School age has large reserves for development of the child's personality.Teachers know that most junior schoolchildren are gullible, executive, and imitative. It is difficult to find among them malicious violators of discipline, hooligans who do not want to learn. They are low-conflict, the teacher's requirements are usually fulfilled without discussion and dispute, most often they are obedient and diligent.

Age 6-7 is the actual folding period psychological mechanisms personality, which together form a qualitatively new, higher unity of the subject - unity of personality; "I".The human "I" is formed in the process of communication with the people around, and the nature of this communication largely depends on what kind of personal qualities it will develop.

The leading needs of this age are the needs for communication with people, for mutual understanding and empathy, which give rise to a whole group of personal motives. They act as messages of the child about his emotional state, calculated on the empathy of an adult; requests for approval; messages about feelings of sympathy, affection and antipathy; intimate messages of the child; attempts to ask an adult about himself.

Cognitive needs, as well as needs for communication, are leading in primary school age. And if at first they are almost entirely satisfied with the teacher and parents, then by the end of primary school age the child learns to satisfy them by yourself(this first line in the development of needs) .

Under the influence of the teacher, a need for mastering school skills and a need for knowledge is formed. Sometimes the latter is already developed in older preschool age and participates in the formation of the child's psychological readiness for school. This makes the teacher's job very easy. Gradually, cognitive needs change, become more differentiated: some of them disappear, but many turn into stable motives of the child's behavior.

Second line development needs is to move them significance... Most psychologists agree that the development of the needs of a primary school student as a whole goes towards the dominance of spiritual needs over material, social over personal ones, although this process is long and uneven in relation to different needs. This can be easily discovered with the help of simple experiments.

The first is verified by placing the child in the “three wishes” situation: many first graders in it talk about toys, sweets, second graders put forward more meaningful ideas about books, movies, computer games, and third graders express “ideal” desires - to travel, to fight for someone. some freedom, to protect animals and children, to find a cure for deadly diseases.

The second is easy to find in the child's behavior: first-graders often complain to the teacher that others interfere with his listening, writing, drawing, etc .; they are concerned only with personal success when completing a study assignment. But gradually, the mutual assistance that children provide to each other on their own initiative, and support, and “support” for their class, their team, becomes noticeable. Under the influence of the teacher, a new type of needs is formed - in partnership, collectivism, community with others.

Third line development of needs in primary school age is an increase in their awarenessand self-control,which indicates the formation of a new level of self-awareness.

The listed groups of needs are certainly not the only ones at this age. Children are characterized by the need for movement, activity, and the need to master the skills of educational and other types of activity, and the need to communicate with peers, etc. All of them strengthen the child in his position as a student.

The new level of self-awareness of the child reveals itself in the child's self-knowledge and the formation of the "I-concept", in self-esteem and the system of claims, in self-control and self-regulation.

Conventionally, there are 3 groups of children with different levels of formation of ideas about themselves:

1) adequate and stable self-image(children are characterized by the ability to analyze their actions, to isolate their motives, reflection; they are more guided by their own knowledge about themselves than by the assessment of adults, and quickly acquire self-control skills);

2) inadequate and unstable self-ideas(children do not understand themselves well, poorly analyze their actions; the number of perceived traits and personality traits is small and not always adequate; such children constantly need external control and support);

3) orientation towards characteristics given to the child by others, especially adults(children are almost not guided in their the inner world; ideas about oneself are vague and inadequate, subject to external opinions; self-esteem is inadequate; they are poorly guided in practical activity by their real capabilities and abilities).

But be that as it may, with age, the adequacy of self-perception increases. This is done both in the process of communication with others, and in the process of the child's own evaluative activity. It is indicative that if first graders, characterizing themselves, use "black and white terminology" ("bad - good", "good - evil", "brave - a coward", etc.), then third graders demonstrate richer and more differentiated psychological dictionary for describing the behavior of one's own and others, qualities of character, etc.

Psychologists also note an increasing trend emphasize your individuality, their belonging to a certain group (social, gender, educational).

For a younger student, one of the central moments of the characterization of himself becomes school grade assessment.It has become a tradition at school to make academic performance a subject of competition. In this case, the main means of educational motivation often becomes the child's fear of being defeated, of being the worst. This means that the education system itself contains the formation of potentially low self-esteem in children, since the assessment expressed by others, especially the teacher, tends to turn into self-esteem.

Children in grades I-II are characterized by external motivesin getting good grades (walking, making parents happy, etc.), but after grade III, they form and internal motives(interest, self-control, etc.). Self-esteem in one type of activity may differ significantly from self-esteem in others: for example, in drawing, a child may rate himself highly, and in mathematics, underestimate; in reading, his assessment is adequate, and in singing - overestimated.

The criteria that a child uses in assessing their own progress largely depend on the teacher. It was found that the child has more access to those qualities that are more often assessed by the teacher and peers (accuracy, discipline, educational subjects, etc.). More than half of the children are able to more or less adequately assess their achievements in this area (57%). In addition, the known qualities according to the known criteria are assessed by children more strictly than the unknowable ones.

In most junior schoolchildren, you can find all types self-assessments.So, stable underestimatedself-esteem is much less common than others: such children are timid, try to keep in the shadows, are very worried when asked, although they may know the material as well as others. Most children have more or less adequate self-esteem,they are active, sociable, energetic, independent, proactive, objectively approach their capabilities, critical. Children with high adequateself-esteem are active, proactive, they have a pronounced motive of achievement, striving for self-affirmation, self-realization.

Inadequate understatedself-esteem leads to shyness, shyness, shyness; such children try to give up any business, motivating the refusal with the fear of not coping, making mistakes, failing. In addition, they tend to overestimate the activities, success and personality traits of others, which increases self-doubt. A characteristic feature of these children is their tendency to "withdraw into themselves", to focus on the weaknesses of their character, as well as increased anxiety, increased self-criticism, constant expectations of failure, failure. As a result, they try to limit communication with others, become timid and withdrawn.

Children with overestimated self-esteemalso give a lot of trouble to the teacher: they overestimate their capabilities, performance results, personal qualities, easily take on what they clearly cannot afford, give unfulfillable promises and are very uncritical about failure, poor-quality assignment. All this is complemented by increased criticality towards others. Very often, such children are shallow and are guided by the external aspects of people's activities, and often they are characterized by snobbery, arrogance, excessive self-confidence, tactlessness, and lack of a sense of distance.

Self-esteem forms and level of claims the youngest student, i.e. the level of achievements that, according to the child, he is capable of. The more adequate the self-esteem, the more adequate, as a rule, the level of the child's aspirations. For children with overestimated claims, acute affective experiences are characteristic if these claims, faced with the child's average capabilities, are not satisfied. Such children can show rudeness, aggressiveness, stubbornness, increased irritability and resentment. Overestimated self-esteem usually resists correcting it in the direction of alignment with the level of achievement.

As psychological practice shows, a child tries to keep it even in the presence of a large number of failures, and rarely agrees that he is not able to do something, is in some way untenable, incompetent. Maintaining an overestimated self-esteem is due to the fact that, for example, against the background of constant failure, from time to time a spark of luck or accidental success flares up, or the child is positively assessed at home; any particular success (for example, failures in mathematics and native language parents balance with success in physical education), as well as the fact that the child has some abilities that provide him with partial or temporary success.

Throughout primary school age develops reflection — the child's ability to look at himself with someone else's eyes, from the outside, as well as self-observation and correlation of his actions and deeds with universal norms. If in the first grade the child ascribes failures in learning to external circumstances, believing; that, in principle, he could study better, then to III class comes the realization that the reason for failure may be hidden in the internal characteristics of his personality. This explains the well-known fact that the assessment of knowledge and skills is perceived by the child at the same time as an assessment of the personality.

It was found that junior schoolchildren rank the class, starting from the teacher's opinion, on the excellent students, average, weak, "inveterate", etc. At primary school age, it is very important to be an excellent student. It was found that already in the second grade, some of the excellently performing children have an overestimate, which extends both to educational activities and to extracurricular activities, and to personality traits. Poorly performing junior schoolchildren often have low self-esteem, self-doubt, and alertness in relationships with adults and peers.

