The period from 6-7 years old to 11-12 years old is usually called the junior school age, which is considered the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking at an adult from the bottom up. At the same time, he is already beginning to lose his childish spontaneity in behavior; the nature of thinking is changing in the younger student.

This period is characterized by changes in both the physical and mental spheres of the child.

Growth and muscles of junior schoolchildren increase smoothly and slowly. Moreover, there is a relative equality in physical strength among boys and girls. The first milk teeth are lost, in place of which permanent ones appear. Younger students are already able to perform controlled purposeful movements. For this reason, they develop an interest in various sports and activities. Significant progress is achieved by motor movement. Skills acquired in kindergarten play a role in the development of fine motor skills in children. By the age of 6-7, most writing skills are formed. During this period, perfect mastery of one's body develops, thanks to which it becomes possible to appreciate oneself, to understand that "I can." Physical education plays a certain role in the physical and motor development of primary schoolchildren, provided that it is well organized.

Changes also affect the brain: the morphofunctional organization of the cortex is improving, it regulates the functions of subcortical brain stem formations; dominance and subordination are established in the system of interhemispheric relations, which is associated with the maturation of the corpus callosum. All this provides physiological conditions for the formation and functioning of one of the main neoplasms of this age - the ability to voluntarily regulate mental processes, activities and behavior in general.

Globally, the leading line in the formation of the psyche is intellectual development. During this period, according to the theory of Jean Piaget, the child is at a stage corresponding to the level of specific operations. Thinking turns into a logical one, moving further and further away from egocentrism and the predominance of intuition, and acquires an abstract and generalized character. There is its complication, there is a reversibility and flexibility. When characterizing a younger student, one cannot avoid comparisons with the period preceding him - preschool childhood. Unlike preschoolers, children aged 6-7 have an idea of ​​the quantity, they understand that a change in one parameter can be compensated by changes in another. They are also aware of the possibility of measuring the differences between similar objects.

The stage of concrete-operational thinking is reached by children in the process of active exploration of the world around them, knowledge of the properties of objects and the accumulation of this experience.

Changes during this period also occur with memory. At school, children are given an incredibly difficult task: to master a system of scientific concepts in a fairly short period of time. Memory acquires a pronounced cognitive character. Children can consciously set themselves the task of remembering certain information and this task is separated from any other. Moreover, they use a variety of memory strategies, from simple repetition to structuring information and creating stories and visualizations. Memory is of particular importance at primary school age, since for successful learning activities it is simply necessary to save the information received. Important indicators are the amount of memorized information, the speed of memorization, as well as the accuracy of memorization and the storage time of information. It is clear that with an increase in the level of direct memory, the strength of material memorization increases. Along with the direct, the other side of memory is mediated memorization. Its essence lies in the use of certain objects or signs that help to better remember the proposed material. This type of memory, in addition to performing the main function, is closely related to thinking, which allows not only to mechanically remember the material, but also to comprehend it logically and compare it with existing knowledge. The process of perception is now also subject to a specific task and consists in purposeful arbitrary observation of an object. Learning activity is completely arbitrary in nature and therefore plays a role in the development of the will. It becomes possible for the child to focus his attention on uninteresting things.

Improved speaking skills. The expansion of the vocabulary of younger students continues, they master more complex grammatical structures and more subtle word usage. This period is also accompanied by the active development of reading and writing skills. They involve the assimilation of phonetics, the ability to decode the alphabet, the improvement of fine motor skills. At the same time, reading and writing are forms of symbolic communication and involve attention, perception and memory. It is easy to see how this differs from the preschool period, when the main tasks of communication are "speaking" and "understanding". The constant companions of the development of reading and writing are parents, brothers and sisters, teachers, peers.

At primary school age, a radical restructuring of the child's relationship with reality takes place. And here again, comparisons with preschool childhood cannot be avoided. The social relations of preschoolers are divided into two spheres, or situations of development: "child-adult" and "child-children". Both of these areas are connected with gaming activities. The results of the game do not affect the relationship of the child with the parents, the relationship with other children also does not determine the relationship with the parents. Social situations of development exist in parallel and are hierarchically connected. The well-being of the child during this period depends on intra-family harmony, emotionally warm relationships.

