Primary school age is the age of 6-11-year-old children studying in grades 1-3 (4) of primary school. age limits and psychological characteristics are determined by the education system adopted for a given time period, the theory mental development, psychological age periodization.

Start schooling means the transition from playing activity to learning as the leading activity of the junior school age, in which the main mental neoplasms are formed.

From the moment the child enters school, a new social situation of development is established. The teacher becomes the center of the social situation of development. In primary school age, learning activity becomes the leading one. Learning activities - special shape activity of the student, aimed at changing himself as the subject of teaching. Thinking becomes the dominant function in primary school age. The outlined in preschool age the transition from visual-figurative to verbal-logical thinking.

School education is structured in such a way that verbal-logical thinking is predominantly developed. If in the first two years of education children work a lot with visual samples, then in the next classes the volume of such activities is reduced. Figurative thinking is becoming less and less necessary in learning activities.

At the end of primary school age (and later) appear individual differences: among children. Psychologists single out groups of "theorists" or "thinkers" who easily solve learning problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. In most children, there is a relative balance between different types of thinking.

An important condition for the formation of theoretical thinking is the formation scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child "sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6 or the letters I and R). Although he can purposefully examine objects and drawings, he stands out, just like at preschool age, the brightest, "conspicuous" properties - mainly color, shape and size.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This can be easily seen when children describe the picture. These features must be taken into account when communicating with the child and his development.

Age stages of perception:

2-5 years - the stage of listing objects in the picture;

6-9 years old - description of the picture;

after 9 years - interpretation of what he saw.

Memory in primary school age develops in two directions - arbitrariness and meaningfulness. Children spontaneously remember educational material, which arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not very interesting to them. Every year, more and more training is based on arbitrary memory. Younger schoolchildren, like preschoolers, usually have a good mechanical memory. Many of them throughout their studies in primary school they memorize educational texts mechanically, which most often leads to significant difficulties in secondary school, when the material becomes more complex and larger in volume, and solving educational problems requires not only the ability to reproduce the material. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, that is, rational methods of memorization (dividing a text into parts, drawing up a plan, etc.).

It is in early childhood that attention develops. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes. The volume of attention increases 2 times, its stability, switching and distribution increase.

Motives for learning

Among the various social motives for learning, the main place among younger students is occupied by the motive of getting high marks. High grades for a small student are a source of other rewards, a guarantee of his emotional well-being, a source of pride.

In addition, there are other motives:

Internal motives:

1) Cognitive motives - those motives that are associated with the content or structural characteristics of the educational activity itself: the desire to acquire knowledge; the desire to master the ways of self-acquisition of knowledge;
2) Social motives - motives associated with factors influencing the motives of learning, but not related to educational activities: the desire to be a literate person, to be useful to society; the desire to get the approval of senior comrades, to achieve success, prestige; the desire to master ways of interacting with other people, classmates. Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do the task well, correctly, to get the desired result. Motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - teacher dissatisfaction, parents' sanctions (they will scold, forbid walking, watching TV, etc.).

External motives - to study for good grades, for material reward, that is, the main thing is not getting knowledge, but some kind of reward.

Development depends on assessment learning motivation, it is on this basis that in some cases there are difficult experiences and school maladaptation. Directly affects Mark and building self-esteem. Children, guided by the teacher's assessment, consider themselves and their peers as excellent students, "losers" and "triples", good and average students, endowing the representatives of each group with a set of appropriate qualities. Assessment of progress at the beginning of schooling, in essence, is an assessment of the personality as a whole and determines social status child.

High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. The full development of the personality involves the formation of a sense of competence, which E. Erikson considers the main neoplasm of this age. Learning activity is the main activity for a younger student, and if the child does not feel competent in it, he personal development is distorted.

At-risk groups

Special attention is always required for children of the "risk group", and these are the following categories:

· Children with attention deficit disorder (hyperactive): excessive activity, fussiness, inability to concentrate. It is more common in boys than in girls. Hyperactivity is a whole complex of disorders. It is necessary to form voluntary attention. Training sessions must be built according to a strict schedule. Ignore defiant actions and pay attention to good deeds. Provide motor discharge.

Left-handed child (10% of people). Decreased ability of hand-eye coordination. Children draw images poorly, have poor handwriting, and cannot keep a line. Distortion of form, specular writing. Skipping and rearranging letters when writing. Errors in determining "right" and "left". Special strategy of information processing. Emotional instability, resentment, anxiety, reduced performance. Special conditions are necessary for adaptation: a right-hand spread in a notebook, do not require a continuous letter, it is recommended to plant by the window, to the left at the desk.

· Violations of the emotional-volitional sphere. These are aggressive children, emotionally disinhibited, shy, anxious, vulnerable.

All this must be taken into account not only by the teacher in the classroom, but first of all at home, by the people closest to the child, on whom it largely depends on how the child will react to possible school failures and what lessons he will learn from them.

Municipal budgetary educational institution– medium comprehensive school No. 15 named after M.V. Gordeev city of Orel

Speech on the topic

"Age features of younger schoolchildren".

Prepared by:

Loginova I.A., primary school teacher

Initial period school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of the age and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new types of activity and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

During this period, there is a further physical and psychophysiological development of the child, providing the opportunity systematic learning at school. First of all, the work of the brain is improved and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain, responsible for programming, regulating and controlling complex forms of mental activity, have not yet completed their formation in children of this age (development of the frontal parts of the brain ends only by the age of 12), as a result of which the regulatory and inhibitory influence of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

Primary school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory.

