialogue,
didactic material,
peculiarities
forms of control over the student’s personal development during
mastery of knowledge.
For example, when working with text that needs to be reported
in the lesson, I, in addition to the nature of the presentation, the purpose of learning,
I take into account the children’s personal attitude towards working with this
text. If the text contains help information
character, it is “impersonal” - it is assimilated by everyone as
mandatory. But there is information expressing the results
someone else's experience. I aim students to develop not memory,
and independence of thinking. “The man apparently
created to think: this is all his dignity, all his
merit, his whole duty is to think like
should,” wrote Blaise Pascal.
When developing didactic material, I take into account
psychological and pedagogical
students,
objective complexity of the subject content of tasks, and
various ways to solve them.
In the content of the tasks I include a description of their techniques
executions that I specify directly:
in the form of rules,
instructions,
action algorithms,
supporting notes,
or by organizing
self-search:
solve in different ways,
find a rational way,
compare and evaluate two approaches,
choose the correct solution.
All teaching techniques used can be conditionally
divided into three types:
Techniques of the first type are included in the content of assimilated
knowledge. They are described in the form of rules and regulations.
The second type is techniques of mental activity,
aimed at organizing the perception of educational
material, observation, memorization, image creation
Techniques of the third type are specified by training, but are not associated
with subject knowledge content. These techniques
ensure the organization of training,
do it
independent, active, purposeful. To them
include goal setting techniques,
planning,
reflection - this creates the basis for self-education,
self-organization of the student in learning.
conversation,
The same educational material is acquired through
active inclusion of various sensory systems: not only
vision and hearing, but also through motor skills, tactile perception,
various semantic codes, supporting notes, i.e.
mental operations used by students,
working with educational material.
In the process of implementing personality-oriented
approach to teaching, it is necessary to change the function and form
lesson organization. Now the lesson must obey not
reporting and testing knowledge (although such lessons are needed), and
identifying students’ experiences in relation to what is being presented
content.
I will give a fragment of a physics lesson when studying the topic
"Electromagnetic waves".
I will organize a free
(heuristic)
stimulating students
speak out without fear of being mistaken about how they
define these terms meaningfully.
I often ask students questions:
What do you know about it? Where were they observed?
What properties and signs can be identified?
Where in life can this be used?
I would like to point out to the guys that during such a conversation there is no
there are right and wrong answers, there are just different ones
positions, views, points of view, having highlighted which, we begin
work from the perspective of the subject. I'm not forcing you, but
I convince students to accept the content that
proposed from the position of scientific knowledge. Scientific
content is born as knowledge that I do not possess
Only I am a teacher, but also a student, what happens here is
a kind of exchange of knowledge, collective selection of it
content. Under these conditions, the acquired knowledge is not
“impersonal”, but becomes personally significant. Student at
This is the creator of this knowledge, a participant in its generation.
On lessons Special attention I pay attention to the development of thinking
and student speech. I offer the following tasks to complete:
of which it is necessary, first of all, to compose algorithms.
This activity requires mental effort,
discussions, group and pair work forms, within
which can organize constructive communication and
cooperation.
Bibliography:
1 Osmolovskaya I.M. How to organize differentiated learning/
THEM. Osmolovskaya, – M.: September, 2002. – 160 pp., – ISBN 5 88753
0553
2 Selevko G.K. Modern educational technologies: Educational
allowance / G.K. Selevko, - M.: Public education, 1998. - 296 pp., -
ISBN 879531279
3 Simonova A. Technology of level differentiation /
A. Simonova // Teacher – 2000. No. 6 – p. 2023.
4 Stepanov E.N. Personality-oriented approach in the work of a teacher:
development and use / edited by E.N. Stepanova - M.: Sfera shopping center,
2006.128 p.
5 http://tcophysics.narod.ru/
6 http:// [email protected]
When a child enters school, his or her opportunities for developing many things expand. personal properties. First of all, it should be said about the complex of special personal characteristics that relate to motivation to achieve success.
As is known, in preschool age the prerequisites for the formation of this motive are already beginning to take shape. However, the final formation and consolidation of motivation to achieve success (avoiding failure) as a personal trait occurs in primary school age. What properties are included in the complex associated with the implementation of this motivation?
First of all It is necessary to note the even more intensified, in comparison with preschoolers, limitless trust in adults, mainly to teachers, submission and imitating them. This is expressed to such an extent that, when characterizing himself, a junior schoolchild necessarily repeats what adults say about him.