But this is also corrected if you start comparing the child not with others, butonly with by himself- with his achievements in the previous stages. Psychologists have proven that the less a child is scolded and belittled, the less praised and extolled, the more adequate his self-esteem and levels of claims are. It can also be noted that with age the child becomes more critical and can move from a concrete-situational self-assessment to a more generalized one. This is facilitated by the presence of the ability to reflexion and the presence of a standard moral behavior.

Actually, moral and ethical education begins long before school, but it is at school that a child first encounters a clear and detailed system of moral requirements, the observance of which is constantly and purposefully monitored. Younger schoolchildren are shown a fairly wide set of norms and rules that they should be guided by in relationships with a teacher, other adults, and peers. Children 6-7 years old are psychologically prepared for a clear understanding of the meaning of these norms and for their daily implementation. This readiness should be used immediately, not in terms of informing about the existence of these norms, but in terms of clarifying their meaning and, most importantly, monitoring their implementation.

If the teacher and parents are not strict in this control, then the child develops an attitude that compliance with the rules and regulations depends on the mood of adults, on the prevailing circumstances and on their own desires, i.e. their implementation is optional. The emergence of an idea of \u200b\u200bthe formal nature of the rules of human society has serious consequences in the form of uncriticality in relation to one's own behavior, irresponsibility, and non-obligation. The child begins to think that the rules should be obeyed not because of their internal necessity, but under the influence of external circumstances, for example, fear of punishment.

Younger school age is the time of the formation of such moral feelings as a sense of camaraderie, duty, love for the Fatherland, collectivism, etc., as well as the ability to empathize, empathy.

There are also changes in emotional and volitional sphere. The general orientation of the emotions of a primary school student is associated with an increase in awareness, restraint, stability of feelings and actions. Upon arrival at school, the maximum of emotional reactions falls not so much on play and communication as on the process and result of educational activity, satisfaction of the needs for assessment and good attitude of others. At primary school age, cases of indifference to learning are quite rare; most children react very emotionally to the assessments and opinions of the teacher.

But the possibilities for the younger schoolchildren to fully understand their feelings and understand other people's experiences are still limited. Children are not always guided accurately even in the expression of emotions (for example, anger, fear, horror, surprise), evaluating them roughly. Imperfection in the perception and understanding of feelings entails a purely external imitation of adults in the expression of feelings, and in this, younger students often remind their parents and teachers in the style of communication with people.

In grade I, it can be noted that a strong involuntary componentin emotional life. This involuntariness is found in some of the child's impulsive reactions (laughter in class, violation of discipline). But already by the second-third grade children become more restrained in expressing their emotions and feelings, control them and can "play" the right emotion if necessary. Motor impulsive reactions characteristic of preschoolers are gradually replaced by speech : the teacher can notice this by the speech, intonational expressiveness of children.

In general, psychologists consider the age norm of the emotional life of a younger student optimistic, cheerful, joyful mood.At this time, individuality in the expression of emotions also grows: emotionally affected children, children with a sluggish expression of feelings are identified. It has been found that emotionally stable children learn more easily and maintain a positive attitude towards it longer. In children with high level anxiety, increased emotional sensitivity and motor disinhibition, often there is a negative attitude towards educational work, the teacher and his requirements.

At primary school age, emotional life becomes more complicated and differentiated - complex higher senses: moral (a sense of duty, love for the Motherland, camaraderie, as well as pride, jealousy, empathy), intellectual (curiosity, surprise, doubt, intellectual pleasure, discouragement, etc.), aesthetic (a sense of beauty, a sense of the beautiful and ugly , a sense of harmony), praxical feelings (when making crafts, in physical education or dancing classes).

Feelings in primary school age develop in close connection with will: they often prevail over volitional behavior and themselves, become the motive of behavior. In some cases, feelings contribute to the development of will, in others - they inhibit it. For example, an intellectual experience can make a child spend hours solving learning objectives, but this activity will be slowed down if the child experiences feelings of fear, self-doubt.

Willreveals itself in the ability to perform actions or restrain them, overcoming external or internal obstacles, the formation of additional motives-incentives for weakly motivated activity.

The student's volitional action develops if:

1) the goals that he must achieve in the activity, they are understood and realized; only then does his actions acquire purposefulness;

2) these goals are not too far delayed, they are visible to the child - therefore, he must see the beginning and end of his activity;

3) the activity that the child must carry out is proportional to his capabilities in terms of the level of complexity - this ensures the experience of success from its implementation already at the very beginning, anticipating the achievement of the goal; therefore, both very easy and very difficult tasks do not contribute to the development of will, but, on the contrary, cause either negative experiences or indifference, since the activity does not require the application of effort;

4) the child knows and understands the way of performing the activity, sees the stages of achieving the goal;

5) external control over the child's activities is gradually replaced by internal control.

Volitional behavior in the first grade largely depends on the instructions and control of adults, but by the second-third grade it is directed by the child's own needs, interests and motives. However, it is still too early to call him a strong-willed subject, since, at first, he possesses great suggestibility and can commit any deeds simply “like everyone else” or because someone who has authority for the child insisted on it. Secondly, at this age, elements of involuntary behavior are still preserved and sometimes the child cannot resist the satisfaction of any of his desires.

However, it is at this age that such volitional qualitiesas independence, perseverance, endurance, self-confidence. The educational activity that the child masters has great resources for this. This is facilitated by the child's communication with peers and adults.

The more an adult trusts a child, expands the boundaries of his freedom within the limits of what is permitted, the faster the child learns to act independently, to rely on his own strength. And vice versa, guardianship always inhibits the development of will, forms an attitude that there is an external controller who has assumed all responsibility for the child's actions.

Younger students in most cases willingly obey the requirements of adults, and teachers in particular. And if children first violate the rules of behavior, then most often not consciously, but because of the impulsiveness of their behavior. But already in the middle of the first school year in the classroom, you can find children who have assumed the functions of organizing the behavior of other children in terms of restraining it.

Such children release remarks like "Hush!", "It has been said: hands on the table, get your chopsticks!" etc. These are children who shift to internal control, learning to restrain their immediate reactions. Psychologists have found that girls master their behavior earlier than boys. This is explained both by the greater involvement of girls in the rules of family life, and by less tension and anxiety towards the teacher (primary school teachers are mostly women).

By the III grade persistence and perseverance are formed in achieving the set goals. Persistence should be distinguished from stubbornness: the first is associated with the motivation to achieve a socially approved or valuable goal for the child, and the second pursues the satisfaction of personal needs, where its very achievement becomes the goal, regardless of its value and necessity.

Most children, however, do not draw this line, considering themselves persistent, but not stubborn. Stubbornness at primary school age can manifest itself as a protest or defensive reaction, especially in cases where the teacher weakly motivates his assessments and opinions, does not emphasize either the achievements and positive qualities of the child, but on his failures, miscalculations, negative traits character.

Conclusions:

1. In the modern periodization of mental development, primary school age covers the period from 6-7 to 9-11 years. At school, the "child - adult" system is differentiated into "child - parents" and "child - teacher". The latter begins to determine the child's relationship to parents and relationships with other children.

2. Teaching becomes the leading activity in primary school age. But at the time of entering the school, educational activity as such does not yet exist; it must be created in the form of learning skills.

3. In the learning activity being mastered, the main age-related neoplasms are formed: intellectual reflection, willfulness, an internal plan of action. Within the framework of mastering educational activity, all mental processes are rebuilt and improved.

4. The second most important activity of a younger schoolchild is work in two forms characteristic of this age: in the form of self-service and in the form of making crafts.

5. All types of activities contribute to the development of the cognitive sphere. Attention, memory, imagination, perception acquire the character of greater arbitrariness, the child learns ways to independently control them, which is helped by progress in speech development... In the mental plane, classifications, comparisons, analytical-synthetic type of activity, modeling actions are mastered, which become prerequisites for the future formation of formal-logical thinking.