From the moment the child enters school, a new social situation of development is established. The teacher becomes the center of the social situation of development. In primary school age, learning activity becomes the leading one. Learning activity is a special form of student activity aimed at changing himself as a subject of learning. Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed.

School education is structured in such a way that verbal-logical thinking is predominantly developed. If in the first two years of education children work a lot with visual samples, then in the next classes the volume of such activities is reduced. Figurative thinking is becoming less and less necessary in educational activities.

At the end of primary school age (and later) there are individual differences: among children. Psychologists single out groups of "theorists" or "thinkers" who easily solve learning problems verbally, "practitioners" who need reliance on visualization and practical actions, and "artists" with vivid imaginative thinking. In most children, there is a relative balance between different types of thinking.

An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child "sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6 or the letters I and R). Although he can purposefully examine objects and drawings, he stands out, just like at preschool age, the brightest, "conspicuous" properties - mainly color, shape and size.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived. This can be easily seen when children describe the picture. These features must be taken into account when communicating with the child and his development.

Age stages of perception:
2-5 years - the stage of listing objects in the picture;
6-9 years old - description of the picture;
after 9 years - interpretation of what he saw.

Memory in primary school age develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not very interesting to them. Every year, more and more training is based on arbitrary memory. Younger schoolchildren, like preschoolers, usually have a good mechanical memory. Many of them mechanically memorize educational texts throughout their education in elementary school, which most often leads to significant difficulties in learning. high school when the material becomes more complex and larger in volume, and the solution of educational problems requires not only the ability to reproduce the material. Improving semantic memory at this age will make it possible to master a fairly wide range of mnemonic techniques, i.e. rational ways of memorizing (dividing the text into parts, drawing up a plan, etc.).

It is in early childhood that attention develops. Without the formation of this mental function, the learning process is impossible. At the lesson, the teacher draws the attention of students to the educational material, holds it for a long time. A younger student can focus on one thing for 10-20 minutes. The volume of attention increases 2 times, its stability, switching and distribution increase.

Primary school age is the age of a fairly noticeable formation of personality.

It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - a teaching that imposes a number of serious requirements on the student.

All this has a decisive effect on the formation and consolidation new system relations to people, the team, to teaching and related duties, forms character, will, expands the circle of interests, develops abilities. At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

The nature of younger students differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness. volitional regulation behavior.

An age-related feature is also a general lack of will: the younger student does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and impossibilities. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.

Younger students are very emotional. Emotionality affects, firstly, that their mental activity is usually colored by emotions. Everything that children observe, what they think about, what they do, evokes an emotionally colored attitude in them. Secondly, younger students do not know how to restrain their feelings, control their external manifestation, they are very direct and frank in expressing joy. Grief, sadness, fear, pleasure or displeasure. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate their feelings, to restrain their undesirable manifestations, develops more and more.

Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, the younger schoolchild accumulates, with proper upbringing, the experience of collective activity, which is important for his further development - activities in the team and for the team. The upbringing of collectivism is helped by the participation of children in public, collective affairs. It is here that the child acquires the basic experience of collective social activity.

Literature:

1. Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation of creative thinking of students // Formation of creative thinking of schoolchildren in educational activity. Ufa, 1985.
2. Vygotsky L.S. Pedagogical psychology. M., 1996.
3. Gabay T.V. Educational activity and its means. M., 1988.
4. Galperin P.Ya. Teaching methods and mental development of the child. M., 1985.
5. Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1986.
6. Ilyasov I.I. The structure of the learning process. M., 1986.
7. Leontiev A.N. Lectures on General Psychology. M., 2001.
8. Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.
9. Psychological features of personality formation in pedagogical process/ Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.
10. Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.
11. Elkonin D.B. Psychology of teaching younger students. M., 1974.
12. Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.

Features of primary school age.

The boundaries of primary school age, coinciding with the period of study in primary school, are currently being established from 6-7 to 9-10 years. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school.

The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age begins to take shape new type relationships with people around. The unconditional authority of an adult is gradually lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, the role of the children's community increases.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually, the motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve. In order to prevent this from happening, learning activities need to be given a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated.

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child's conscious activity. The development of verbal-logical, reasoning thinking, which occurs in the course of the assimilation of scientific knowledge, restructures all other cognitive processes: "memory at this age becomes thinking, and perception becomes thinking."

According to O.Yu. Ermolaev, during the primary school age, significant changes occur in the development of attention, there is an intensive development of all its properties: the volume of attention increases especially sharply (by 2.1 times), its stability increases, switching and distribution skills develop. By the age of 9-10, children become able to retain attention for a sufficiently long time and carry out an arbitrarily set program of actions.

At primary school age, memory, like all other mental processes, undergoes significant changes. Their essence is that the child's memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

The younger school age is sensitive for the formation of higher forms of voluntary memorization, therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. V.D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemotechnical techniques, recoding, completing the construction of memorized material, serial organization of association, repetition.

The difficulty of identifying the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologist A.I. Lipkina, who studied the features of oral retelling among younger schoolchildren, noticed that brief retelling is given to children much more difficult than detailed. Telling briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do.

The noted features of the mental activity of children are the reasons for the failure of a certain part of the students. The inability to overcome the difficulties in learning that arises in this case sometimes leads to the rejection of active mental work. Students begin to use various inadequate techniques and ways of performing educational tasks, which psychologists call "workarounds", these include rote learning of material without understanding it. Children reproduce the text almost by heart, verbatim, but at the same time they cannot answer questions on the text. Another workaround is to run the new job in the same way that some job was run before. In addition, students with deficiencies in the thought process use a hint when answering verbally, try to copy from their comrades, etc.