The "child-adult" system for a younger student is divided into two areas: "child-parents" and "child-teacher". Relationships with teachers are the first example of relationships with society. In the family, relationships are characterized by inequality, while at school everyone is equal. The teacher is the embodiment of the requirements of society, and the school system assumes the existence of standards and measures for evaluation. The school is characterized by a system of well-defined relationships that are based on the adoption of specific rules. This new direction in social interaction permeates the entire life of the child: it determines his relationship to parents and peers. All favorable conditions for life depend on it.

The new social situation of development "child-teacher" requires a new type of activity - educational activity. It is aimed not at the result, as is commonly believed, but at highlighting the method of its assimilation. All subjects of educational activity are abstract, theoretical.

“The school plays a decisive role in the development of children. It is here that the child tests his intellectual, physical, social and emotional data and gets the opportunity to determine how he meets the standards set by parents, teachers and society as a whole.

Educational activity is not given in finished form, it must be formed. This is the main task of elementary school - to teach the child to learn. This task is directly related to the formation of cognitive motivation. In the first weeks of schooling, this is not a problem. By the end of preschool childhood, the child develops a fairly strong motivation to study at school. The loss of interest in the game and the formation of educational motives are associated with the development of gaming activities. Preschool children enjoy the game process, and at 5-6 years old - not only from the process, but also from the result, winning. In games according to the rules, typical for senior preschool and primary school age, the one who has mastered the game better wins. In game motivation, the emphasis is shifted from the process to the result; in addition, achievement motivation develops. The very course of development of children's play leads to the fact that play motivation gradually gives way to educational. This new personal education is defined by Lidia Ilyinichnaya Bozhovich as "the inner position of a schoolchild". It combines the needs of the child to attend school (to do something new, to carry a briefcase, notebooks), to engage in a new learning activity for him, to take a new position among others. However, here there is a discrepancy between the motive and the content of educational activity, because of which it gradually loses its strength. D.B. Elkonin argued that the content that is taught at school should encourage the child to learn.

The general dynamics of the motives of children of primary school age is as follows: at first, schoolchildren are interested in the external side of being at school (sitting at a desk, wearing a uniform, briefcase, etc.), then there is an interest in the first results of educational work (in the first written letters and figures, to the first marks of the teacher) and only after that to the process, the content of the teaching, and even later - to the methods of obtaining knowledge. However, a decrease in motivation towards the end of elementary school is normal and understandable. Staying at school in itself loses its immediate emotional attraction for the child, since this need has already been satisfied. And now the content of training and methods of obtaining knowledge come to the fore. The most effective for the formation of cognitive motivation are developing activities and a problem-based approach. So, V.V. Davydov and D.B. Elkonin, within the framework of the theory of developmental learning, emphasized that learning should not be based on the ascent from everyday concepts to scientific ones. On the contrary, taking into account the active development of logical thinking, training should be based on generalization, on scientific concepts, which are further concretized. Traditional training is less conducive to the development of motivation. Most often, the leading interest is not in the process, but in the result of training - a mark, praise or material reward. The traditional education system also creates some difficulties for the development of creativity - the ability to find new, non-traditional ways to solve various problems. This skill is of great importance for the level of activity performed, for the way of communicating with other people, for realizing one's own qualities, one's strengths and weaknesses. “Creativity at primary school age forms the ability to arbitrarily and productively use the acquired knowledge, helps to learn not ready-made concepts, but ways to solve various problems, forms an attitude towards potential knowledge, to learning to “learn”, and not use ready-made knowledge. In a complex and rapidly changing world, such abilities are extremely important; they help not only to adapt to a wide variety of situations, but also to fulfill oneself in them.