6. Younger school age is the period of the actual folding of the psychological mechanisms of the personality, which together form a qualitatively new, higher unity of the subject - the unity of the personality, the emergence of the "I-concept". The child acquires traits of greater individuality in behavior, interests, values, personality traits.

PERSONALITY FORMATION IN YOUNGER SCHOOL AGE

During the period of primary school age, the formation of personality takes place quite noticeably. Personality is a lifetime systemic formation that reflects the social essence of a real person as a conscious subject of cognition and an active transformer of the world (10).

The most important condition for the formation of a personality is its participation in activities. Going to school is a watershed moment in a child's life. New relationships are formed with adults and peers, the child is included in the whole system of collectives (general school, classroom). Inclusion in a new type of activity is a teaching that makes a number of serious requirements for the student, forces him to subordinate his life to a strict organization in order to form socially valuable personality traits.

At this age, the foundation of moral behavior is laid, the formation of the social orientation of the individual begins. The moral consciousness of primary schoolchildren undergoes significant changes by the end of training in primary grades... As the child's social circle expands, as a group of peers develops in the class, the child's moral experience accumulates. Public assessments of the actions, knowledge and personal qualities of a younger student already have great significance for him. But at the same time, the gullibility and openness of younger schoolchildren in relation to an adult (primarily to a teacher) is still very high. One of the contradictions in the formation of a child's personality at this stage is precisely that, on the one hand, his ability to control his own behavior grows, and on the other hand, he unconditionally strives to follow the moral models that adults give. Therefore, the role of adults (especially a teacher) with whom the child is in constant communication is very important.

The primary school age presents great opportunities for fostering relationships based on the principle of collectivism. The formation of a collectivist orientation is a gradual process. First-graders do not yet feel that they are part of a single team, they still keep apart, independently of each other. The collective begins to take shape when, under the influence of the teacher, children begin to show a benevolent interest in the successes and failures of their classmates, when they will consider their personal successes as part of their overall success. Such an organization of activities is necessary so that children interact with each other, so that the result of one child's activity depends on the activity of another. It is also very important that each student takes an active position in the activity.

The formation of a moral and collectivistic orientation significantly changes the characteristics of the emotions of primary schoolchildren. As a rule, for many, this happens without negative experiences and is positively perceived by the children themselves. Throughout primary school age, there is an increase in restraint and awareness in the manifestations of emotions, an increase in the stability of emotional states. Younger students already know how to manage their moods, and sometimes even mask them. They are more balanced than preschoolers, they have a long, stable, joyful and cheerful mood. But at the same time, some children have negative affective states. Their reason is the discrepancy between the level of claims and the possibilities of their satisfaction. If this discrepancy is long and the child does not find a means of overcoming it, then negative experiences result in angry statements and actions. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people.

The need for positive emotions from other people determines the child's behavior. A positive assessment, approval of the student's actions causes a feeling of satisfaction, encourages him to do the same in the future. Censure, condemnation cause unpleasant feelings in the child from the consciousness that he caused the displeasure of adult comrades. As a result, there is a desire to refrain from such actions in the future. Using encouragement and censure requires a lot of tact on the part of the teacher. A mistake in the use of rewards and punishments has a harmful effect on the process of upbringing the individual. For example, inept encouragement, praise can do great harm, as it forms an overestimated self-esteem. A negative assessment, if it is often repeated, is also not desirable.

By the end of training in the primary grades, under the influence of increasing requirements, properly organized teaching and educational work, the younger schoolchild forms hard work, diligence, discipline, and accuracy. Gradually, the ability to volitional regulation of one's behavior develops, the ability to restrain oneself and control one's actions, does not give in to immediate impulses, grows persistence, the ability to overcome difficulties.

Already in the third grade, children noticeably begin to manifest a conscious sense of duty, which is not yet sufficiently stable and not entirely independent.

Cognitive interest develops very noticeably in children of primary school age. First, there are interests in individual facts, isolated phenomena (1-2 grades), then interests associated with the disclosure of causes, patterns, connections and relationships between phenomena (by the end of grade 3). From the third grade, educational interests begin to differentiate. The development of the educational interests of younger students directly depends on the organization of educational work. Therefore, the teacher needs to focus on the patterns of development of the interests of younger students. So, at the primary school age, under the influence of learning, there are serious shifts in mental development children, which prepares them to enter the critical period of their life - adolescence.

POSITION OF THE SCHOOLBOY. TEACHING MOTIVATION

A child's admission to school is a turning point in his life, no matter at what age he enters first grade. This is a transition to a new way of life and conditions of activity, a transition to a new position in society, new relationships with adults and peers.

The new position in society is that the child does not just move from kindergarten to school, but that study is a compulsory socially significant activity (8). For the results of his teaching, the child is responsible to the teacher, school, and his family. He has to learn. Now he is subject to a system of strict rules that are the same for all students. Since that time, the game is gradually losing its leading role in his life, although it continues to occupy an important place in it.

Teaching significantly changes the motives of the behavior of a younger student, opens up new sources for the development of his cognitive and moral forces. The process of such restructuring has several stages. The stage of the child's initial entry into new conditions is especially clearly distinguished. school life... Most children are psychologically prepared for this. They happily go to school, expecting to meet something new and unusual here. This inner position of the child is very important. The presentiment and desirability of the novelty of school life helps the child quickly accept the teacher's requirements regarding the rules of behavior in the classroom, the norms of relations with friends, etc. the child perceives these requirements as socially significant and inevitable. It is important to immediately show the child the difference between his new position and the one that was familiar to him before.

The other side of the child's internal position is associated with his general positive attitude to the process of mastering knowledge and skills, with the emergence of cognitive interests in the content of the subjects themselves.

The painless passage of this stage by the child indicates a good readiness for school activities. For children with a well-formed schoolchildren's attitude, learning activities are successful. But not all children 7 years of age have school maturity... Many of them initially experience certain difficulties and do not immediately become involved in school life. Such children do not immediately develop a highly responsible attitude to learning. The dynamics of the development of attitudes towards the acquisition of knowledge and motives for learning are usually natural, although there are also significant individual variations. The formation of educational motivation requires special pedagogical work. The motive is the motivation of the activity, that for the sake of which the student performs this or that activity (4).

Motives may or may not be realized. But even in the case when they are not realized, they are reflected in a certain emotion, i.e. the student may not be aware of the motive that prompts him, but he may or may not want to do something, experience in the process of activity. This desire or unwillingness to act, according to Leontiev, is an indicator of positive or negative motivation.

The educational activity of the child, as a rule, is prompted not by one motive, but the whole system various motives that complement each other are in a certain relationship with each other. Not all motives have the same effect on learning activities. Some of them are leading, others are secondary.

All motives can be divided into two groups:

Generated by the learning activity itself, which are associated with the content and process of learning;

Lying outside the educational process and related only to the results of the exercise. They, in turn, are subdivided into broad social (the desire to finish school well, to enter a university) and narrow-minded motives of well-being (to get a good mark at any cost, to earn praise) and prestigious motives (to stand out among friends, to take a certain position in the class) (4).

Studies of the motives of the teaching of younger schoolchildren have shown that the motives associated with the educational activity itself, its process and content, do not occupy a leading place. The first place is occupied by broad social motives, the second - by narrow-minded ones, the third - by educational and cognitive ones (4).

Broad social motives for self-improvement and self-determination are most significant for the consciousness of a child of primary school age (“I want to be a doctor, and for this you need to know a lot”, “I study to be educated”). Such reasoning suggests that at the preschool age, the family, the kindergarten create a certain social attitude in the child. The child understands the importance of teaching, understands that he needs knowledge in order to be smart, cultured, and developed. In the first days of a child's stay in school, this attitude determines a positive attitude towards learning.

Such motives as the motives of duty and responsibility are not initially recognized by children, although in reality this motive manifests itself in the conscientious fulfillment of the teacher's homework, in the fulfillment of all his requirements. However, not all younger students understand correctly what it means to be a responsible student. Many exhibit very low levels of personal responsibility. They do not blame themselves for their failures, but the people around them. This speaks of high self-esteem. A responsible attitude to learning is manifested in the ability of a student to consciously subordinate his actions to more important goals, i.e. to show subordination of motives. In this regard, the most important issue of educational activity is the management of the goals of educational activity. The whole should be clear and precise and well delineated in volume, which increases motivation.