At this age, another important neoplasm appears - voluntary behavior. The child becomes independent, he chooses how to act in certain situations. At the heart of this type of behavior are moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws. Often this is due to selfish motives, and desires to be approved by an adult or to strengthen their personal position in a peer group. That is, their behavior in one way or another is connected with the main motive that dominates at this age - the motive for achieving success.

Such new formations as planning the results of action and reflection are closely connected with the formation of voluntary behavior in younger schoolchildren.

The child is able to evaluate his act in terms of its results and thereby change his behavior, plan it accordingly. A semantic and orienting basis appears in actions, this is closely connected with the differentiation of inner and outer life. The child is able to overcome his desires in himself if the result of their implementation does not meet certain standards or does not lead to the goal. important party inner life the child becomes his semantic orientation in his actions. This is due to the child's feelings about the fear of changing relationships with others. He is afraid of losing his significance in their eyes.

The child begins to actively reflect on his actions, to conceal his experiences. Externally, the child is not the same as internally. It is these changes in the child's personality that often lead to outbursts of emotions on adults, desires to do what one wants, to whims. "The negative content of this age is manifested primarily in the violation of mental balance, in the instability of the will, mood, etc."

The development of the personality of a younger student depends on school performance, the assessment of the child by adults. As I said, a child at this age is very susceptible to external influences. It is thanks to this that he absorbs knowledge, both intellectual and moral. "The teacher plays a significant role in establishing moral standards and developing children's interests, although the degree of their success in this will depend on the type of his relationship with students." Other adults also play an important role in a child's life.

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

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

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

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

At primary school age, the child develops a focus on other people, which is expressed in prosocial behavior taking into account their interests. Prosocial behavior is very important for a developed personality.

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

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

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

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

Topic: " general characteristics development

Junior schoolchild and teenager

1. General characteristics of primary school age.

2. General characteristics of adolescence.

General characteristics of primary school age

Primary school age covers the age range from 6-7 to 10-11 years old and takes initial period school life (I - IV classes of the school).

Primary school age is called the pinnacle of childhood. The child retains many childish qualities: frivolity, naivety, looking at an adult from the bottom up. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. Teaching for him significant activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, the whole way of his life are changing. With admission to school, the position of the child in the family changes, he has the first serious duties at home related to learning and work. Adults begin to make increased demands on him. All this taken together forms problems that the child needs to solve with the help of adults on initial stage learning at school.

CRISIS 7 YEARS

On the border of preschool and primary school age, the child goes through another age crisis. This fracture may begin at 7 years of age, or may shift to 6 or 8 years.

Causes of the crisis 7 years. The reason for the crisis is that the child outgrew that system of relationships in which it is included.

The crisis of 3 years was associated with the awareness of oneself as an active subject in the world of objects. Pronouncing "I myself", the child sought to act in this world, to change it. Now he comes to realize his places in the world public relations . He discovers for himself the significance of a new social position - the position of a schoolchild, associated with the performance of educational work highly valued by adults.

The formation of an appropriate internal position radically changes the child's self-awareness. According to L.I. Bozovic, the crisis of 7 years is the period of birth social "I" child.

A change in self-awareness leads to revaluation of values. What was important before becomes secondary. Old interests, motives lose their motive power, they are replaced by new ones. Everything related to learning activities (first of all, marks) turns out to be valuable, everything related to the game is less important. A small schoolboy plays with enthusiasm, but the game ceases to be the main content of his life.

During a crisis, there are deep emotional changes child, prepared by the whole course of personal development in preschool age.

Separate emotions and feelings that a child of four years old experienced were fleeting, situational, and did not leave a noticeable trace in his memory. The fact that he periodically encountered failures in some of his affairs or sometimes received unflattering reviews about his appearance and experienced grief about this did not affect the formation of his personality.

During the crisis of 7 years, it is manifested that L.S. Vygotsky calls summarizing experiences. A chain of failures or successes (in studies, in communication), each time approximately equally experienced by the child, leads to the formation stable affective complex – feelings of inferiority, humiliation, offended pride or a sense of self-worth, competence, exclusivity. Of course, in the future, these affective formations can change, even disappear, as experience of a different kind is accumulated. But some of them, supported by relevant events and assessments, will be fixed in the personality structure and influence the development of the child's self-esteem, his level of aspirations.

The complication of the emotional and motivational sphere leads to the emergence of inner life child. This is not a cast from his outer life. Although external events constitute the content of experiences, they are refracted in consciousness in a peculiar way.

An important part of the inner life is semantic orientation in one's own actions. This is an intellectual link in the chain of actions of the child, allowing him to adequately assess the future act in terms of its results and more distant consequences. It eliminates the impulsiveness and immediacy of the child's behavior. Thanks to this mechanism childish innocence is lost: the child thinks before acting, begins to hide his feelings and hesitations, tries not to show others that he is ill. The child outwardly is no longer the same as “internally”, although during the primary school age, openness will still be preserved to a large extent, the desire to throw out all emotions on children and close adults, to do what you really want.

ACTIVITIES OF THE JUNIOR STUDENT

With the child entering school, his development begins to be determined by educational activities, which become the leading ones. This activity determines the nature of other activities: play, work and communication.

Each of the four named activities has its own characteristics in primary school age.

Educational activity. Doctrine at primary school age, it is just beginning, and therefore it should be spoken of as a developing type of activity. Educational activity goes a long way of formation.