Educational activity is unique, because when acquiring knowledge, the child does not change anything in this knowledge. For the first time, the subject of change becomes the subject itself, which carries out this activity. There is a turn of the child on himself, his own changes, the emergence of reflection. This is the reason for incorporating assessment into any learning activity. However, the assessment should by no means be purely formal. Meaningfully evaluating the educational activity, its results and process, the teacher sets certain guidelines - evaluation criteria that must be learned by children. It is through assessment that one is singled out as a special subject of changes in educational activity.

The structure of educational activity includes 4 components:

1. The learning task is what the student must learn in the process;

2. Educational action - the active activity of the student, changing the educational material before discovering the properties of the subject being studied;

3. Control action - an indication of whether the student performs the action correctly;

4. Assessment action - comparison with the task, determining whether the student has achieved the result or not.

The construction and implementation of educational activities has specific features. To characterize them, we can again return to previous periods of development and assume that at first everything is in the hands of the teacher, and he acts with the hands of the student. However, the subject of learning activity is ideal objects, which makes interaction difficult. It is no coincidence that when children make mistakes in already formed actions, they can find and correct them without difficulty, but with one condition - the prompting of an adult. Despite the transfer by the teacher of the entire operational composition of actions to the students, he alone continues to be the bearer of meanings and goals. As long as the teacher is the center of the learning situation, which exercises control, the learning activities are not fully internalized by the students.

How can this be avoided? Within the framework of domestic psychology, extensive research has been carried out on the role of cooperation with peers in the mental development of younger schoolchildren. In particular, G.A. Zuckerman, experimentally found that children who act in the form of joint work in the classroom are more successful in forming reflexive actions, compared with students engaged in the traditional way. Collaborative learning removes the contradictions between the appearance of joint learning and the real individual focus of traditional learning. These findings allow us to draw some parallels with Jean Piaget's position on the child-child relationship. In his opinion, only when children communicate with each other can such fundamental qualities as criticality, tolerance and the ability to take the point of view of another be formed. Gradually, genuine logic and morality replace egocentrism.

Also G.A. Zuckerman emphasized the qualitative differences between collaboration with peers and collaboration with adults. There is always a separation of functions between an adult and a child: the first sets goals, controls and evaluates the actions of the second. However, even with joint activity and subsequent internalization of actions, some components continue to remain with the adult. Cooperation with peers affects the process of internalization in a completely different way. It is a mediating link between the beginning of the formation of a new action when working with an adult and the completely independent end of the formation. In cooperation with peers, communication is of an equal nature, control and evaluation actions and statements take place. In cases where an adult only organizes, "starts" the work, and the children act independently, it is better to take into account the position of the partner, his point of view. There is a development of reflexive actions. Another important feature of such joint activities is that children pay attention not only and not so much to the result, but also to the way of actions, both their own and their partner's, they are coordinated. This can best be observed in weak students - when they work together, they become active and interested. From a slightly different angle, cooperation with peers was studied by V.V. Rubtsov and established that this type of joint activity is the basis for the origin of the child's intellectual structures.

Educational activity, as already noted, is the leading activity in primary school age. All other activities, including the game, are subject to it. It would be wrong to assume that the game completely disappears from the world of the younger student. It remains, but undergoes significant changes. As they grow older, getting pleasure from the game is replaced by pleasure from achieving a result known in advance. At school age, the game is hidden, moves into the realm of imagination. It allows you to make the meaning of things more obvious to the child, brings him closer.

The younger school age is characterized by a certain dynamics in the development of the motivational-demand sphere. The development of thinking, the ability to comprehend the surrounding world is gradually transferred to oneself. Comparison of one's own successes and grades with the achievements of classmates plays a role in differentiation and improvement of the adequacy of the child's self-esteem. The school, teachers and classmates play a dominant role in the self-identification of the younger student. The positive development of his personality depends on how successfully the child begins to learn, how he develops relationships with teachers and how his academic success is evaluated. Poor academic performance and conflicts with the teacher during this period can lead not only to deviations in cognitive terms, but also to the appearance of other negative symptoms, such as anxiety, aggression, inadequacy.

