Jr school age was not always a special stage in the development of the child. There was a time when children did not attend schools and developed in significantly different conditions of life. Recall Nekrasov's "Peasant with a fingernail." A child at the age when “the sixth has passed” is carrying firewood from the forest, confidently driving a horse. Nowadays, the vast majority of children at the age of six become schoolchildren.

Inclusion in educational activities is associated with a new type of child relationship, both in the family and at school. At home, on the one hand, there is a more respectful attitude to his life, his studies than to preschool games. At the same time, more stringent requirements are imposed on him. In a school, the main person is the teacher. All basic requirements come from him. The relationship with the teacher is not at all like the relationship with the parents and with the educator kindergarten. At first, the teacher for the child is a stranger, and the child involuntarily experiences fear, shyness in front of him. Relations with other students are also not so simple at first: there are no familiar children, no friends with whom the child is used to communicating. Not all children easily go through a period of adaptation to school life.

At the age of seven or eleven, the child begins to understand that he is a kind of individuality, which, of course, is subject to social influences. He knows that he obliged to learn and in the process of learning change themselves by assigning collective signs(speech, numbers, notes, etc.), collective concepts, knowledge and ideas, that exist in society. At the same time, he knows differs from others and going through its uniqueness, its "self", trying to establish himself among adults and peers. Mukhina V.S. Age-related psychology: phenomenology of development, childhood, adolescence: A textbook for students. universities. 4th ed., stereotype. M.: Publishing Center "Academy", 1999. - 456 p. - With. 286.

The main neoplasms of the student:

1. personal reflection;

2. intellectual reflection.

Personal reflection . Children aged 9 to 12 continue to develop the desire to have their own point of view on everything. They also have judgments about their own social significance - self-esteem. It develops through the development of self-awareness and feedback with those around them whose opinion they value. A high score usually occurs in children if their parents treat them with interest, warmth and love. Junior school age is the completion of the development of self-awareness.

Reflection intellectual . This refers to reflection in terms of thinking. AT school years the ability to store and retrieve information from memory improves, meta-memory develops. Not only do children remember better, but they are also able to reflect on how they do it.

Mental development . 7 - 11 years - the third period of mental development according to Piaget - the period of specific mental operations. The child's thinking is limited to problems relating to specific real objects. The egocentrism inherent in the thinking of a preschooler gradually decreases, which is facilitated by joint games, but does not disappear completely. Concrete-minded children often make mistakes in predicting the outcome.

Relationships with adults . The behavior and development of children is influenced by the style of leadership on the part of adults: authoritarian, democratic or conniving (anarchist). Children feel better and thrive under democratic leadership.

Relationships with peers . Starting at the age of six, children spend more and more time with their peers, and almost always of the same gender. Popular kids tend to adapt well, feel comfortable around their peers, and are generally cooperative.

The game . Children still spend a lot of time playing. It develops feelings of cooperation and rivalry, acquire personal meaning such concepts as justice and injustice, prejudice, equality, leadership, submission, devotion, betrayal. The game takes on a social dimension: children invent secret societies, clubs, secret cards, ciphers, passwords, and special rituals.

emotional development . From the moment a child enters school, his emotional development depends more than before on the experiences he gains outside the home. The child's fears reflect the perception of the surrounding world, the scope of which is now expanding. Inexplicable and fictitious fears of past years are replaced by others, more conscious: lessons, injections, natural phenomena, relationships between peers. From time to time, school-age children have a reluctance to go to school. Symptoms ( headache, colic in the stomach, vomiting, dizziness) are widely known. This is not a simulation and in such cases it is important to find out the cause as soon as possible. It can be fear of failure, fear of criticism from teachers, fear of being rejected by parents or peers. In such cases, the friendly-persistent interest of parents in attending school helps. Child psychology. Methodical instructions. Author-compiler R.P. Efimkin. Novosibirsk: Scientific and Educational Center for Psychology, Novosibirsk State University, 1995.