The development of learning activities will continue throughout the years of school life, but the foundations are laid in the first years of study. The main burden in the formation of educational activities falls on the primary school age, since at this age the main components of educational activity: learning activities, control and self-regulation.

Components of educational activity. Educational activity has a certain structure. Let us briefly consider the components of educational activity, in accordance with the ideas of D.B. Elkonin.

The first component is motivation. At the heart of educational and cognitive motives are cognitive need and the need for self-development. This is an interest in the content side of educational activity, in what is being studied, and an interest in the process of educational activity - how, in what ways, educational tasks are solved. It is also a motive for one's own growth, self-improvement, development of one's abilities.

The second component is learning task, those. a system of tasks in which the child masters the most common methods of action. Learning task must be distinguished from individual tasks. Usually children, solving multi-specific problems, spontaneously discover for themselves general way their decisions.

The third component is training operations, they are part of course of action. Operations and the learning task are considered to be the main link in the structure of learning activity. The operator content will be those specific actions that the child performs when solving particular problems.

The fourth component is control. Initially academic work The children are supervised by the teacher. But gradually they begin to control it themselves, learning this partly spontaneously, partly under the guidance of a teacher. Without self-control, a full-fledged deployment of educational activities is impossible, therefore, teaching control is an important and complex pedagogical task.

The fifth component of the structure of educational activity is grade. The child, controlling his work, must learn and adequately evaluate it. At the same time, it is not enough overall assessment- how well and accurately the task was completed; you need an assessment of your actions - whether a method for solving problems has been mastered or not, which operations have not yet been worked out. The teacher, evaluating the work of students, is not limited to putting a mark. For the development of children's self-regulation, it is not the mark as such that is important, but meaningful assessment - an explanation of why this mark is placed, what are the pros and cons of the answer or written work.

Labor activity. With admission to school, the child is reorganized into a new labor system of relations. It is important that the knowledge and skills that he acquires at school are reflected and applied in the home work of a younger student.

Game activity. The game at this age takes the second place after the educational activity as a leading one and significantly affects the development of children. The formation of educational motives influence the development of gaming activities. Children of 3-5 years old enjoy the process of playing, and at 5-6 years old - not only from the process, but also from the result, i.e. win. In game motivation, the emphasis is shifted from the process to the result; in addition, developing achievement motivation.

In games according to the rules, typical for senior preschool and primary school age, the one who has mastered the game better wins. Games are getting more perfect forms, turn into developing ones. Individual object games acquire constructive character, they widely use new knowledge. At this age, it is important that the younger student is provided with a sufficient number of educational games and has time to practice them.

The very course of the development of children's play leads to the fact that game motivation gradually gives way to educational motivation, in which actions are performed for the sake of specific knowledge and skills, which, in turn, makes it possible to obtain approval, recognition from adults and peers, and a special status.

Communication. The scope and content of the child's communication with other people, especially adults, who act as teachers for younger students, serve as role models and the main source of various knowledge, are expanding.

COGNITIVE DEVELOPMENT

At primary school age, the basic cognitive processes develop.

Imagination.

Until the age of seven, children can only be found reproductive images-representations about known objects or events that are not perceived at a given moment in time, and these images are mostly static. Preschoolers, for example, have difficulty imagining intermediate positions of a falling stick between its vertical and horizontal positions.

Productive images-representations as a new combination of familiar elements appear in children after the age of 7-8, and the development of these images is probably associated with the beginning of schooling.

Perception.

At the beginning of primary school age, perception is not sufficiently differentiated. Because of this, the child sometimes confuses letters and numbers that are similar in spelling (for example, 9 and 6). A child can purposefully examine objects and drawings, but at the same time, just as in preschool age, they are distinguished by the most striking, “conspicuous” properties - mainly color, shape and size. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching observation.

If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, there appears synthesizing perception. Developing intelligence makes it possible to establish connections between the elements of the perceived.

A. Binet and V. Stern called the stage of drawing perception at the age of 2-5 years enumeration stage, and at 6-9 years old - description stage. Later, after 9-10 years, a holistic description of the picture is supplemented by a logical explanation of the phenomena and events depicted on it ( interpretation stage).

Memory.

Memory in primary school age develops in two directions - arbitrariness and intelligibility.

Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with vivid visual aids or memory images, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year, more and more training is based on arbitrary memory.

The memory of children of primary school age is good, and this primarily concerns mechanical memory , which in the first three or four years of teaching at school progresses quite quickly. Slightly behind in its development indirect, logical memory(or semantic memory), since in most cases the child, being busy with learning, work, play and communication, completely manages with mechanical memory.

The improvement of semantic memory at this age goes through the comprehension of educational material. When a child comprehends the educational material, understands it, he remembers it at the same time. Thus, intellectual work is at the same time a mnemonic activity, thinking and semantic memory are inextricably linked.

Attention.

At the early school age, attention develops. Without sufficient formation of this mental function, the learning process is impossible.

Compared to preschoolers, younger students are much more attentive. They are already capable concentrate on uninteresting actions, in educational activities develops voluntary attention child.

However, younger students still predominate involuntary attention. For them, external impressions are a strong distraction, it is difficult for them to focus on incomprehensible complex material.

The attention of younger students is different small volume, low stability - they can focus on one thing for 10-20 minutes (while teenagers - 40-45 minutes, and high school students - up to 45-50 minutes). Difficulty distribution of attention and his switching from one learning task to another.

By the fourth grade of school, the volume, stability, and concentration of voluntary attention in younger schoolchildren are almost the same as in an adult. As for switchability, it is even higher at this age than the average for adults. This is due to the youth of the body and the mobility of processes in the central nervous system of the child.