The assessment of adults directly influences self-esteem Guys. And for younger schoolchildren, unlike preschoolers, self-esteem is differentiated and can be adequate, overestimated, underestimated. Adults need to take this into account and be careful in their conclusions regarding the abilities, qualities, successes, and failures of children of primary school age.
Secondly It is necessary to note such a feature as conscious setting of goals for achieving success and volitional regulation of behavior, which allows the child to achieve it. This suggests that the child has already formed the subordination of goals to the motives of activity. Thus, children, having become interested in something, can be captivated by this activity for hours.
The motivation to achieve success (avoid failure) is directly related to self-esteem (as mentioned above) and the level of a person’s aspirations. This connection can be traced as follows. Experimental studies have shown that individuals who have a strong motivation to achieve success and low motivation to avoid failure have adequate, moderately inflated self-esteem, as well as a fairly high level of aspirations. Consequently, in the process of developing the motive for achieving success in children, it is necessary to take care of both self-esteem and the level of aspirations.
The level of a child’s aspirations does not necessarily depend on success in any activity, but also on the position he occupies in the system of interpersonal relationships with peers. Children who enjoy authority among their peers have adequate self-esteem and level of aspirations.
Finally, third property set of properties of achievement motivation is awareness of one's abilities and capabilities, distinguishing between the two and strengthening on this basis faith in your successes.
An important point is also (in case of awareness of the insufficiency of one’s abilities) the idea that the lack of abilities can be compensated for by increasing the efforts made and vice versa.
Thus, primary school age is the period of emergence and consolidation of important personal characteristics, which, becoming stable, determines the child’s success in various types activity, that is, motivation to achieve success (avoid failure). (Nemov, pp. 172-174).
Motivation to achieve success stimulates the development of 2 more personal qualities: hard work And independence.
Hard work arises as a result of repeated successes when sufficient effort is applied and the child receives encouragement for this. Favorable conditions for the development of hard work are created by the fact that educational activities initially present great difficulties for him that must be overcome. Due to this important role The adults play a reasonable system of rewarding the child for success. It should be focused not on those achievements that are easy, but on those that are difficult and are completely determined by the efforts made. Adults should also support the child’s faith in his successes, even if they are not so noticeable at first. This affects self-esteem and level of aspirations.
Another condition that favorably influences the development of hard work is obtaining satisfaction from work. That is, rewards for success should evoke positive emotions in the child.
Independence. Junior school age is a turning point for the formation of this personality quality. In cultivating this quality in a child, it is important to adhere to the “golden mean”, since excessive guardianship on the part of adults can lead to the child’s dependence and lack of independence. On the other hand, an early emphasis only on autonomy and independence can breed disobedience and closedness.
Ways and means of developing independence:
1) entrust the child with doing things independently and at the same time trust him more.
2) It is necessary to welcome any desire of the child for independence.
3) It is important to instruct your child to complete homework as independently as possible from the first days of school.
4) Creation of socio-psychological situations in which the child is entrusted with a responsible task, by performing which he could become a leader for others. (Nemov, pp. 175-174).
Age 6-7 years – period of actual folding psychological mechanisms individuals who together form unity of personality, "I".
Motivational-need sphere. Leading needs of age - in communication with people, in mutual understanding and empathy. Strong need in play activity , although the content of the game varies. While playing, children draw, count, and write.
Characteristic need in external impressions(curiosity in the external aspects of objects, phenomena, new types of activities), on the basis of which they develop cognitive needs, which, along with the needs of communication, become leading. Most psychologists argue that in younger schoolchildren the development of needs goes towards the dominance of spiritual needs over material ones (1st grade - toys, sweets; 2nd grade - books, movies, computer games; 3rd grade - travel, animal protection, etc.) and social over personal.
Also characteristic are the needs for movement, activity, etc.
Children in grades 1-2 are characterized by external motives for educational activities (to please parents, to receive a promised gift), and after grade 3, internal motives are also formed (interest in acquiring knowledge).
Self-awareness. A new personal formation emerges - student position. In connection with the development of educational activities, the adequacy of self-perception. There is a tendency to highlight one's own individuality, belonging to a certain group.
Self-esteem in different types activities may differ significantly (more often - orientation towards adults in the assessment). In general, younger schoolchildren have all types of self-esteem (stable low self-esteem, high adequate self-esteem, inadequate low self-esteem, inflated self-esteem).