Grade plays an important role in motivating a younger student's learning. Not all children understand the objective role of grading, but most children want to work for grades. When choosing to solve a problem for a grade or to solve a problem that requires mental activity, most children choose a problem for a grade. The mark expresses both the assessment of the student's knowledge, and public opinion about him, therefore children strive for it not for the sake of knowledge itself, but for the sake of preserving and increasing their prestige. The noted motivation is fraught with the danger of the formation of selfish motives, negative means of the personality.

The basis of motivation associated with the content and process of learning is a cognitive need. It begins to manifest itself in the first days of a child's life, because based on external impressions. The development of cognitive needs is not the same for different children. More often they are based on everyday, rather than scientific knowledge. The formation of theoretical cognitive interest is of great importance in educational activities. If the school introduces the child into the world of theory, then it is out of competition (12). Big influence the formation of motivation for learning is provided by group cohesion. In a classroom where public opinion is formed, a benevolent attitude towards learning and towards people in general, where every child in the system of interpersonal relations occupies a favorable position, there is no decrease in motivation for learning.

Thus, the satisfaction of the cognitive need in certain social relations ensures the maintenance and development of positive motivation for learning in primary school age.

So, during primary school age, in connection with the awareness of the student's position, significant changes take place in the motivational sphere. The child has already psychologically entered into the understanding of the choice between "want" and "must". A hierarchy of motives arises. The subordination of motives is the most important new formation in the development of a child's personality.

FEATURES OF SELF-ASSESSMENT IN YOUNGER SCHOOL AGE

Self-esteem is associated with one of the central needs of a person - the need for self-affirmation, with the desire of a person to find his place in life, to establish himself as a member of society in the eyes of others and in his own own opinion... This need arises already in a 2-year-old child and every year it becomes actual. Under the influence of the assessment of others, the child gradually develops his own attitude towards himself and the self-esteem of his personality, as well as individual forms of his activity: communication, behavior, activity, experiences.

Self-esteem can be optimal, or adequate and sub-optimal, or inadequately high or low.

With optimal, adequate self-esteem, the subject correctly correlates his capabilities and abilities, is quite critical of himself, seeks to really look at his failures and successes, tries to set achievable goals that can be realized in practice.

On the basis of an inadequately high self-esteem, a person develops a wrong idea of \u200b\u200bhimself, an idealized image of his personality and his capabilities, his value to others.

Self-esteem may be underestimated, i.e. below the real capabilities of the individual. This usually leads to self-doubt, timidity, inability to realize their abilities.

The younger student seeks to have a positive self-esteem, to assert himself, which stimulates the child to normative behavior. He knows a lot of norms and rules of behavior that a person must follow in everyday life. However, knowing the norms and evaluating oneself in accordance with these norms do not always coincide. It is easier for a child of this age to be given correct peer assessments than self-esteem.

Self-assessment rather speaks about the child's wishes than about the actual state of affairs - whether he is good or bad as a schoolboy, good or bad he studies, how he behaves. A first-grader child can be sure that he is a good student (although he doesn’t sit well in the classroom, he doesn’t really master learning skills), as he brings a lot of effort and zeal to his work. He and his classmates begins to evaluate not only in terms of how they play during recess, but also in terms of their qualities as students.

This is how some new categories of valued phenomena and, accordingly, assessments appear in the life of a student. At first he is poorly aware of this, but in his behavior, in his attitude to the facts of school life, in statements on this or that occasion, this is clearly expressed.

Self-esteem is formed as a result of those attitudes towards the child that he sees from adults.

Hearing constantly how he is compared with other, stronger students, whose answers and works acquire the value of well-known standards in educational activity, the weak student is constantly convinced of his inferiority. Very quickly he comes to the conclusion that such good results never achieve.

Such low self-esteem is often involuntarily formed under the influence of the teacher. It is unacceptable to use comparison to reproach a child for his failure, to instill in him a sense of inferiority, lack of faith in his strength. Thus, the poorly performing student is not encouraged to make the effort required to improve his academic performance. On the contrary, his weak aspirations and timid attempts are hampered by two circumstances: the student himself compares his modest achievements with the successes of stronger classmates and a low teacher's assessment. Naturally, the child's desire and interest to study in this class decreases, lowering his already weak success. This result strengthens the negative attitude of the weak student towards educational work in the classroom and at home and reduces the level of his achievement even more, and at the same time the level of his aspirations.

But meanwhile, it is the teacher's assessment that is the main motive for striving for success for younger students. When a teacher uses the same method of comparison to show the student his own, albeit very small, progress forward compared to yesterday, he strengthens and raises the student's confidence in himself, in his capabilities.

The most successful knowledge has a fair and prospective assessment of the teacher's work or the student's answer (namely his work, and not himself) not only for the development of the child himself, but also for the formation of companionship towards him from all other students in the class. There can be no greater pedagogical error than the creation, through the fault of the teacher, of a hostile, contemptuous attitude of students towards an unsuccessful, weak comrade.

In educational activities, the younger student needs the ability to independently set goals and control his behavior, to manage himself. But in order to manage yourself, you need knowledge about yourself, an assessment of yourself. Consequently, the process of self-control formation depends on the level of self-esteem development. A primary school teacher needs to be able to identify the characteristics of students' self-esteem, form a critical attitude towards themselves, the ability to analyze and control their activities. The active formation of self-control occurs in adolescence, but already younger schoolchildren must acquire elements of self-control both in educational activity and in the process of communication. Younger schoolchildren can exercise self-control only under the guidance of an adult and with the participation of peers.

So, being formed in educational activity and in the process of communication, self-esteem of a younger student can become a stable personality trait and influence the emergence of other personality traits. A stable, habitual self-esteem leaves an imprint on all aspects of a child's life.

BIBLIOGRAPHY

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Younger school age (7-11 years old) is not the age of decisive changes in personality development (such as adolescence), nevertheless, during this period, personality formation takes place quite noticeably. Entering school is a watershed moment in a child's life, as the leading activity changes. New relationships are formed with adults (teachers) and peers (classmates), the child is included in the whole system of collectives (in the general school, classroom, in small groups, existing in them). Inclusion in a new type of activity is a teaching that imposes a number of serious requirements on the student, forcing him to subordinate his life to a strict organization, regulation and regime. All this decisively affects the formation and consolidation of a new system of attitudes towards the surrounding reality, other people, towards learning and related responsibilities, forms character, will, expands the range of interests, determines the development of abilities.

At the primary school age, the foundation of moral behavior is laid, moral norms of behavior are assimilated, and the social orientation of the individual begins to form. The moral consciousness of junior schoolchildren undergoes significant changes from grade I to grade IV. By the end of age, moral knowledge and judgments are noticeably enriched, becoming more conscious, versatile, generalized. If the moral judgments of students in grades I-II are based on the experience of their own behavior, on specific instructions and explanations of the teacher and parents, which children often repeat without always thinking, then students in grades III-V, in addition to the experience of their own behavior (which, of course, is enriched) and the instructions of elders (they are now perceived more consciously), trying to analyze the experience of other people. Reading fiction and watching movies gain a much greater influence. Moral behavior is also formed. Children commit moral actions, most often following the direct instructions of adults, teachers (7-8 years old). Pupils in grades III-IV are much more able to perform such actions on their own initiative, without waiting for instructions from the outside.

The character in primary school age is only developing. Characterological manifestations of younger schoolchildren may be contradictory and unstable. In this regard, temporary mental states can sometimes be mistaken for character traits. Sometimes it seems that the child is showing perseverance, the ability to overcome difficulties in learning activities, to bring every task to the end. But an experienced psychologist can determine that this is a temporary mental state and the child shows these qualities only under certain conditions: observing the example of another person or with his own successful activity. Failures unsettle such a child.