Thinking.

Thinking becomes the dominant function in primary school age. The development of other mental functions depends on the intellect.

During the first three or four years of schooling, progress in the mental development of children can be quite noticeable. From dominance visual-effective and elementary figurative thinking, from pre-conceptual thinking schoolboy rises up verbal-logical thinking at the level of specific concepts.

According to the terminology of J. Piaget, the beginning of this age is associated with the dominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts.

In the process of learning from younger students scientific concepts are formed. Mastering the system of scientific concepts makes it possible to talk about the development of the fundamentals of conceptual or theoretical thinking. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on how and what the child is taught, i.e. on the type of training.

At the end of primary school age (and later), individual differences appear: among children, psychologists distinguish groups "theorists" who easily solve learning problems verbally, "practitioners" who need reliance on visibility and action, and "artists" with vivid imagination. In most children, there is a relative balance between different types of thinking. At the same age, the general and special abilities of children are revealed quite well.

PERSONAL DEVELOPMENT

The arrival of a child in school creates new conditions for the personal growth of a person. During this period of time, learning activity becomes the leading one for the child. In teaching and other activities at this time, many personal qualities of the child are formed.

Primary school age is sensitive for the development of such personal qualities of a child as diligence and independence.

industriousness arises as a consequence of repeatedly repeated success with sufficient effort. Favorable conditions for the development of industriousness For schoolchildren, it is created by the fact that at first educational activity presents great difficulties for them, which they have to overcome. This includes adaptation to new living conditions (daily routine, duties, requirements), and problems associated with learning to read, count and write, and new worries that a child has at school and at home.

In the development of industriousness, a reasonable system of rewarding the child for success plays an important role. It should be focused not on those achievements that are relatively easy and depend on the child's abilities, but on those that are difficult and are completely determined by the efforts made.

Independence children of primary school age is combined with their dependence on adults, so this age can become a turning point, critical for the formation of independence.

On the one hand, gullibility, obedience and openness, if they are excessively expressed, can make a child dependent, dependent, delay the development of this personality trait. On the other hand, too early emphasis only on autonomy and independence can give rise to disobedience and closeness, make it difficult for a child to acquire meaningful life experience through trust and imitation of other people. In order for neither one nor the other of these undesirable tendencies to manifest itself, it is necessary to make sure that the education of independence and dependence is mutually balanced.

Communication. With the admission of the child to school, changes occur in his relationship with the people around him. school years the child's circle of friends expands and personal attachments become more permanent. Communication goes qualitatively more high level as kids start out better understand the motives of actions of peers which helps to establish a good relationship with them.

In the initial period of schooling, at the age of 6 to 8 years, for the first time, informal groups of children with certain rules of behavior in them. However, these groups do not last long and are usually not stable enough in their composition.

Self-awareness. A feature of children of primary school age, which makes them similar to preschoolers, is boundless trust in adults, mainly teachers, obedience and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments.

This feature of children's consciousness directly relates to such an important personal education, which is fixed at a given age, as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. Children, guided by the teacher's assessment, consider themselves and their peers to be excellent students, "losers" and "triples", good and average students, endowing the representatives of each group with a set of appropriate qualities. Assessment of progress at the beginning of schooling is, in essence, an assessment of the personality as a whole and determines the social status of the child.

In younger schoolchildren, unlike preschoolers, there are already self-esteem various types: adequate, overestimated and underestimated. High achievers and some well-performing children develop inflated self-esteem. In underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities, such children develop low self-esteem.

The development of self-awareness also depends on the development theoretical reflective thinking child. By the end of primary school age, reflection appears and thus new opportunities are created for the formation of self-esteem. It becomes, on the whole, more adequate and differentiated, judgments about oneself become more justified.

At the same time, there are significant individual differences in self-esteem. It should be emphasized that in children with high and low self-esteem, it is extremely difficult to change its level.

CONCLUSION:

Primary school age is the beginning of school life. Entering it, the child acquires the internal position of the student, educational motivation.

Learning activities becomes his leader.

During this period, the child develops theoretical thinking; he gets new knowledge, skills, abilities creates the necessary basis for all his subsequent training.

The development of the personality of a younger student depends on the effectiveness of educational activities. School performance is an important criterion for evaluating a child as a person. The status of an excellent student or underachiever is reflected in the self-assessment child, his self-respect and self-acceptance.

Successful study, awareness of one's abilities and skills lead to the formation sense of competence which, along with theoretical reflective thinking, becomes the central neoplasm of primary school age. If a sense of competence in educational activities is not formed, the child's self-esteem decreases and a feeling of inferiority arises; compensatory self-esteem and motivation may develop.

In modern domestic psychology the problem of interpersonal relations began to be explored in the 1950s and 60s. At the beginning of the 20th century, A.F. Lazursky made the first studies on this problem. He characterized relationships as the mental content of the personality, and the personality in terms of its active interaction with the surrounding reality. The author noted that the individuality of a person is determined by the originality of his internal mental functions (features of imagination, memory, etc.), as well as his relationship to the phenomena around him.

S. A. Rubinstein characterizes the concept of “interpersonal relations” as a specific form of reflection of reality. In his opinion, the attitude towards other people is the basis of human life.

S. A. Rubinshtein considered relationships within the framework of consciousness. Human consciousness in its own internal content, according to the researcher, is determined through its relationship to the objective world. Therefore, the presence of consciousness presupposes the selection of a person from his environment.