Closely related to self-esteem level of aspiration child – the level of achievement that the child believes he is capable of.
A relationship was discovered between the type of self-esteem and the child’s academic performance (Sapogova, pp. 314-318).
Develops over the period reflection– the ability to look at oneself through someone else’s eyes, from the outside, as well as self-observation and correlation of one’s actions and actions with universal human norms. For example, in the 1st grade, a child sees failures in his studies in the surrounding circumstances, and in the 3rd grade he comes to the realization that the reason for the failures may be hidden in internal features his personality.
At primary school age, it is very important to be an excellent student, and this in turn affects self-esteem, increasing it. Low achievers often experience decreased self-esteem, uncertainty, and wariness in relationships. This can be corrected if you compare the child not with others, but with himself.
At primary school age, the moral behavior that was established in previous ages is tested, since at school the child for the first time encounters a clear and detailed system of moral norms, requirements, the observance of which is constantly and purposefully monitored. For younger students, it is important to explain the meaning of the norms and monitor their implementation. If adults are not strict in this control, then an attitude is formed that compliance with norms depends on the mood of adults, on the prevailing circumstances, that is, their implementation is not necessary. The child may think that the rules must be followed not because of internal necessity, but under the influence of external circumstances (fear of punishment).
At primary school age, the formation of such moral feelings as a sense of camaraderie, duty, love for the Motherland, and the ability to empathize (empathy) occurs.
Changes and emotional-volitional sphere. Awareness, restraint, and stability of feelings and actions increase. Carrying out educational activities evokes stronger emotions than gaming activities.
But full awareness of one’s own and other people’s feelings is not yet available.
In the 1st grade, there is a persistence of a strong involuntary component in emotional life, which explains, for example, laughter in class and violation of discipline. But by 2-3 grades, children become more restrained in expressing emotions and feelings. Impulsive motor reactions characteristic of preschoolers are replaced by speech ones.
The age norm for the emotional life of a junior schoolchild is considered to be an optimistic, cheerful, joyful mood. Individuality in the expression of emotions increases: children are distinguished between calm and restless (affected).
Emotional life becomes more complex and differentiated - complex higher feelings appear: moral, intellectual, aesthetic (feelings of beauty and ugliness), practical feelings (during dance classes, physical education; making crafts) (Sapogova, pp. 318-320).
Feelings junior school student develop in close connection with the will: they often stimulate the will and themselves become the motive of behavior. Will is the ability to perform actions or restrain them, overcoming external and internal obstacles.
Volitional action develops if:
1) the goals of the activity are clear and conscious;
2) goals are “visible” to the child (not delayed);
3) the activity being carried out is commensurate with the child’s capabilities (tasks should be neither difficult nor easy);
4) the child knows and understands the method of performing actions and activities;
5) external control over the child’s actions gradually changes to internal control.
By the 3rd grade, perseverance and perseverance in achieving goals is formed.
Compared with preschool age schoolboy already with junior classes enters into a wider circle of social communication, while society places more stringent demands on his behavior and personal qualities. Requirements are expressed by the teacher, parents, the nature of educational activities, peers - the entire social environment. Accordingly, behavior patterns are set by school, family, friends and specially selected literature.
In this set of factors educational activities play a leading role. It is teaching that provides the basis for requiring concentration, volitional efforts, and self-regulation of behavior from the child. Children who have sufficiently developed educational motivation, those who want to study at school, easily cope with their responsibilities, and such personal qualities as responsibility, diligence, and strong-willed orientation appear in their behavior. This is usually associated with great love for the teacher and the desire to earn his praise. With weak educational motivation demands are perceived as external, difficult, the child looks for ways to avoid trouble. He is punished and sometimes quite cruelly.
Things are going well at school new system relationship with reality. The teacher acts not just as an adult, but as an authorized representative of society. His authority is indisputable. He acts on the basis of uniform evaluation criteria, his marks rank the children: this one got a “5”, this one got a “3”. And in the eyes of the student, the mark acts as a standard not only for specific knowledge, but also for all personal qualities.
The attitude towards a friend depends on the marks he receives. Even on the street, a weak student may be called a “failing student!” An excellent student is considered an example of all valuable qualities. He is the kindest, the most modest, the most sensitive... " because he gets straight A's" He will be the first to ride in a sled, and they try to imitate him. Emotional relationships become indirect, depending on success, on the teacher’s assessment.