In the behavior of younger schoolchildren, the typological characteristics of higher education are more clearly and transparently manifested. nervous activity, which later overlap (masked, as psychologists say) by the usual forms of behavior that have developed in life. Shyness, isolation can be a direct manifestation of the weakness of the nervous system, impulsivity, incontinence - a manifestation of the weakness of the inhibitory process, a slowdown in reaction and switching from one activity to another - a manifestation of low mobility of nervous processes. Of course, this circumstance does not in the least remove the tasks of education: nervous system, as IP Pavlov pointed out, is very plastic and capable of some changes under the influence of external influences. In addition, as we know, typological manifestations can be controlled by consciousness, which must be brought up in schoolchildren.

The character of a younger student differs in some peculiarities: a tendency to act immediately under the influence of direct impulses, motives, for random reasons, without thinking, without weighing all the circumstances. The reason for this phenomenon is clear: age-related weakness of volitional regulation of behavior, the need for active external relaxation. Therefore, not all cases of violation of the internal regulations at school by younger students should be explained by indiscipline.

An age-related feature is a general lack of will: a junior schoolchild (especially 7-8 years old) is not yet able to pursue the intended goal for a long time, persistently overcome difficulties and obstacles. In case of failure, he may lose faith in his strength and capabilities.

Character flaws common at a young age - capriciousness and stubbornness - are explained by the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are met. Capriciousness and stubbornness are a peculiar form of the child's protest against the firm demands that school makes him, against the need to sacrifice what he wants in the name of what is needed.

The age characteristics of the student include such positive traits as responsiveness, spontaneity, and gullibility. An important age-related feature is imitation - younger students tend to imitate adults and some of their peers, as well as the heroes of their favorite books and films. On the one hand, this makes it possible to educate socially valuable personality traits through personal experience, for example, on the other hand, it is fraught with some danger: the younger student adopts not only positive things. If the first grader liked the way the senior student plays volleyball, then everything is copied: the broken gait, rude expressions, vulgar manners of the elder.

Younger students are very emotional. This emotionality is reflected, firstly, in the fact that perception, observation, imagination, mental activity of younger schoolchildren are usually colored by emotions. Secondly, junior schoolchildren (especially grades I-II) do not know how to restrain their feelings, to control external manifestations of pleasure or displeasure. Thirdly, junior schoolchildren are characterized by great emotional instability, frequent mood changes, a tendency to affect, short-term and violent manifestations of joy, grief, fear, anger. Over the years, the ability to regulate your feelings develops, to restrain unwanted manifestations.

Younger school age presents great opportunities for developing positive character traits. The pliability and certain suggestibility of schoolchildren, their gullibility, a tendency to imitate, the enormous authority that the teacher enjoys in their eyes - all this is necessary for support in education.

By the beginning of training in the third grade, the ability to volitional regulation of one's behavior, to restrain oneself and to control one's actions, does not give in to impulses gradually develops. - to volitional regulation of their behavior.

Pupils of the 3rd and especially the 4th grades are able, as a result of the struggle of motives, to give preference to the motive of duty. But sometimes the motive of the lower level wins (the desire to get pleasure). In this situation, the teacher must show firmness, otherwise an unwanted habit is fixed (for example, to quit classes and rush to the TV if an interesting program is on).

If the main engine of personality development is a system of motives and needs, then it is natural to consider personality qualities as a product of certain needs. Persistent needs in connection with the usual way of their realization constitute the personality traits. Any personality quality is not so much a form of behavior, even one that has become habitual, as a unity of stable motives and forms of behavior learned for its implementation.

When a child's age approaches school, he begins to passionately dream of school. Psychological studies show that a child does not just want to learn, although he also wants to learn: going to school means changing his position, mastering a new social role. For him, learning at school means doing important work, gaining a new social position.

Each person in the process of his life, activity, communication with people forms a certain self-esteem. It develops under the influence of two main factors: the assessment of people around and the comparison of the results of their activities with the results of the activities of other people, with a model.

Self-esteem in children is far from always adequate to their real achievements and capabilities in different types of activities. Some children overestimate themselves, others underestimate, and both overestimation and underestimation can relate only to certain types of activity, but can be general when a person (child) is self-confident or, conversely, not sure of himself, in everything.

If a child, especially a junior schoolchild, encounters failure, if in comparison with other children he always feels that he is worse, especially if it is emphasized by adults and children, he easily develops a feeling of self-doubt, an inadequate, low self-esteem is formed. A child with such self-esteem is afraid to dare, to take on even feasible tasks: he is afraid of failure, of those experiences that are associated with him.

Self-esteem, as you know, is formed under the influence of assessments of others and the results of his own activities. However, as self-esteem develops, it begins, in turn, to actively influence the child's behavior, determining his reactions to the influence of educators.

If a certain self-esteem is maintained by others for a sufficiently long time and if it is also high and provides the child with an honorable position in the team and self-esteem, then the preservation of such self-esteem eventually becomes the child's need. This need for a certain self-esteem that satisfies a person is the basis of his level of claims.

After the level of the child's aspirations has developed, he compares each assessment by adults of his knowledge, skills, opportunities with his own self-esteem, and the attitude towards the adult begins to largely depend on how, in the child's opinion, he correctly assessed him. Thus, the prevailing self-esteem and level of aspirations begin to mediate the child's attitude towards other people. If a child, for example, overestimates himself, then a completely fair and objective assessment begins to seem unfair to him. This gives him a negative emotional state and often breaks the contact between him and the adult, leads to disobedience, unwillingness to learn, conflicts.

The formation of the child's personality largely depends on how the relationship develops between his self-esteem and claims, on the one hand, and his real achievements, on the other. And these relationships can develop in different ways. Requirements for oneself, claims and self-esteem may turn out to be lower than the real achievements of a person (child), and then in the process of development he does not realize his capabilities. It may also happen that the aspirations will require the exertion of all forces, and this will lead to the intensive development of all the child's abilities. Finally, it may turn out that the claims in some area or general claims will turn out to be much higher than the real and even potential capabilities of the child. In such cases, as a rule, one's own experience, the assessment of other people, will sooner or later rebuild the child's self-esteem and aspirations and bring them in line with real possibilities.

Students, on the one hand, are acutely aware of failure, and on the other, they ignore it, choosing more difficult problems. Moreover, they are sure to look for either objective reasons or the culprits of their failures: the task is bad, the teacher is to blame, the guys interfered. The reaction of these younger students to failure is aggressive. They do not in any way admit their weakness, that they are beyond their strength to do what they claim. And most importantly, they hide their weakness not only from others, but also from themselves.

The need to maintain high self-esteem makes such a student react sharply to everything and everyone who somehow discovers his failure. If a teacher, comrades or parents try to point out to such a student his weakness, he desperately resists, entering into conflict with them: the teacher finds fault, his comrades are bad, his parents do not understand him. This state is called the affect of inadequacy. This unpleasant, difficult emotional state is the result of heightened claims that do not coincide with the possibilities, i.e. the result of the fact that stable self-esteem turns out to be higher than real achievements, higher than the assessment that the child receives from others.

The affect of inadequacy performs a certain protective function. It protects the child from traumatic influences. Thus, the affect of inadequacy helps to maintain self-esteem, the attitude towards oneself that ensures self-esteem.

Affective states are common among younger students. However, at this age, such conditions are still unstable and pass quickly.