The most complete study of interpersonal relations is presented in the theory of relations by V.N. Myasishchev. He defined relationships as "an integral system of individual, selective, conscious connections of the individual with various aspects of objective reality." Thus, interpersonal relationships stem from the entire history of human development and determine the nature of the experience of the individual, the features of his perception, behavioral reactions, etc.

M.I. made her contribution to the development of the psychology of relations. Lisin. She identifies three types of relationships: attitude towards oneself, attitude towards other people and attitude towards the objective world. These relationships are interconnected, since through things we relate to a person, and we mediate our attitude to the objective world by our attitude to ourselves and other people.

Interpersonal relations were also studied by B.F. Lomov, A.A. Bodalev, Ya.L. Kolomensky and other domestic psychologists. In particular, Ya.L. Kolomensky characterizes interpersonal relations as an internal state of a person, reflecting the attitude of people towards each other.

Many interpersonal relationships can be qualified taking into account the components of interaction: people's perception and understanding of each other; interpersonal attractiveness (attraction and liking); mutual influence and behavior (in particular, role-playing).

Sympathy is an emotional positive attitude towards the subject of interaction. Attraction is mainly associated with a person's need to be together with another specific person.

To form friendships in couples great importance has joint activities and belonging to the same group.

In the process of deepening interaction by increasing the duration and significance of joint activities and communication, the role of leading interests and value orientations is enhanced.

From the above text, one can arrive at the following definition:

Interpersonal relationships- these are objectively experienced, to varying degrees, perceived relationships between people, without which the full formation of mental functions, processes and properties of a person is impossible. Sustainable interpersonal relationships are such interaction of individuals, which is based on stability in choosing a partner, stability of shared goals, motives, content, methods, forms of communication and emotional experience in socially acceptable norms.

Domestic psychologists, in particular, JI.C. Vygotsky, A.B. Zaporozhets pointed out the role of interpersonal relations in the formation of the child's personal qualities, in the formation of the forms of his behavior and interactions with people around him. A.B. Zaporozhets and M.I. Lisin put forward a hypothesis about the multiplicity of reasons that determine the emergence of a child's need to communicate with other people. A.A. Bodalev, L.I. Bozhovich, E.A. Vovchik-Blakytnaya also argue that communication is critical to a child's development.

Many domestic psychologists associate the concept of personality with the unique system of relations of a particular person to the world, with his individual abilities of social interaction.

An essential aspect of the personality is its relation to society, to individuals, to itself and to its social and labor duties. A person is characterized by the level of awareness of his relationships and their stability.

The abilities, interests, character of a person are formed throughout life on a certain hereditary basis: anatomical and physiological features, the main qualities of the nervous system, the dynamics of nervous processes.

The formation of a person's personal qualities is a consistent change and complication of the system of relations to the surrounding world, nature, work, other people and to oneself. It happens throughout his life.

The primary school age is especially important in this case. Psychologists and educators argue that personal qualities are formed and developed in activities and communication. The leading personality traits develop as a result of external influence on the personality, its inner world.

At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new types of activity and a system of interpersonal relations. The general characteristics of all cognitive processes of the child are their arbitrariness, productivity and stability.
In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

In connection with the admission of the child to school, a new significant step is taking place in the development of communication and the complication of the system of relationships with others. This is determined by the expansion of the child's social circle and the involvement of new people in it, as well as the variety of relationships that are established between these people and the child. In connection with the change in the external and internal position of the younger student, the subject of his communication with people is expanding, in particular, issues related to educational and work activities are included in the circle of communication.

The nature of the social interaction of younger schoolchildren changes significantly from the time they enter school to the end of the period of primary education. With the arrival at school, there is a decrease in interpersonal ties and relationships between children of primary school age compared with preparatory group kindergarten. Psychologists explain this by the novelty of the team and new educational activities for the child. At first, the younger student is absorbed only in studying, has little contact with classmates and for some time feels like a stranger, while in kindergarten in the process of collective games, he constantly communicated with his peers. At the first time of learning, the student perceives classmates "through the teacher" and pays attention to them, when during the lessons the teacher evaluates them, emphasizes their successes or failures. In direct contacts of children, the teacher also often has to act as an intermediary, since they avoid talking to each other, even if there is a direct need for this. Gradually, in the process of joint educational activities, children establish new relationships. After a few weeks at school, most first graders adjust to the new environment, their shyness and embarrassment pass, they begin to look closely at other children and try to establish contacts with classmates who sympathize with them or discover similar interests.

At primary school age, the child has to overcome many

difficulties in communication, and above all - with peers. Here, in situations of formal equality, children are confronted with different natural energies, with different cultures of speech and emotional communication of their peers, with different wills and different feelings of personality. Such collisions can take on pronounced expressive forms, for example, tearfulness, aggressive reactions, motor disinhibition.

When a child enters school, active acquisition of communication skills begins. And the formation of his personality in the system of interpersonal relations depends on building relationships with peers, on the position of the child, his status in the group. The foundation for the development of the child's personality, the formation of his self-awareness is the experience of interpersonal relationships with adults and peers.

In the system of interpersonal relations of a child with other people - with adults and peers - a complex gamut of feelings arises and develops in a younger student, which characterize him as an already socialized person. For example, a child's desire for self-affirmation, for rivalry with other people, expresses pride. To understand the specific situation and comply with social norms in society contributes to a sense of responsibility. This feeling develops most intensively in a child in the conditions of educational activity.

The positive qualities of the child's social development should also include his disposition towards other people (adults and children), which expresses in an internal sense of trust in them and manifests itself in the child's ability to empathize. The empathy of a “successful” child with an “unsuccessful” one creates a special atmosphere of solidarity between children: all participants in this situation become more attentive friend friend, kinder.