Highlighting the characteristic features of children of a given age, we must at the same time note that children are different. In fact, it is impossible to find two completely identical students in a class. Learners differ from each other not only different levels readiness to acquire knowledge. Each of them has more stable individual characteristics that cannot (and should not) be eliminated with all the efforts of the teacher. Individual differences also apply to the cognitive sphere: some have a visual type of memory, others - auditory, others - visual-motor, etc. Some have visual-figurative thinking, while others have abstract-logical thinking. This means that it is easier for some to perceive the material with the help of sight, for others - by ear; some require a specific representation of the material, while others require a schematic, and so on. Neglect of the individual characteristics of students in teaching leads to various kinds of difficulties for them, complicates the way to achieve their goals. Talyzina N.F. Pedagogical psychology. Proc. allowance for students. avg. ped. textbook establishments. M.: Publishing Center "Academy", 1998. - 288 p. - c. 16-25.

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. Kulagina I.Yu. Age psychology (Child development from birth to 17 years): Tutorial. 4th ed. M .: Publishing house of the University Russian Academy education, 1998. - p. 120.

Renowned pediatrician Benjamin Spock writes: “After 6 years, the child continues to deeply love his parents, but tries not to show it. He doesn't like being kissed, at least in front of other people. The child treats other people coldly, except for those whom he considers "remarkable people." He doesn't want to be loved like property or like a "pretty baby". He gains self-respect and wants to be respected. In an effort to get rid of parental dependence, he increasingly turns to adults outside the family whom he trusts for ideas and knowledge ... What his parents taught is not forgotten, moreover, their principles of good and evil have settled so deep in his soul that he considers them his ideas. But he gets angry when his parents remind him what he must do, because he himself knows and wants to be considered conscious.

However, it should be borne in mind that increased physical endurance, increased efficiency are relative, and in general, high fatigue remains characteristic of children. Their performance usually drops sharply after 25-30 minutes of a lesson and after the second lesson. Children get very tired when attending an extended day group, as well as with increased emotional saturation of lessons and activities. Workbook of a school psychologist. I.V. Dubrovina, M.K. Akimov, E.M. Borisov and others. Ed. I.V. Dubrovina. M.: Enlightenment, 1991. - p. 66.

Primary school age is a classic time for the formation of moral ideas and rules. Of course, a significant contribution to the moral world of the child brings with it early childhood, but the imprint of "rules" and "laws" to be followed, the idea of "norm", "duty" - all these typical features of moral psychology are determined and formalized just at the primary school age. The child is typically “obedient” in these years, he accepts different rules and laws with interest and enthusiasm in his soul.

Primary school age is a very favorable time for the assimilation of many moral norms. Children really want to fulfill these norms, which, with the right organization of education, contributes to the formation of positive moral qualities in them.

The influence of individual and personal characteristics of younger students on socialization in the classroom

1.2 Age features junior schoolchildren

social adaptation junior school student

The increase in height and weight, endurance, vital capacity of the lungs is quite even and proportional.

The skeletal system of a junior schoolchild is still in the formative stage - the ossification of the spine, chest, pelvis, limbs is not yet completed, there is still a lot of cartilaginous tissue in the skeletal system.

The process of ossification of the hand and fingers at primary school age is also not yet completely completed, so small and precise movements of the fingers and hand are difficult and tiring.

There is a functional improvement of the brain - the analytical-systematic function of the cortex develops; the ratio of the processes of excitation and inhibition gradually changes: the process of inhibition becomes more and more strong, although the process of excitation still predominates, and younger students in high degree excitable and impulsive.

Going to school makes a huge difference in a child's life. The whole way of his life, his social position in the team, family changes dramatically. From now on, teaching becomes the main, leading activity, the most important duty is the duty to learn, to acquire knowledge. And teaching is a serious work that requires organization, discipline, strong-willed efforts of the child. The student is included in a new team for him, in which he will live, study, develop for 11 years.

The main activity, his first and most important duty is teaching - the acquisition of new knowledge, skills, the accumulation of systematic information about the world, nature and society.