PERSONAL DEVELOPMENT IN YOUNGER SCHOOL AGE

Tkachenko Oksana Viktorovna
Moscow City University of Psychology and Education
master's student, Faculty of Extreme Psychology

annotation
Younger school age is not the age of leading shifts in the formation of personality, which, according to many, is adolescence, and yet, during this period, personality formation takes place quite clearly. Coming to school is, as already noted and stressed by many, a turning point in the life of every child. New relationships arise with the adults around him, with teachers, with peers and classmates, the child is included in a whole system of collectives (class, school). The student is involved in a new type of activity - teaching, which dictates a number of important requirements for the child, pushes him to subordinate his lifestyle to rigid organization, regulation and order. All this has a decisive effect on the formation and fixation of a different, new system of relations to the surrounding reality - to other people, to the team, to learning and related functions, develops character, spirit, and will, increases the range of interests, determines the formation of abilities. Mastering moral norms and rules of behavior. At the elementary school age, the foundation of moral behavior is laid, an understanding of the moral tradition and foundations of behavior appears, and the form of a socially directed personality begins to take shape. The moral nature of younger students undergoes significant changes from grade 1 to grade 4. By the end of primary school age, moral concepts, ideas and reasoning are sharply and powerfully replenished, becoming more and more conscious, diverse and collective. The moral reasoning of students in grades 1 and 2 is organized on the experience of their own behavior and on certain instructions and explanations of the teacher and parents, children often repeat them, but they do not always think about their content, students in grades 3 also behave, except for the experience of their own behavior and recommendations of elders, try to consider and analyze other people's experiences. Reading has a much greater impact. fiction and watching children's feature films. Moral behavior also emerges. Children aged 7-8 do definitely good moral deeds, often following the direct instruction of their parents or teachers. Pupils of grades 3-4 to a much greater extent can do such actions at their own request, without waiting for instructions from the outside.

PERSONALITY DEVELOPMENT IN EARLY SCHOOL AGE

Tkachenko Oxana Viktorovna
Moscow State University of Psychology and Education
master student

Abstract
Primary school age is not the age of the leading developments in the formation of identity, which, in the opinion of many, is adolescence and still in this period, quite obviously personality is formed. Parish school institution is, as already noted and emphasized by many, is a critical stage in the life of every child. There are new relationships with the surrounding older, with teachers, peers and classmates, the child is included in a system of groups (class, school). The student is included in a new activity - the doctrine that dictates a number of important requirements of the child, pushes it to dominate your way of life hard for the organization, regulation and order. All this is a defining impact on the formation and fixation of another, a new system of relations to reality - to others, to the staff, teaching and related functions, develops character, spirit, and will, increase the range of interests, determines the formation of abilities. The acquisition of moral norms and rules of conduct. In the early school years lay the Foundation of moral behavior, you receive the understanding of moral traditions and foundations of behavior, begins to develop a form of social oriented personality. The moral nature of younger pupils experiencing significant changes from 1 to class 4. Moral concepts, views, and arguments to the end of elementary school age dramatically and powerfully replenished, becoming more and more aware, diverse and collectively. Moral reasoning of students 1 and 2 classes are organized on the experience of their own behavior and on the specific instructions and explanations of teachers and parents, children often repeat them, but they do not always think of their content, also behave students 3 classes, in addition to experience their own behavior and recommendations older, try to consider and analyze the experience of other people. Much greater influence gets a reading fiction and watching children "s movies. Also born and moral behavior. Children 7-8 years do definitely good moral actions, often following a direct instruction from parents or teachers. Students 3-4 classes much more can commit such acts in his own personal desire, without waiting for instructions.

Character.

It is not always necessary to understand the characterological expressions of younger schoolchildren as well-established and fixed forms of behavior in which the system of relations is realized. The character in primary school age is just forming and taking shape. Characterological expressions of children of primary school age may be inconsistent and changeable. As a result, short-term mental states are sometimes mistaken for character traits. Kravtsova E.E. just talking about such a mistake - “the teacher of the 1st grade believed that one of her students is a persistent boy who knows how to overcome difficulties, to bring the work started to the end. But an independent observation by an experienced psychologist found that a boy's persistence is a temporary mental state that manifests itself only under certain circumstances, for example, when he sees the example of his friend and when, moreover, his initiative is successful. But mistakes completely spoiled his mood. " In the behavior of primary school children, typological features of higher nervous activity are much more clearly and transparently expressed, which over time, as a rule, are overlapped by the usual forms of behavior formed in life. Shyness or withdrawal can be a common expression of nervous system weakness. Impulsiveness, incontinence - an expression of weakness of the inhibitory process, inhibition of reaction and switching from one activity to another - an expression of insufficient mobility of the nervous process. Of course, this circumstance does not in any way remove the problem of upbringing: the nervous system "is very plastic and has the ability to make some changes under the influence of external influences." In addition, the typological expressions are likely to be controlled by consciousness, which should be formed and educated in schoolchildren. The character of the younger student is distinguished by some features. First of all, this is impulsiveness - a predisposition to act immediately, under the influence of immediate impulses, for random, episodic reasons, without thinking and not weighing all the circumstances. The reason for this phenomenon is clear, age-related weakness of volitional regulation of behavior, the need for active external discharge. It follows from this that by no means all cases of violation by younger students of the internal rules of the school should be explained by indiscipline or disobedience. A general lack of will is also an age feature: a junior schoolchild, especially at the age of 7-8, is not yet able to pursue the intended goal for a long time, stubbornly cope with difficulties and obstacles. If a child fails, he may lose faith in his own strengths and capabilities. Character flaws that are widespread in primary school age - capriciousness and stubbornness - are explained by the omissions of upbringing in the family. The child was taught that most of his desired requirements were met. His whims and stubbornness are the original form of a child's protest against the demands put forward by the school institution, against the need to sacrifice everything he wants for the sake of what is needed!

The age-related aspects of the character of a younger student include such commendable traits as kindness, cordiality, attentiveness, curiosity, frankness, and trustfulness. The leading age feature is imitation - children, in the status of junior schoolchildren, try to imitate adults, familiar peers, and, of course, the heroes of their favorite fairy tales, films and cartoons. On the one hand, this makes it possible to educate and instill very valuable and important personality traits through a personal example, on the other hand, it also hides some danger: the younger schoolchild borrows not only positive things. If a first grader likes the way a senior student deftly plays football, then everything is copied, the gait, the harsh expressions, the rude manners of this older friend. Children at primary school age are quite emotional. This emotionality is reflected, first of all, in the fact that perception, observation, imagination, mental activity of younger students, as usual, are colored by emotions. Secondly, children, especially in grades 1 and 2, do not know how to control their feelings, they are not able to control their external expression, children are very spontaneous and frank in manifesting joy, failure, grief, fear of anything. Thirdly, junior schoolchildren are distinguished by great emotional instability, very frequent mood changes, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. In the future, over the years, the ability to manage your feelings grows, to keep their unwanted manifestations. The younger school age offers tremendous opportunities for education and the formation of positive character traits. The complaisance and certain gullibility of schoolchildren, their tendency to copy, imitate, the great authority that the teacher enjoys in their eyes - all this must be taken into account when planning educational work. By the beginning of education in grade 3, under the influence of growing demands, under the influence of well-organized teaching and educational work, students develop hard work and diligence, diligence and discipline, conscientiousness and punctuality. Over time, the ability to volitional regulation of one's behavior is formed, the ability to restrain oneself and control one's behavior and one's own actions begins, the ability not to follow the lead of the simplest impulses, such a trait as perseverance, the ability to deal with difficulties, increases.

Already in grade 3, students clearly begin to express a conscious sense of duty, if, of course, it was purposefully developed by parents and teachers, which is not yet completely constant and not sufficiently independent. Based on the research carried out, one can notice four types of schoolchildren emerging, depending on the specifics of the expression of a conscious sense of duty. “In the first type, the sense of duty is relatively constant and extends to a wide range of life relationships. The second type is classified by the variability of the sense of duty, which is expressed only in certain moral actions. For others, a sense of duty arises only in a relatively small area, only in relation to relatives and friends. The fourth type has a poorly developed sense of duty. Most of the children of this type are obedient in their behavior, but only by virtue of need and necessity. "

In relation to a younger student, for whom schooling carries the beginning of a completely new, serious stage in the formation of his personality, the agreement of the requirements of the family and the school is especially significant. At first school education children begin to be exposed to educational influence from two sides at once, and it is extremely important that these influences are directed in the same direction. The lack of such unity will lead either to a complete dissonance in the behavior of a student, or to the development of dual forms of behavior, one style of behavior will appear at school, and another, sometimes even radically opposite, at home.

Interests.