Self-esteem also depends on grades. When entering school, the child is full of hope for his success and evaluates himself somewhat overestimated. But getting Cs and Ds causes him to underestimate all his qualities. In the experiment, we asked first-graders whether they considered themselves modest (sensitive, truthful), and usually heard:
“No, sometimes I get C’s.” To the question “What can you do well?” even 3rd grade students spoke only about academic skills: “I read well, but my tasks are weak.”
For many students, by the 3rd-4th grade, self-esteem becomes low, and this reduces motivation to achieve success.
Special work shows, however, the great potential of children in developing objective, adequate self-esteem. For this purpose, students were asked to evaluate their homework before the teacher and then compare it with his assessment. After a short time, these assessments began to coincide, the children began to see their work through the eyes of the teacher, which led not only to an increase in academic performance, but also to the development of self-criticism and self-confidence.
Focusing on academic achievements and grades can also have a negative impact on personal development schoolboy. “School egoism” appears when the child becomes the center of family concerns and demands everyone’s attention to himself, without giving anything to others. A kind of counterbalance to this development of events is the participation of schoolchildren in household work. Parents, of course, give their children certain instructions, but this is often accompanied by repeated reminders and reproaches. Initiative work caused by concern for loved ones and responsibility towards them has a deep personal impact.
In our (together with Ch. T. Osmonova) study of the work activity of primary schoolchildren, children were asked to keep a self-control notebook, where all feasible types of work were listed, and to keep their own daily notes of completed tasks. Moreover, we agreed to mark differently things done at will, at the request of adults, or after repeated reminders. A special mark - a sign of quality - was given if the work was praised by adults, thanked, if it was done conscientiously. Children spoke weekly in class about household chores, and these included proactive extracurricular reading, selection of proverbs about work, and learning unassigned poems, that is, mental work was encouraged on an equal basis with physical work.
And although no marks were given for this work and the children themselves assessed it according to the given criteria of initiative, the teacher’s attention and interest in non-academic activities kept the children active and motivated to achieve success. This served significant factor in the development of such personal qualities as self-regulation of behavior, care for loved ones, confidence in achieving success, adequacy of self-esteem.
It is impossible not to note such an aspect of personal development as moral ideas and moral emotions. They are also related to the teacher's personality and teaching activities. The teacher's opinion and demands are considered as the basis of moral standards. In our study, primary schoolchildren defined moral concepts: “modesty is if V.G. said not to brag, then there is no need to tell anyone”; “sensitivity is if V.G. said to help a friend, then you need to work with him so that he is not offended,” etc. All moral judgments began from the opinion of our beloved teacher.
However, familiarization with works of fiction takes schoolchildren beyond personal experience. Both altruistic and civic feelings become available to them, they experience the patriotic pages of history, the heroism of their people, and then the teacher’s personality remains “behind the scenes.” Although in this case a lot depends on his approval.
During primary education The student’s communication with his friends develops. At first it is friendship with the one with whom you sit at a desk next to or with whom you live next to. But as academic work becomes habitual and other activities and interests appear, relationships with friends become more selective. Ideas about peers go beyond the grades they receive. Joint experience is accumulating extracurricular activities as the basis for personal assessments: “It’s not interesting to be with Kirill. We’ll come to him, he’ll take over everything himself, he’ll do it himself, and you just stand there and watch.” A's no longer save Kirill from condemnation. By the 3rd-4th grade, the opinion of comrades becomes a regulating factor in personal development.
Good teachers deliberately shape public opinion in the classroom. For disorder during recess, litter or an unopened window, they ask the person on duty so that he demands that the culprit be punished. At the end of the lessons, they listen to short reports from those on duty, encourage their demandingness and those who obeyed them. This leads to a generalization of moral norms and rules of behavior, which is so necessary when moving to secondary school.
Development emotional sphere a child of primary school age is directly related to a change in his lifestyle and an expansion of his social circle, namely, the start of school. As a rule, healthy child 7 – 10 years old, positive emotions predominate, a cheerful, cheerful, cheerful mood; the emotions of a child of primary school age are characterized, on the one hand, by the strength and brightness of the experience, and on the other hand, by fragility. A characteristic feature of a younger schoolchild is also the insufficient ability to manage his experiences, to restrain or not show them; all the feelings of a child of this age are usually clearly manifested.
Schooling has a great influence on the development of the emotional life of children at this age. When a child comes to school, he receives many new impressions that evoke a variety of feelings in him.