Of course, the correct attitude to learning is not immediately formed among younger students. They do not yet understand why they need to study. But it soon turns out that teaching is labor that requires strong-willed efforts, mobilization of attention, intellectual activity, and self-restraint. If the child is not used to this, then he gets disappointed, a negative attitude towards learning arises. In order to prevent this from happening, the teacher should inspire the child with the idea that learning is not a holiday, not a game, but serious, hard work, but very interesting, as it will allow you to learn a lot of new, entertaining, important, necessary things. It is important that the organization itself academic work reinforce the words of the teacher.

At first, elementary school students study well, guided by their relationships in the family, sometimes a child studies well based on relationships with the team. Personal motive also plays an important role: the desire to get a good grade, the approval of teachers and parents.

At first, he develops an interest in the very process of learning activity without realizing its significance. Only after the emergence of interest in the results of their educational work, an interest is formed in the content of educational activities, in the acquisition of knowledge. It is this foundation that is fertile ground for the formation in the younger schoolchild of the motives for teaching a high social order, associated with a truly responsible attitude to studies.

The formation of interest in the content of educational activities, the acquisition of knowledge is associated with the experience of schoolchildren a sense of satisfaction from their achievements. And this feeling is reinforced by the approval, praise of the teacher, who emphasizes every, even the smallest success, the smallest progress forward. Younger students experience a sense of pride, a special upsurge of strength when the teacher praises them.

The great educational impact of the teacher on the younger ones is due to the fact that the teacher from the very beginning of the children's stay in school becomes an indisputable authority for them. The authority of the teacher is the most important prerequisite for teaching and upbringing in the lower grades.

Learning activities in primary school stimulates, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perceptions. Younger students are distinguished by sharpness and freshness of perception, a kind of contemplative curiosity. The younger schoolboy perceives with lively curiosity environment which reveals more and more new sides to him every day.

Most feature the perception of these students is its low differentiation, where they make inaccuracies and mistakes in differentiation in the perception of similar objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level mental development associated with the practical activities of the child. To perceive an object for a child means to do something with it, to change something in it, to perform some action, to take it, to touch it. A characteristic feature of students is a pronounced emotionality of perception.

In the process of learning, perception is restructured, it rises to more high step development, takes on the character of purposeful and controlled activity. In the process of learning, perception deepens, becomes more analyzing, differentiating, and takes on the character of organized observation.

Some age characteristics are inherent in the attention of students primary school. The main one is the weakness of voluntary attention. The possibilities of volitional regulation of attention, its management at the beginning of primary school age are limited. Arbitrary attention of a younger student requires the so-called close motivation. If older students maintain voluntary attention even in the presence of distant motivation (they can force themselves to focus on uninteresting and difficult work for the sake of a result that is expected in the future), then a younger student can usually force himself to work with concentration only if there is a close motivation (the prospect of getting an excellent mark, earn the praise of the teacher, do the best job, etc.).

Involuntary attention is much better developed at primary school age. Everything new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part.

Age features of memory in primary school age develop under the influence of learning. The role and specific gravity of verbal-logical, semantic memorization is increasing, and the ability to consciously manage one's memory and regulate its manifestations is developing. In connection with the age-related relative predominance of the activity of the first signaling system, younger schoolchildren have more developed visual-figurative memory than verbal-logical memory. They better, faster remember and more firmly retain in memory specific information, events, persons, objects, facts than definitions, descriptions, explanations. Younger students are prone to rote memorization without realizing the semantic connections within the memorized material.

The main trend in the development of imagination in primary school age is the improvement of the recreative imagination. It is associated with the presentation of previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. The recreating imagination is improved due to an increasingly correct and complete reflection of reality. Creative imagination as the creation of new images, associated with the transformation, processing of impressions of past experience, combining them into new combinations, combinations, is also developing.

Under the influence of learning, there is a gradual transition from the knowledge of the external side of phenomena to the knowledge of their essence. Thinking begins to reflect the essential properties and features of objects and phenomena, which makes it possible to make the first generalizations, the first conclusions, draw the first analogies, and build elementary conclusions. On this basis, the child gradually begins to form elementary scientific concepts.

Analytical-synthetic activity at the beginning of primary school age is still very elementary, it is mainly at the stage of visual-effective analysis, based on the direct perception of objects.

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, a younger student accumulates, with proper upbringing, important for his further development experience of collective activity - 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 main experience of the collective social activities.