In the first years of teaching children at school, interests, mainly cognitive interest, in studying the world around them, a great desire to learn as much as possible, and intellectual curiosity are very likely formed. As psychologists emphasize, at first there are interests in certain facts, isolated phenomena (grades 1-2), then interests directly related to the discovery of causes, patterns, logicalities, connections and interdependencies between events and phenomena (by the end of grade 3). If first-graders often ask the question “what is it?”, Then at an older age, questions “how and why” become typical. With the formation of reading skills, an interest in reading is formed, at first in reading in general, and then in reading specific literature, with a lively and interesting storyline, fairy tales, then in books with a simple science fiction and adventure story. Very quickly, an interest in technology is formed, mainly among boys, as a rule in modern technology - aircraft, rockets, tanks, moon rovers. Pupils of 3-4 grades of rural schools are clearly beginning to show interest in agriculture, the children are eager to take care of the animals, feed the birds, and willingly work in the school grounds. From the 3rd grade, educational interests begin to differentiate. If first-graders are interested in learning in general, then a 3rd grade child will highlight that he is attracted to such activities as solving problems, writing a dictation or an essay, he likes music lessons, etc. The formation of the educational interests of younger students directly depends on the organization of educational work. In this regard, the teacher needs to focus on the patterns of development of the interests of younger schoolchildren, to see and remember that this development moves from simple to complex, from cognized to unknown, from close to distant, from description to explanation, from facts to generalization. To instill educational interests, you need to adhere to the principle: the younger the student, the clearer the teaching should be and the more important role should be assigned to active action. Of great importance is the child's experience of his own successes, achievements in learning, which are diagnosed, in particular, by a proper assessment of the teacher.

Artistic and aesthetic development.

In the elementary school age, there is a great potential for the artistic and aesthetic formation and development of children. Guys, as a rule, show great interest in drawing and modeling, singing and music. A properly structured organization of this activity, in essence, contributes to the formation of aesthetic feelings in them, on the other hand, the development of the components of the corresponding abilities, a correct assessment of proportions appears, and an ear for music develops. Many students at the end of grade 3 show interest in literary creativity: they themselves write poems, short fairy tales, stories.

At the primary school age, the simplest manifestations of peculiar mental abilities, for example, literary ones, are observed. The study of the psychologist IV Dubrovina showed that “... already in the 2nd grade, most children can find the most acceptable area of \u200b\u200bmental activity for them. Experimentally organizing the operations of the same type of activity of children on various materials (visual, verbal, numerical), we found that the pace of progress of children, the speed of mastering all operations is different in relation to different material. In many of the children tested by IV Dubrovin, an individually optimal area was found, where, all other things being equal, the child's development was the most successful. This suggests that under the current conditions of education and upbringing of children, already in the first half of primary school age, the simplest, embryonic phenomena of not only artistic, but also peculiar mental capabilities and abilities are likely.

Team and personality.

Primary school age presents quite great opportunities for the formation and education of relationships based on the view of collectivism. For several years, children of primary school age, with the right upbringing, are gaining experience of work in a team that are most important for their further formation. The formation of the qualities of collectivism is a gradual process. Collective classroom activities by themselves do not make a group of children a collective. First-graders do not yet feel that they are part of a single team, they are, as it were, isolated and independent, free from each other. They are not all friendly to each other, often behind them you can catch expressions of estrangement, innocent praise. “First-graders have a great desire to perform their personal school functions well and they do not so much think about the help provided to them as about not being disturbed by their neighbors on the school desk.” If first-graders are trying to help each other, then, as a rule, this does not happen on their own initiative, but at the request of the teacher. The team begins to form when, under the influence of the special work of the teacher, children for the first time begin to show a friendly interest in success and failure, the achievements and failures of classmates, they begin to treat educational activities as the business of the whole class, when children are just beginning to take the idea of \u200b\u200btheir class to heart in general, when the expression “our class” ceases to be for them words only of the very fact of being together in the classroom, when they will accept their own successes as part of their common, joint successes. Of great importance in the formation of the team is participation in public collective events as possible. This is how children acquire the leading experience of collective social activity. Collective games of children play an important role in this regard. Another N.K. Krupskaya said "The game develops not only will, organization, ingenuity, initiative, which is very important in itself, but the game builds a team, instills a sense of camaraderie, a sense of support, the ability to manage their behavior, in the interests of the team." One cannot but agree that it is not easy to educate junior schoolchildren. But, nevertheless, I would like to emphasize that not every work cultivates socially valuable aspects of the personality. Labor can also educate an egoist who is willing to work for his own good with a desire, but to whom the very idea of \u200b\u200bthe likelihood of honestly and unselfishly working for the good of others, for the common good, is strange. Particular attention should be paid to the upbringing of industriousness at primary school age, when children already know how to serve themselves, make necessary, interesting and useful items for themselves, for example, bookmarks for books, boxes, boxes for small items, decorate daddies, notebooks, etc. The right moment would be the gradual inclusion of students in the work for others, for the common good, for the common good, in the available types of socially useful labor, for example, cleaning up your class, removing garbage from the school site or sports field, etc. This is very important. and useful, since children of the first grades clearly have personal motives for their work, because the child does for himself with much greater desire and zeal, and he does not yet have work experience for others. Consequently, at primary school age, under the influence of education, a serious shift occurs in the mental development of the child, which prepares him for entering a critical and very crucial period of his life - adolescence.

Junior student personality development

At the very beginning of their school life, children are so filled with new feelings and impressions that they show unusual features.

Moments influencing the personality and behavior of the child at the very beginning of learning:

1. Fast rebuilding of the daily routine. Most children find themselves on their own after finishing school. This disorganizes them. At school, children need to engage in intense mental activity all the time, while in kindergarten they were almost always busy with play activities.

2. New relationships. The first days the child is fully occupied with studies, there is practically no contact with peers. But in kindergarten, the children had constant communication with their classmates, including during the game.

3. The personality of the teacher. The relationship with the teacher is built exclusively in the process of educational activities. They are still reserved and businesslike. The distance between teacher and student is not the same as in kindergarten, between him and the teacher, at school it is more and much more formal.

4. School team. In a social group, first grade children feel like helpless babies. But in kindergarten, they perceived themselves as the elders and main helpers of adults. "Gradually, the child begins to consciously follow the rules, explaining this by necessity"

Despite the episodes described, the direct impact is still exerted by:

The need for external sensations, on their basis, is the motivation for learning.

The need for movement, which is why the children are so fidgety, hardly sit out a lesson of 45 minutes, which is why dynamic pauses during lessons and outdoor games during recess are needed.

The need for a game, therefore, game minutes are needed in the lesson. The younger student plays with great interest, but the game is no longer the main content of his life. Nevertheless, correctly organized games enable the teacher to create a cohesive student collective, to develop the will of children.

The personality of a younger student is formed and expressed through communication. If we compare the preschool social circle, then it is much more than the first grader's social circle. First of all, the figure of the teacher is weighty for him. The teacher is the main and unconditional authority. The first grader is first of all striving to communicate with the teacher. At first, the child perceives his classmates also "through the teacher" - he unconditionally trusts, believes the teacher's assessment.

In the first grade, there are still no sincere interpersonal relationships, there is no class team. In grades 2 and 3, the situation changes, the teacher becomes less authoritative, although he remains significant. Small groups of hobbies and interests begin to form in the class.

The mental development of a younger student.

The cumulative development of children's intelligence in primary school age takes place in several different channels:

Study and active use of speech as a means of thinking;

Connections and mutual enrichment influence each other of all kinds of thinking;

Visual-effective, visual-figurative and verbal-logical;

Isolation, isolation and relatively independent formation of two forms in the intellectual process;

Preparatory and executive.

At the preparatory stage, the implementation of the task is done by analyzing its conditions and a plan is outlined, and at the executive stage, this plan is already implemented in practice. Further, the extracted total is compared with the conditions and the problem. To all that has been said should be added the ability to reason logically and use concepts. The first of these directions is associated with the development of speech in a child, with its dynamic use in solving various problems. Development in this direction is successful if the child is taught to reason out loud, to reproduce in words the train of thought and to voice the result. The second direction in development is successfully implemented if the children are capable of the tasks that require synchronously formed practical actions to solve.