With the development of school reality, the child gradually develops a system of personal relationships in the classroom. It is based on direct emotional relationships with peers and the teacher, which prevail over all others. Acquiring the skills of social interaction with a group of peers and the ability to make friends is one of the most important stages in the development of a child of primary school age.

It is at primary school age that children learn to solve difficult situations in friendly relations, to observe customs, social norms, conventions associated with gender, understand issues of justice, respect authorities, power and moral law. They gradually comprehend the rules and principles by which the world of people exists.

The most essential property of the child's relationship with peers is their fundamental equality, including the equality of rights to their own emotional assessment of everything that happens in the children's group. The pleasure of spending time together, joint activities, a strong desire to continue them - all this helps children overcome difficulties associated with differences in opinions, desires, intentions.

Children develop the ability to build equal cooperation between their peers who think and feel differently. This contributes to the formation of a new stage of the child's emotional development, characterized by the emergence of the ability to perceive emotional states another person.

In the primary grades, the child is already striving to occupy a certain position in the system of personal relationships and in the structure of the team. The discrepancy between the claims and the actual state in this area has a negative impact on the emotional sphere of the child. So, schoolchildren, whose position in the peer group is safe, attend school with great desire, are active in educational and social work, have a positive attitude towards the team and its public interests. Children who are not reciprocated are not satisfied with their position. As a rule, in the class they are unfriendly, conflict and seek communication with peers outside the class, which hinders their personal development.

Informal differentiation of the team of younger students often occurs for the following reasons: positive traits the personality of the chosen one, the need for gaming communication, the ability to any particular type of activity. Some younger students sometimes motivate their choice with external factors: “we live in the neighborhood”, “my mother knows her mother”, etc. . In addition, the relationship of first-graders is largely determined by the teacher through the organization of the educational process.

When conducting sociometric measurements, psychologists find that among the preferred ones are often children who study well, who are praised and singled out by the teacher. Success in school is perceived by students as main characteristic personality. However, scientists, based on the research materials, argue that before the 3rd grade, the expectations of the peer group do not yet become the true motive for the behavior of children, and in the event that the desires of the younger student diverge from the desires of the team, the child internal conflict and without fighting with himself follows his desires.

In 3rd and 4th grade the situation changes. A children's team begins to take shape with its own requirements, norms, expectations, and the deeper the student is "included" in the team, the more his emotional well-being depends on the approval of his peers. And it is precisely the need for their approval, according to M.S. Neimark, becomes the force that encourages children to learn and accept the values ​​of the team.

From this period, the peer group occupies an important place in the life of the child. Compliance with the standards, rules and norms of the collective takes the form of "religious worship". Children unite in various communities, the organizational structure of which sometimes even takes on a strictly regulated character, expressed in the adoption of certain laws, rituals of entry and membership. Addiction to codes, ciphers, secret signs and signals, secret languages, are one of the manifestations of the tendency to separate from the world of adults and create their own. Interest in such things, according to M.V. Osorina, usually manifests itself in children after 7 years and flourishes, sometimes becoming a real passion, between 8 and 11 years.

Such groups, as a rule, almost always consist of members of the same sex. They are united by common interests, occupation and certain forms of interaction between members of this community. In addition, relations between such groups are often hostile.

The division by gender at this age characterizes not only the composition of groups, but also the places where games and entertainment are held. Throughout the territory of the games, special "girls" and "boys" places are formed, outwardly not marked in any way, but protected from the intrusion of "outsiders" and avoided by them.

Communication and friendship with representatives of the same sex, as well as the differentiation of groups by gender, contribute to the formation of a certain and stable identification with the sex in a child of primary school age, the development of his self-awareness, and also pave the way for the formation of new relationships in his adolescence and youth.

The desire for peers, the thirst for communication with them make the group of peers extremely valuable and attractive for a junior student. They value their participation in the group very much, therefore the sanctions from the group applied to those who violated its laws become so effective. In this case, very strong, sometimes even cruel, measures of influence are used: ridicule, bullying, beatings, expulsion from the “collective”.

One of the leading needs of children is self-affirmation and the achievement of the highest possible status in the group. At the same time, one can speak both about the common features that unite children who have won a prosperous position in the group of peers, and about the features characteristic of children who have not received sufficient status in the group. So, children who have an unfavorable position in the system of interpersonal relations in the classroom usually have difficulties in communicating with peers, are quarrelsome, which can manifest itself both in pugnacity, irascibility, capriciousness, rudeness, and in isolation; often they are distinguished by sneakiness, arrogance, greed; many of these children are sloppy and slovenly. Schoolchildren with a high sociometric status in the group have an even character, are sociable, are distinguished by initiative and rich imagination; most of them study well; girls are attractive.

The criteria for evaluating classmates characteristic of younger students reflect the peculiarities of their perception and understanding of another person, which is associated with the general patterns of development of the cognitive sphere at this age: a weak ability to highlight the main thing in a subject, situationality, emotionality, reliance on specific facts, difficulties in establishing cause-and-effect relationships . Throughout the primary school age, these criteria undergo changes, apparently associated, among other things, with the development of the cognitive sphere of the primary school student.

N. I. Babich came to the conclusion that the process of perceiving another person at the first meeting with him has age differences. So, for example, in the first grade, having a positive attitude towards all newcomers, children, as a rule, give a generalized definition - “kind”. In the second class reflection stranger already more flexible, i.e. children note the states of those present in the communication situation and identify several signs. Perception becomes directly situational. For third-graders, the time allotted for the perception of one object breaks up into a number of moments recorded by them; children note the qualities displayed in the situation, often without connecting them with each other and without making generalized generalizations. Their perception is mediated-situational.