Against the background of age-related characteristics, the child also has such features that indicate that he belongs to one or another type of temperament. Differences in this respect stand out quite clearly, for example, when children have already mastered oral speech. So, if a child's speech is loud, fast and distinct, with correct intonations, accompanied by lively gestures and expressive facial expressions, then we can talk about signs of a sanguine temperament. If the speech is slower than others, calm, even, sometimes with stops, without pronounced emotions, gestures and facial expressions, this may indicate a phlegmatic temperament. The signs of a choleric temperament are indicated by hastily-tense, impetuous, as if choking speech. Signs of a melancholic temperament may include slow, quiet speech, sometimes reduced to a whisper. Of course, the type of temperament, in addition to the characteristics of speech, is also indicated by the characteristics of the motor and general activity of the child. Summarizing, we can say that the change in the basic properties of the nervous processes included in the concept of type nervous system, and at the psychological level - in the concept of temperament, occur in the following directions:

Obviously, regardless of age specificity, there are individual differences in the properties of the nervous system, which can be partially masked by their age-related changes. Therefore, a diagnosis of individual properties of the nervous system (temperament) is established, it is necessary to use such indicators of behavior and, consequently, measurement methods that would take into account the period of development of the child under study.

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Diagnosis and correction of memory of younger students

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Personality as a system of relations in primary school age

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Age features of children of primary school age

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 developmental and educational psychology. With the child entering school, under the influence of learning, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new activities and systems for them. interpersonal relationships. General characteristics of all cognitive processes of the child become 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 and nervous system is improved. 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 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.

Schooling is constructed in such a way that verbal-logical thinking receives predominant development. 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 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 is distinguished, as well as at preschool age, by 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. In class, the teacher draws the attention of the students to learning material keeps 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.

Junior school age- the age of a fairly noticeable formation of personality.

All this decisively affects the formation and consolidation of a new system of relations with people, the team, 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.

Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, the younger schoolchild accumulates, with proper education, the experience of collective activity, which is important for his further development - activities in a team and for a 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:

Vardanyan A.U., Vardanyan G.A. The essence of educational activity in the formation of students' creative thinking // Formation of creative thinking of schoolchildren in educational activities. Ufa, 1985.

Vygotsky L.S. Pedagogical psychology. M., 1996.

Gabay T.V. Educational activity and its means. M., 1988.

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

Davydov V.V. Problems of developing education: The experience of theoretical and experimental psychological research. M., 1986.

Ilyasov I.I. The structure of the learning process. M., 1986.

Leontiev A.N. Lectures on General Psychology. M., 2001.

Markova A.K., Matis T.A., Orlov A.B. Formation of learning motivation. M., 1990.

Psychological features of personality formation in pedagogical process/ Ed. A. Kossakovski, I. Lompshera and others: Per. with him. M., 1981.

Rubinshtein S. L. Fundamentals of general psychology. SPb., 1999.

Elkonin D.B. Psychology of teaching younger students. M., 1974.

Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001.

In order to raise a child, both the teacher and the parents need to know both his age characteristics and individual characteristics, each age corresponds to an activity that is leading in this period of age.

At the heart of the age periodization D.B. Elkonin are the leading activities that determine the emergence of psychological neoplasms at a particular stage of development. This is how the periodization of the mental development of D.B. Elkonin.

Age periods	Leading activity	Relationship system
infant	Communication with adults	man man
Early childhood	Communication with adults	man man
preschool age	Subject activity - game	man-thing
Junior school age	Educational activities, communication with peers	Man is a thing, man is a man
Adolescence, adolescence	Educational and professional activities	Man is man, man is thing

The whole life of the child should be organized taking into account the possibilities of this age. In my work we will talk about primary school age and its features.