Conditions for the formation of the personality of a younger student:

The teacher is an example, a role model;

Subjective conditions are the personality traits of a younger student, heightened suggestibility, high imitativeness, and hyperemotionality;

Peers, the importance of this position increases at the end of primary school age, when peers become an authority in behavior;

The family primarily influences the development of the character of the younger student.

In primary school age, the motivational sphere develops vigorously, there is a need associated with educational activities, the need for accurate fulfillment of the teacher's requirements, the desire for high marks, the need for approval of success from adults, the need to be a better student, the need to communicate with peers. Cognitive needs and desires are dominant at this age stage. At this stage, “… the saturation of the motives of behavior and activity with a new social content appears, there is a restructuring of the motivational-need area, which qualitatively changes the content of claims for recognition. Of particular value is the desire for self-affirmation and the claim to recognition on the part of the teacher, their parents and classmates, primarily associated with educational activities and their success. It follows from this that educational activity becomes the cornerstone of the aspirations of the younger student, conditioning the nature of the child's relationship with adults and peers. "

If any of these moments are not well represented, then the intellectual formation of children takes place as a one-sided process.

With the dominance of practical actions, visual-active thinking develops most of all, but figurative and verbal-logical thinking can lag behind. When imaginative thinking dominates, it is possible to identify delays in the development of practical and theoretical intelligence. With special attention only to the ability to reason aloud, children often lag behind in practical thinking and the scarcity of the imaginative world. In total, all this can inhibit the overall intellectual growth of the child.

The preliminary phase of orientation in the conditions of the problem being solved is quite important for the development and formation of intelligence, since in practice children often cannot cope with the task because they have not learned to analyze its conditions. This disadvantage, as a rule, is overcome through special exercises aimed at comparing conditions among themselves in tasks similar to each other. These exercises are extremely important when, for comparison, children are given problems with complex conditions, between which there are subtle, subtle, but significant differences and on which the direction of finding the right answer depends. It is extremely important that the children be able to not only see, but also verbally formulate these differences. It has been determined that children - students of the first grades can understand and accept the task set before them, but its practical solution is possible for them only on the basis of a visual model. Pupils of the third grades can independently build a plan for working on a problem and adhere to it, without relying on a sample presented visually.

Conclusion

So, speaking about the formation of personality in primary school age, I would like to highlight important neoplasms that appear at this stage and are an essential prerequisite for the child's transition to a new stage of age formation, namely, for the transition to middle school age.

First, it is the change and formation of the cognitive sphere of the younger student. The development of his new cognitive view of reality, which determines the transition to more complex forms of thinking.

Secondly, this is the development of a different level of the child's affective-need sphere, which gives him the opportunity to function not directly, but based on consciously set goals.

Thirdly, this is the appearance of fairly constant forms of behavior and activity of the child, which form the basis for the formation of his character.

In conclusion, I want to emphasize that the leading psychological neoplasms of primary school age are such generators as:

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Compared to preschool age, a schoolchild already from elementary grades enters into a wider circle of social communication, while the society makes more stringent requirements for his behavior and personal qualities. Requirements are expressed by the teacher, parents, the nature of educational activities, peers - the entire social environment. Accordingly, patterns of behavior are set by the school, family, comrades and specially selected literature.

In this set of factors educational activities play a leading role... It is the teaching that provides the basis for demanding concentration, volitional efforts, and self-regulation of behavior from the child. Children who have a sufficiently developed educational motivation, those who want to go to school, easily cope with their duties, and in their behavior such personal qualities as responsibility, diligence, and strong-willed orientation appear. This is usually due to great love to the teacher and the desire to earn his praise. With a weak educational motivation, the requirements are perceived as external, heavy, the child is looking for ways to avoid trouble. He is punished and sometimes quite cruel.

A new system of relations with reality is taking shape at school. The teacher acts not just as an adult, but as authorized representative society. His authority is undeniable. He acts on the basis of uniform assessment criteria, his grades rank children: this one was made at "5", this one was at "3". And in the eyes of the student, the mark acts as a standard not only for specific knowledge, but also for all personal qualities.

The attitude towards a friend depends on the marks he receives. A weak student even on the street can be called a "poor student!" An excellent student is considered an example of all valuable qualities. He is the kindest, most humble, most sensitive ... " because five gets". He will be the first to ride in a sled, they try to imitate him. Emotional relationships become mediated, depending on success, on the teacher's assessment.

Self-esteem also depends on grades. Upon entering school, the child is full of hopes for his success and estimates himself somewhat overestimated. But getting triples and twos causes him to underestimate all his qualities. In the experiment, we asked first graders if they considered themselves modest (empathetic, truthful), and usually heard:

"No, I sometimes get triplets." To the question "What can you do well?" even the pupils of the 3rd grade spoke only about educational skills: "I read well, but my problems are poor."

For many students, by grade 3-4, self-esteem becomes low, and this reduces the motivation to achieve success.

Special work shows, however, the great potential of children in the development of objective, adequate self-esteem. To this end, the students were asked to evaluate their homework before the teacher and then compare with his grade. After a short time, these grades began to coincide, the children began to see their work through the eyes of the teacher, which led not only to an increase in academic performance, but also to the development of self-criticism and self-confidence.

The focus on academic affairs and grades can also have a negative impact on the student's personal development. “School egoism” appears when a child becomes the center of family concerns and requires everyone's attention to yourself, without giving anything to others. The participation of schoolchildren in domestic work serves as a kind of counterbalance to this development of events. Parents, of course, give their children certain instructions, but often this is accompanied by repeated reminders and reproaches. A deep personal influence is exerted by proactive work, caused by caring for loved ones and responsibility to them.

In our (together with Ch. T. Osmonova) study of the labor activity of younger schoolchildren, children were asked to start a self-control notebook, which listed all feasible types of work, and to keep their own marks of completed cases every day. Moreover, we agreed to celebrate in different ways the activities performed at will, at the request of adults or after repeated reminders. A special mark - a quality mark - was exhibited if the work was praised by adults, thanked if it was done conscientiously. Children weekly told in class about household chores, and these included proactive out-of-class reading, and the selection of proverbs about work, and the learning of unsettled verses, that is, mental work was encouraged along with physical work.

And although no marks were given for this work and the children themselves assessed it according to the given criteria of initiative, the teacher's attention, interest in non-educational affairs supported the activity of the children, motivated them to achieve success. This served as a significant factor in the development of such personal qualities as self-regulation of behavior, care for loved ones, confidence in achieving success, and the adequacy of self-esteem.

One cannot but note such an aspect of personal development as moral ideas and moral emotions. They are also related to the personality of the teacher and learning activities. The teacher's opinion and requirements are considered as the basis of moral standards. In our study, junior schoolchildren defined moral concepts in a very peculiar way: “modesty is if VG said not to brag, then you shouldn't tell anyone”; “Sensitivity is if VG said to help a friend, then you need to deal with him so that he would not be offended,” etc. All moral judgments began from the opinion of the beloved teacher.

However, acquaintance with works of fiction takes schoolchildren beyond personal experience. Both altruistic and civic feelings become available to them, they experience the patriotic pages of history, the heroism of their people, and then the teacher's personality remains behind the scenes. Although in this case, much depends on his approval.

During primary education communication between the student and his comrades develops. At first, it is friendship with the one with whom they sat next to the desk or with whom they live next to. But as schoolwork becomes habitual and other activities and interests emerge, relationships with peers become more selective. The perceptions of peers are beyond the grades they received. The experience of joint extracurricular work is accumulating as the basis for personal assessments: “With Kirill it is not interesting. We will come to him - he will take over everything himself, he does it himself, and you just stay and watch. " Fives no longer save Kirill from condemnation. The opinion of comrades in grade 3-4 becomes a regulating factor in personal development.

Good teachers purposefully shape public opinion in the classroom. For disorder at recess, garbage or an unopened window, they ask the person on duty so that he demanded from the culprit. At the end of the lessons, short reports of the attendants are heard, their exactingness and those who obeyed them are encouraged. This leads to a generalization of moral norms and rules of behavior, which is so necessary when moving to high school.