When creating an image of another person at the first meeting, children use a wide variety of vocabulary. A feature of first-graders is that, with their poor vocabulary, they use definitions that they have mastered well. Most often, epithets are used that children remember when reading fairy tales: “kind”, “good”, “cheerful”. There are direct comparisons with the heroes of fairy tales. The vocabulary reflects the content of the standards with which the objects of perception are compared.

Second-graders already use the words, the meaning of which is learned at school: “responsive”, “shy”, “caring”, but the epithets “kind”, “good” are still often used.

Vocabulary third graders more voluminous. Perceiving new acquaintances, they say: cautious, agile, attentive. Often words do not reflect the essence of the phenomenon seen.

Consequently, first-graders evaluate their peers by those qualities that are easily manifested outwardly, as well as by those that the teacher most often pays attention to.

Toward the end of primary school age, the eligibility criteria change. When evaluating peers, social activity also comes first, in which children already appreciate really organizational skills, and not just the very fact of a public assignment given by the teacher, as it was in the first grade; and still attractive. At this age, certain personal qualities become significant for children: honesty, independence, self-confidence. Indicators related to learning are less significant among third-graders and fade into the background [p. 423]. For unattractive third-graders, such features as social passivity are most characteristic; dishonest attitude to work, to other people's things.

At primary school age, social relations are increasingly expanding and differentiating. The social world becomes wider for the child, relationships are deeper, and their content is more diverse. With a gradually increasing focus on peers, the emotional dependence of the child on the parent becomes less and less significant. It is at this age that the gradual psychological separation of the child from the adult and the acquisition of independence and independence begins.

In parallel with this, at primary school age, communication with peers is becoming increasingly important for the development of the child. In the child's communication with peers, not only cognitive objective activity is more readily carried out, but also the most important skills of interpersonal communication and moral behavior are formed.

In communication with peers at primary school age, such a type of relationship as friendship arises. Children benefit greatly from close, trusting relationships with each other. Through friendship, children learn social concepts, acquire social skills, and develop self-esteem.

Friendship reinforces and reinforces group norms, attitudes, and values, and serves as a backdrop for individual and group rivalry. Children who have constant, satisfying friends have better learning attitudes and achieve greater success in life. The nature of friendship changes throughout childhood.

The attitude of the child to friends, the very understanding of friendship have a certain dynamics throughout primary school childhood. For children 5-7 years old, friends are those with whom the child plays, whom he sees more often than others. The choice of a friend is determined mainly by external reasons: children sit at the same desk, live in the same house, and so on.

Between the ages of 8 and 11, children consider as friends those who help them, respond to their requests and share their interests. For the emergence of mutual sympathy and friendship between children, such personality traits as kindness and attentiveness, independence, self-confidence, and honesty become important.

At the end of childhood and adolescence, group friendships become most common. Groups are usually large and contain a core of several boys and girls who regularly participate in common activities.

Friendship couples that have existed for a long time are most often characterized by the presence of common values, views and expectations for both friends. With a friend, children can share their feelings and fears, discuss in detail all the details of their lives. When a child has a trusted best friend, he learns to communicate openly with other people without feeling embarrassed. Also, if two children are friends, it allows them to share secrets. It should be noted that close friendships are more common among girls, boys tend to be less open to friends.

Although research shows that almost all children are in friendship relationships, many of them lack the mutual friendships characterized by mutual exchange and mutual assistance.

Children who are rejected by their peers are at risk for problems social adaptation at a later age. However, some research suggests that having even a single close friend helps a child overcome the negative effects of loneliness and hostility from other children.

It can be said that with the onset of primary school age and the beginning of schooling, the child's lifestyle changes radically.

And above all, the social environment changes significantly: the child enters into a complex relationship of mediation between the two institutions of socialization, the family and the school. The orientation of children in their behavior towards adults throughout the primary school age is gradually being replaced by an orientation towards a group of peers. At this age, communication with peers is becoming increasingly important for the development of the child, which contributes to the formation of stable children's groups, the assimilation of emotional and evaluative relationships, such as sympathy and antipathy, affection, friendship.

During the school years, the child's circle of friends begins to grow rapidly, and personal attachments become more permanent. Communication moves to a qualitatively different level, as children begin to better understand the motives for the actions of their peers, which contributes to the establishment of good relationships with them. During the period of primary education at school, informal groups of children are formed for the first time with certain rules of behavior in them. Children of primary school age spend a lot of time in various games, but in the company of peers, not adults. In children's groups, during games, their own specific relationships are established in accordance with more or less pronounced motives of interpersonal preferences.

Thus, as a result of studying the psychological and pedagogical literature, the definition of interpersonal relations of younger students was formulated - this is a set of certain orientations and expectations of the student, which are mediated by the goals, content and organization of his joint activities, primarily with peers. Interpersonal relationships that develop in a team of younger students form the personality of each of its members.

When a child enters school, active acquisition of communication skills begins. At primary school age, children learn to solve difficult situations in friendly relations, observe customs, social norms, understand issues of justice, respect authorities, power and moral law.

In the primary grades, the child is already striving to occupy a certain position in the system of personal relationships and in the structure of the team. The discrepancy between the claims and the actual state in this area has a negative impact on the emotional sphere of the child. So, schoolchildren, whose position in the peer group is safe, attend school with great desire, are active in educational and social work, have a positive attitude towards the team and its public interests. Children who are not reciprocated are not satisfied with their position.