What neoplasms of primary school age can be distinguished on the basis of what has been said?

First, the arbitrariness and awareness of mental processes and their intellectualization. Thanks to the assimilation of the system of scientific concepts, their internal mediation also occurs. However, all this does not yet apply to the intellect, which yet "does not know itself."

Secondly, active awareness of their own changes as a result of the development of educational activities, that is, the formation of reflection.

Thirdly, the formation of an adequate and stable self-esteem, the source of which is the comparison of one's successes and marks with the achievements of classmates in the framework of educational activities.

So, primary school age is the heyday of childhood and at the same time the beginning of a new school life. Entering it, the child acquires the internal position of the student, educational motivation. All mental processes are mediated by the development of the intellect. Educational activity becomes the leading one for the younger student. The teacher embodies for him the requirements and expectations of society. Personal communication at this age depends on success in schooling, teacher attitudes and grades. On the other hand, it makes self-esteem more adequate and helps the socialization of children in new conditions, as well as stimulates their learning. In the conducted studies, it was experimentally established that the situation of equal communication gives the child the experience of control and evaluation actions and statements. The partner's position, his point of view is better taken into account, egocentrism is overcome. There is a development of reflexive actions.

Primary school age covers the period of a child's life from 7 to 10-11 years.

Primary school age is a very responsible period of school childhood, on the full-fledged living of which depends the level of intelligence and personality, the desire and ability to learn, self-confidence.

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.

As the child enters school, the game gradually loses its dominant role in his life, although it continues to occupy an important place in it. Teaching becomes the leading activity of the younger student. which significantly changes the motives of his behavior.

Teaching for a younger student is a 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 changing the position of the child in the family, he has the first serious duties at home related to teaching and work, and the child goes beyond the family, because. his circle of significant persons is expanding. Of particular importance are relationship with an adult. A teacher is an adult whose social role is associated with the presentation of important, equal and mandatory requirements for children, with an assessment of the quality of educational work. The school teacher acts as a representative of society, a bearer of social patterns.

Adults begin to make increased demands on the child. All this taken together forms the problems that the child needs to solve with the help of adults at the initial stage of schooling.

The new position of the child in society, the position of the student is characterized by the fact that he has a mandatory, socially significant, socially controlled activity - educational, he must obey the system of its rules and be responsible for their violation.

The social situation in primary school age suggests the following:

1. Learning activity becomes the leading activity.
2. The transition from visual-figurative to verbal-logical thinking is being completed.
3. The social meaning of the teaching is clearly visible (the attitude of young schoolchildren to marks).
4. Achievement motivation becomes dominant.
5. The reference group is changing.
6. There is a change in the agenda.
7. A new internal position is being strengthened.
8. The system of relationships between the child and other people is changing.

Physiological features of younger students

From a physiological point of view, primary school age is it's time for growth, when children quickly stretch upwards, there is disharmony in physical development, it is ahead of the neuropsychic development of the child, which affects temporary weakening of the nervous system. Increased fatigue, anxiety, increased need for movement are manifested.

The relationship between the processes of excitation and inhibition changes. Inhibition (the basis of restraint and self-control) becomes more noticeable than in preschoolers. However, the tendency to excite is still very high, so younger students are often restless.

The main neoplasms of primary school age
- arbitrariness
- internal action plan
- reflection

Thanks to them, the psyche of a younger student reaches the level of development necessary for further education in secondary school.

The emergence of new qualities of the psyche, which are absent in preschoolers, is due to the fulfillment of the requirements for the student's educational activities.

As learning activity develops, the student learns to control his attention, he needs to learn to listen carefully to the teacher and follow his instructions. Arbitrariness is formed as a special quality of mental processes. It manifests itself in the ability to consciously set the goals of action and find the means to achieve them. In the course of solving various educational tasks, the younger student develops the ability to plan, and the child can also perform actions to himself, in the internal plan.