Upon arrival at school, the maximum emotional reactions occur not so much in play and communication, but in the process and result of educational activities, satisfaction of the needs for evaluation and good attitude of others. At primary school age, cases of an indifferent attitude towards learning are quite rare; most children react very emotionally to the teacher’s grades and opinions.
In grade I, one can note the preservation of a strong involuntary component in emotional life. This involuntariness is revealed in some impulsive reactions of the child (laughter in class, violations of discipline). But by the 2nd-3rd grade, children become more restrained in expressing their emotions and feelings, control them and can “play” the desired emotion if necessary. Motor impulsive reactions, with the help of which preschoolers expressed their feelings, are gradually replaced by speech ones.
At primary school age, emotional life becomes more complicated and differentiated - complex higher feelings appear: moral, intellectual, aesthetic, practical feelings.
The formation of cognitive motivation is one of the most important stages of development during this period. Almost all children become interested in school in the first few weeks of school life. To a certain extent, this motivation is based on a reaction to novelty, new living conditions, new people. However, interest in the form of education, new notebooks, books, etc. It becomes saturated quite quickly, so it is important to form a new motive already in the first days of study, related to the content of knowledge, with interest in the material itself.
In the event that cognitive motivation does not arise in the lower grades, the leading motive that determines children’s activities at school is interest in the result of learning - a grade, praise from an adult, or material reward. During this period, there is already a fairly pronounced system of subordination of motives, so that in any case, cognitive motivation is not the only one in the motivational complex that determines the child’s behavior at school. There are both play motives (especially in the first grade) and a focus on communicating with peers. The question is mainly which motive predominates in this hierarchy. Studies of the structure and degree of awareness of the hierarchy of motives in younger schoolchildren have shown that in most cases, despite the emergence of reflection and the development of children’s self-awareness, they are predominantly unaware of the motivations for their actions. A clear understanding of one’s aspirations and individuality comes only towards the end of this period, actively developing in adolescence.
Since the result of educational activities, as well as the relationship with the teacher, cannot be indifferent to the child, the question of marking and evaluation becomes one of the leading ones in this age period. We are talking about the fact noted by many scientists that children very sensitively distinguish whether the teacher evaluates their activity, their personality, or gives a mark for a certain action, for example, for an answer or a test. Many teachers and parents regard a grade (both positive and unsatisfactory) as a characteristic of a student, showing his general failure or, conversely, personal significance. At the same time, even a good grade cannot serve as an indicator of a child’s personal maturity and adequacy of self-esteem. Moreover, this cannot concern unsatisfactory grades or the child’s school failure, which may be associated with for various reasons and is not necessarily a consequence of cognitive impairment.
Numerous studies have shown that the roots of children's failure in school lie not only in intellectual impairments (delay, lag), but also in some individual characteristics of children - impulsiveness (associated, first of all, with a lack of orientation in a task), inability to concentrate and organize their activity, anxiety and self-doubt. These qualities, which are not directly related to the level of thinking, nevertheless prevent children from learning, listening to the teacher and completing his tasks. Therefore, in any case of difficulties or disruptions in educational activities, careful attention to the child and qualified diagnosis of the causes of deviations and research of intellectual development are necessary. At primary school age, first of all, it is necessary to diagnose the level of development of verbal-logical thinking, the degree of internalization of mental operations, but tests that analyze developmental features should also be used logical operations(generalizations, classifications, etc.), revealing the shortcomings or errors of thinking characteristic of a given child.
IN primary school The reasons for academic failure are often associated with insufficient concentration and low levels of voluntary memory. These problems are especially typical for impulsive and hyperactive children, as well as for children with poor immediate memory, the deficiencies of which are not compensated by thinking and volitional regulation. However, memory is one of the leading mental processes that has especially important in the lower grades, where retention of acquired information is fundamental to successful learning activities. In this case, not only the volume of memorized information and the speed of memorization are important, but also the accuracy of memorization, as well as the storage time of information. Naturally, the better the immediate memory, the more accurately and firmly the child remembers the material.
However, in addition to direct memory, there is also indirect memory, and its role increases with age. This type of memory is characterized by the fact that certain objects or signs are used for memorization, which help the child to better remember the proposed material. So, to remember a phone number, we often associate these numbers with birthdays or other memorable dates in our lives, thanks to which neutral numbers acquire for us additional meaning and are better remembered. The value of this type of memory also lies in its direct connection with thinking, which compensates for the shortcomings of mechanical memory, helping not only to remember the material, but also to logically comprehend it and introduce it into the system of existing knowledge.