For a younger student, learning is the activity in which they develop. At the age of 7, the development of the child is at the level that determines his readiness for schooling. Physical development, the stock of ideas and concepts, the level of development of thinking and speech, the desire to go to school - all this creates the preconditions for systematic learning.
With admission to school, the whole structure of a child’s life changes, his regimen, relationships with people around him change. Teaching becomes the main activity. Almost all elementary school children like to study at school, with the exception of a few. They like their new social position, and the learning process itself attracts them. This determines the conscientious, responsible attitude of younger students to learning and school. Younger students with readiness and interest master new knowledge, skills and abilities. They want to learn how to read, write correctly and beautifully, and count. True, they are more interested in the process of learning itself, and the younger student shows great activity and diligence in this regard. The games of younger schoolchildren, in which a large place is given to school and learning, also testify to the interest in the school and the process of learning. Remembering her younger sister, when she was in elementary school, she, always coming from school, seated her toys and taught them to read, write and count, thereby repeating and reinforcing the material that was given to them in the classroom by the teacher.

Primary schoolchildren also have a need for active play activities, in movements. They are ready to play outdoor games for hours, cannot sit in a frozen position for a long time, they like to run around during recess. The peculiarity of children of primary school age is manifested in the instability of their attention, mobility, emotionality. The instability of attention is associated with a weak development of the ability to arbitrarily subordinate one's actions not to external circumstances, influences, influences, but to internal goals, tasks that the teacher sets for the child. Therefore, children, especially first graders, are easily distracted from what their attention should be directed to in the lesson. For students in grades 1-2, attention is more stable when performing external rather than mental actions. To keep their attention, the teacher organizes the external actions of the children (for example, “Look at the picture”, “Show me where Petya is in the picture in your book”, “Count how many words are in this sentence, how many letters are in this word”, and etc.). It is good to combine solving mental problems with drawing. This helps children organize their attention.

Mobility, characteristic of a child of primary school age, is also usually associated with poor development of volitional actions. The child does not know how to maintain the same posture for a long time, to do the same thing. It is still difficult for him to overcome his desire to move, to change activities. The teacher should try to give the children the opportunity to move in an organized manner: stand up, raise their hands, move their fingers (remember the school warm-up: “Our fingers wrote, our fingers are tired ...”), gives a new task, sets a new task for them.

Characteristic for younger students and the need for external impressions. A first-grader, like a preschooler, is primarily attracted by the external side of objects or phenomena, activities performed, for example, the attributes of a class orderly - a sanitary bag, an attendant - an on-duty badge (a red armband, etc.).
From the first days of schooling, the child has new needs: to acquire new knowledge, to accurately fulfill the requirements of the teacher, to come to school on time and with completed assignments, the need for approval from adults (especially teachers), the need to fulfill a certain social role (to be a headman, duty officer, commander, etc.).
For cognitive activity the primary schoolchild is characterized, first of all, by the emotionality of perception. A picture book, a visual aid, a teacher's joke - everything causes an immediate reaction in them. Younger schoolchildren are in the grip of a vivid fact. The images that arise on the basis of the description during the teacher's story or reading a book are very vivid.
Imagery is also manifested in the mental activity of children. They tend to take it literally. figurative meaning words, filling them with concrete images. For example, when asked how one should understand the words: “One is not a warrior in the field,” many answer: “And with whom should he fight if he is alone?” Students solve this or that mental problem more easily if they rely on specific objects, ideas or actions. Given the figurative thinking, the teacher uses a large number of visual aids, reveals the content abstract concepts and the figurative meaning of words on a number of specific examples. And primary schoolchildren remember not what is most significant in terms of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new.
In the emotional life of children of this age, first of all, the content side of experiences changes. If the preschooler is pleased that they are playing with him, sharing toys, etc., then the younger student is mainly concerned about what is connected with teaching, school, and the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arises in the student as often as possible, then this reinforces the positive attitude of the student to learning.

Younger schoolchildren, and especially first-graders, are characterized by suggestibility, the desire to imitate those who are authority for them, and primarily the teacher. Therefore, the attitude of the teacher to the child, his assessments are transferred to the relationship between the children. They treat badly the one whom the teacher blames, and good - the one who is praised. Imitation is also manifested in the fact that children try to behave, just like those students who are praised, set as an example. For example, “Vanya did a good job, he gave Masha a pen, she ran out of a pen,” after such words, many children begin to offer pens to their classmates. Or “Look how straight Masha sits” - and each of the children tries to sit correctly.