Irina Bazan

Literature: G.A. Kuraev, E.N. Pozharskaya. Age-related psychology. V.V. Davydov. Developmental and pedagogical psychology. L.Ts. Kagermazova. Age-related psychology. ABOUT. Darvish. Age-related psychology.

In modern domestic psychology, the problem of interpersonal relations began to be investigated 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 relations follow 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.

For the formation of friendships in couples, joint activities and belonging to the same group are of great importance.

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 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 the preparatory group of the 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 studies, 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 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, as 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 to each other, more friendly.

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, observe customs, social norms, conventions related to 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 the emotional states of 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: the positive personality traits of the chosen one, the need for playful 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 the main characteristic of a person. However, scientists, on the basis of 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 if the desires of the younger student diverge from the desires of the team, the child without any special internal conflict and without fighting follows his own 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. On the entire territory of the games, special "girl" and "boy" 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 grade, the reflection of a stranger is 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 of third-graders is 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, cognitive objective activity is not only more readily carried out, but the most important skills of interpersonal communication and moral behavior are also 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. In addition, 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 studies show that virtually all children are in friendship relationships, many of them lack the mutual friendships characterized by mutual exchange and mutual assistance.

For children rejected by their peers, there is a risk of facing problems of 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.

The initial period of 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.

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Age features of children of primary school age.

The initial period of 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 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, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education 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. At 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 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 primary school, 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, 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 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.

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 of volitional regulation of 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 developmental 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 the 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.

Just yesterday, a cheerful toddler was building Easter cakes in the sandbox and rolling cars on a string, and today notebooks and textbooks are already on his desktop, and a huge satchel is hanging behind his back.

The preschool child has turned into a young schoolboy. What are the primary school age, how to educate a student with and what should be paid special attention to when teaching a child with a hearing impairment - all this will be discussed in this article. We will try to cover the topic in as much detail as possible so that you do not have any questions.

Age features of children of primary school age

Age features of children of primary school age 7-9 years old with hearing impairment are in the slow and uneven development of objective activities. These children often do not cope with tasks in which it is necessary to use any additional object, they perform them directly, without the help of this tool. Help the child understand the essence, show by example.

Hard of hearing children are hardly given tasks that require analysis and generalization. It is difficult for them to recognize their own emotions and even more difficult for them to describe them. This leads to problems such as anxiety, isolation and aggressiveness.

By teaching emotional stability, you can help him in interpersonal relationships and adaptation in society.

Sneaky. Primary School Pedagogy

Both elementary school teachers and parents of first-graders will be interested in the works of Ivan Pavlovich Podlasov, in which he talks about the upbringing, formation and education of children.

Podlasy sees the age characteristics of children of primary school age in the socialization and adaptation of children to a new, adult, school life. This requires the connection of teachers and parents, their desire to share their experience with the children, to form a holistic personality capable of self-knowledge and self-improvement.

The development of a child depends on both internal (properties of the organism) and external (human environment) conditions. By creating a favorable external environment, one can help overcome internal instability. It is also necessary to take into account the age characteristics of children of primary school age.

Table briefly describing the theory of pedagogy of elementary school Podlasov:

Pedagogy	The science of education, upbringing and training
Subject of Pedagogy	Development and formation of a holistic personality of a student
Functions of Pedagogy	Formation of tasks and goals of education
Tasks of Pedagogy	Generalization and systematization of knowledge about education and training
Basic concepts	Education - the transfer of experience to the younger generation, the formation of moral values Education is the process of interaction between students and teachers, aimed at the development of students Education is a system of ways of thinking, knowledge and skills that a student has mastered in the learning process Development - changing the qualitative and quantitative processes of the student Formation - the process of evolution of the child under the control of the teacher
Currents of pedagogy	Humanistic and authoritarian
Research methods	Empirical and theoretical

The main thing should be noted - love your children, praise them for every victory, help them overcome difficulties, and then the cute kid will turn into an educated, well-mannered and happy adult.