Thus, diagnosing the mental development of a primary school student is aimed not so much at selecting unsuccessful children, but at analyzing the reasons for their failure and drawing up a program of correctional classes. During this period, the main shortcomings in the child’s educational activity are already visible, and their correction is still quite simple and can be performed relatively quickly. When diagnosing and drawing up a plan for correctional activities, it is important to remember that some types of delay (for example, harmonious infantilism) are clearly diagnosed only when the child enters school.
It must be emphasized that intellectual development is the leading line of mental development in this age period. It is not for nothing that Freud called this stage latent, saying that here there is a pause in the motivational development of a person, and Piaget in his studies paid great attention to the transition from specific reversible operations to formal ones that occur at this age. Thus, primary school age is the age of intensive intellectual development. Intelligence mediates the development of all other functions, the intellectualization of all mental processes occurs, and thinking acquires an abstract, generalized character.
Adults, the form of organization of classes and the sociocultural situation play a significant role in the dynamics of the development of intelligence. Considering from this point of view the content of education in primary school, V. Davydov and D. Elkonin emphasized that developmental education should be outside the zone of students’ current knowledge, entering the zone of their immediate development, that is, it should not be built on the principle of ascent from the particular to the general, from everyday concepts to scientific ones. On the contrary, given the fact that during this period the development of logical thinking occurs, learning should be based on generalization, on scientific concepts, which are then concretized in the process of classes and students’ own activities.
Great value at this age, not only for the cognitive development of children, but also for the formation of their personality, formation creativity. The ability to find new, unconventional ways to solve various problems is not always associated with a person’s general intellectual abilities. At the same time, the creative abilities of an individual leave an imprint on the level of activity performed, on the way of communication with other people, and on the awareness of one’s own qualities, one’s strengths and weaknesses.
Research M. Wertheimer, W. Koehler, D. P. Guilford and other scientists have shown that there are some difficulties in the development and determination of creativity in primary schoolchildren. These difficulties are largely associated with the traditional teaching system, which is designed primarily to reproduce tasks given to adults, and not to modify them creatively.
High level creativity, as well as memory, is considered as one of the parameters of giftedness. Despite the fact that scientists have not yet come to a consensus about the structure and nature of giftedness, almost all of them believe that this structure certainly includes creativity and memory. However, when diagnosing creativity, it is necessary to remember that the connection between memory, creativity and giftedness is one-way, not two-way, and poor memory (or low level creativity) does not say anything about a person’s abilities, except for the difficulty of remembering a large amount of information.
The leading role of intelligence in mental development This period also affects the communication of younger schoolchildren with their peers. Interpersonal communication during this period is mediated by success in school learning, teacher attitude and grades. The new social situation and new rules of behavior lead to the fact that in the first year of education the level of conformity of children increases, which is a natural consequence of entering into new group. Gradually, adaptation to new conditions and group differentiation lead to the emergence of leaders and “outcasts,” whose status places are initially regulated by the teacher, but are gradually consolidated.
Nevertheless, communication with peers plays an important role at this age. It not only makes self-esteem more adequate and helps children socialize in new conditions, but also stimulates their studies. In research G. Zuckerman It has been shown that the situation of equal communication gives the child the experience of control and evaluative actions and statements. In cases where an adult organizes the work and children work independently, it is better to ensure that the partner’s position and point of view are taken into account. This develops reflexive actions. It is equally important that during such joint activities, children pay attention not only to the result, but also to the method of action - both their own and their partner’s.
Although the development of the motivational-need sphere of the individual at this age is not among the leading ones, certain dynamics occur in this regard. The development of thinking and the ability to understand the world around us is transferred to oneself. Comparing one's successes and grades with the achievements of classmates makes children's self-esteem more differentiated and adequate. School, teachers and classmates play a dominant role in the self-identification of a younger student. The positive development of his personality depends on how successfully a child begins to study, how he develops relationships with teachers and how his academic success is assessed. Low performance and conflicts with the teacher during this period can lead not only to cognitive deviations, but also to the emergence of such negative symptoms like anxiety, aggression, inadequacy. Attentive attitude teachers and school psychologists help correct them, however, if these symptoms stabilize and do not disappear by adolescence, overcoming them becomes significantly more difficult.
1. Identify Features social situation development of children at primary school age.
2. Features of the figure of an adult at primary school age.
3. Motivational development of children of primary school age.
4. Cognitive development junior school student.