At primary school age, the foundations of such feelings as love for the Motherland and national pride are laid, students are enthusiastic about patriotic heroes, brave and courageous people, reflecting their experiences in games and statements.
The younger student is very trusting. As a rule, he has unlimited faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher in all respects be an example for children.

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

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

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

Social situation of development at primary school age:

1. Learning activity becomes the leading activity.

2. The transition from visual-figurative to verbal-logical thinking is completed.

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

4. Achievement motivation becomes dominant.

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

6. There is a change in the daily routine.

7. A new internal position is being strengthened.

8. The system of relationships between the child and other people is changing.

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

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

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

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

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

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

Self-awareness develops intensively. The formation of self-esteem of a younger student depends on the progress and characteristics of the teacher's communication with the class. Of great importance is the style of family education, the values accepted in the family. High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce self-confidence, in their abilities. They have compensatory motivation. Children begin to establish themselves in another area - in sports, music.

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

It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including 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 get along with different people.

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

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

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

Responsibility and the ability to admit their mistakes. Responsibility is transferred, as a rule, either to parents or teachers, who are to blame for the failure of the child. In other words, the projection allows the Loser to maintain his self-esteem and does not cause him to realize that in fact slows down his personal development.

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

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

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

In every children's group there are popular and unpopular children. This difference in position among peers is influenced by a number of factors. In children, justifications for the choice were recorded, associated with an indication of the attractive moral and psychological traits of a peer. As a reason for the reluctance to choose a peer, an indication of poor study, behavioral patterns that are directly manifested in the field of communication (“teasing”, “fighter”, “offends” are typical); pointing out bad behavior in the classroom; low level of development of sanitary and hygienic skills and features of appearance.

The following features turned out to be the most characteristic for the "unaccepted" ones: non-participation in a class asset; untidiness, poor study and behavior; inconsistency in friendship, friendship with violators of discipline, tearfulness.

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

Popularity in the peer group is harmed by both excessive aggressiveness and excessive shyness. Nobody likes bullies and bullies, so they try to avoid an overly aggressive child. This leads to another cyclical pattern, as this child may become more aggressive as a result of frustration or trying to force what he cannot achieve with beliefs. Conversely, a shy, anxious child risks becoming a chronic victim, attacked not only by recognized bullies, but also by ordinary children. It is the timid and shy children who experience the greatest communication difficulties and suffer the most from peer rejection. Such children tend to feel more alone and more concerned about their relationships with other children than aggressive children who are rejected by their peers.

Unpopular children often have some features that distinguish them from their classmates; it could be over-fullness, an unusual name, etc. These characteristics can reduce a child's level of conformity to group standards, a condition that is extremely important during middle childhood. The desire to meet the standards of a peer group can be a normal, natural, and even desirable form of behavior.

The acceptance of a child by peers is directly dependent on the development of his self-esteem. Self-respect means seeing yourself as a person with positive qualities, that is, a person who is able to achieve success in what is important to him. In primary school age, self-esteem is strongly associated with confidence in one's academic abilities (which, in turn, correlates with school performance). Children who do well in school have higher self-esteem than underachieving students. However, self-esteem may not always depend on confidence in their academic abilities: many children who cannot boast of academic success nevertheless manage to develop high self-esteem. The development of self-esteem is a cyclical process. Children usually achieve success in any business if they are confident in their strengths and abilities - and their success leads to a further increase in self-esteem. At the other extreme are children who fail because of a lack of self-esteem, and as a result, it continues to fall. Personal success or failure in different situations can make children see themselves as leaders or outsiders. By themselves, these feelings do not yet create a vicious circle, so many children who start out with failures in the social or educational sphere, eventually find something in which they are able to excel.

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

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

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

Concluding a brief analysis of the formation of personality in elementary school, it should be said that the dynamics of this process is generally positive. Children are characterized by a low level of arbitrariness in behavior, they are very impulsive and not restrained, therefore they still cannot independently overcome even minor difficulties that they encounter in learning.

Thus, primary school age is the most crucial 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. Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of knowledge and activity.

The influence of individual and personal characteristics of younger students on socialization in the classroom

1.2 Age features junior schoolchildren

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