«Impact of Psychological Climate in the Classroom on the Educational Activities of elementary Schoolchildren»
Rusanova Yulia Sergeyevna
student of preschool, primary and special education
"Belgorodsky State National Research University"
Belgorod
Abstract
The article reveals the essence of psychological climate concept. It's also said the impact of the psychological climate on of child's personality on his educational activities.
Key words: psychological climate, educational activity, team cohesion, academic performance, relations in the educational process.
Introduction
In the modern educational process, an important place is paid to the psychological categories of the lesson, such as the age characteristics of the child, the psychological climate in the classroom.
The impact of the psychological climate on educational activities has been recently relatively addressed. Some Soviet and Russian scientists addressed the concept of psychological climate: B.G. Ananiev, S.I. Arkhangelskiy, Y.K. Babanskiy, A.A. Bodaleva, V.V. Boyko, F.N. Honobolin, V.K. Elmanov, Z.F. Esygev, A.G. Kovalgev, A., etc.
Despite the fact that a large number of scientists were interested into the problem of psychological climate influence, it has not yet been sufficiently developed. But at the same time it is very relevant because schoolchildren, especially junior pupils, are more susceptible to psychological climate than adults. It affects their mood, relationship with coevals, academic performance, attitude to study, etc
It happens that even a sufficiently capable student for any reason does not absorb the program and the same student when moving to another class begins to show significant successes. This can occur for various reasons. One is the psychological climate in the classroom.
The psychological climate expresses one of the characteristics of the group. It can be used along with such concepts as team cohesion, group activity. Every child feels the impact of the psychological climate in the classroom. It can both discover new abilities in the child, promote personality development, increase academic performance, and suppress the child, change his behavior to the negative direction. [2; 58]
A teacher plays an important role in shaping the psychological climate in primery school. It guides, regulates, and in some cases adjusts the classroom environment. The primary teacher has unquestionable authority for the students. The relations of junior schoolchildren in the group are formed by the attitude of the teacher towards the student or students. The child begins to evaluate himself through the assessment of the adult. Now all his achievements lose their importance, except for educational. [3; 4]
The success of education depends directly on the relationship between the teacher and the junior student, the microclimate in the classroom. Attention and respect from the teacher is very important for children of primary school age. They respond very emotionally to a inflicted offense of the teacher's injustice. [2; 58]
The psychological climate begins to form quite early, with the formation of any group, in this case when forming a class of students in primary school. The pupil coming to the educational institution, realizes that he has a socially significant role - a student, in connection with this new rights and duties arise. Leading activity hangs from play to teaching. Training activities, unlike the game, are systematic, mandatory and targeted. [3; 12]
Under the leadership of the teacher, a collective and psychological climate is formed there. Only the teacher determines how relations of the students develop. [1; 184]
The relationship system is important in shaping the psychological climate. In each children's group there are friendly groupings. There are different types of students. Some stand out for their desire to communicate always and everywhere, they are usually popular in children's group. There are also those who are in some isolation from their coevals. [2; 58]
The relationship in the children's group has some changes and does not remain unchanged. They change in the process of collaboration and communication, but the psychological climate remains relatively sustainable. [2; 59]
The organization of a favourable psychological climate that has a positive impact on educational activities is a priority task of the primary school teacher. This task can be solved by the teacher in such ways as:
• rapprochement of pupils;
• finding the right and interesting joint things to do;
• enable to manifest itself in a group;
• development and maintenance of traditions.
In addition, the teacher needs to follow the principle of respect and demand for pupils. [1; 184-185]
It is important for the teacher to remember, in the formation of a favorable psychological climate, that if the class is dominated by benevolence and mutual assistance towards each other, both educational activities and personality formation will be more successful.
Materials and methods
The empirical part of the study aims to test the presupposition, justified by in the theoretical part, that favourable psychological influence on positive attitude to the educational activity of the junior schoolchildren. My study involves studying the impact of psychological climate on younger pupils.
On the basis of the theoretical prerequisites set forth in the theoretical part of the study, I have defined the following practical tasks:
1. Organize and methodically provide research.
2. Conduct a study of the psychological climate in primary school and analyze it.
3. Provide practical recommendations for the creation of a favourable psychological environment for children of primary school age.
The study was attended by younger schoolchildren. The total number of subjects was 30: 10 - 2-grade students, 10 - 3-grade students, 10 - 4-grade students.
The composition of the subjects was chosen by taking into account the task of my study - to identify the impact of the psychological climate in the classroom on the development of a positive attitude of younger schoolchildren to educational activities.
On the basis of the rationale for this problem, which we have considered in detail in the theoretical part of my study, we can argue that in order to carry out the tasks set, I need to determine the psychological climate in the classroom and compare the performance indicators of children studying in a favourable and disadvantaged psychological climate.
To investigate the general data of the psychological climate according to the child, a questionnaire consisting of 5 questions was selected, in which for each of the questions the junior schoolboy had to choose the most appropriate answer.
The study of the atmosphere in the classroom, using the methodology of assessment of the psychological climate in the team of F. Fiedler, allows to determine the main indicators of the psychological climate in the classroom: friendliness or hostility, consent or disagreement, satisfaction or dissatisfaction, productivity or unproductive, warmth or coldness, cooperation or inconsistency, mutual support or malpractice, passion or indifference, engaging or boredom, success or failure.
The diagnostic drawing technique "My Friends," was used to diagnose interpersonal relations of children in the classroom. This diagnostic technique allows to learn relationships between children in the classroom, how a certain junior student treats the children around him.
Based on these methods, a study was carried out on the impact of the psychological climate in the classroom on the development of a positive attitude of younger schoolchildren to educational activities. The processing of the data obtained resulted in the information presented in the charts below.
Fig. 2.1 "Relations of younger schoolchildren with subjects of educational activity"
Fig. 2.2 "Performance of junior schoolchildren"
The charts show the relationships of junior schoolchildren with other subjects of the study and academic performance. Having carefully considered the charts it is possible to notice almost complete dependence of relations of younger schoolchildren with classmates and their academic performance.
The diagnostic drawing technique "My Friends" helped consolidate the result of the study. When the younger schoolboy felt satisfied in the class collective, his drawings were bright, emotional, he depicted classmates in the form of flowers, birds, apples, etc. In addition, one feature was identified in grade 4: some children painted not only their classmates, but also teachers. They represented it as a large tree or a large flower.
Thus, I have identified the impact of the psychological climate on the educational activities of younger schoolchildren. The psychological climate is very important in the educational environment, it directly affects the academic performance and attitude to the educational activities of younger schoolchildren.
References:
1. Kotova. A. S. Pedagogy of primary education/Under. Ed. S. A. Kotova. Textbook for universities. - SPb.: Peter, 2017. - P. p. 183-186
2. Dubrovina I. V. Age and pedagogical psychology: Hrestomatia: Study manual for students. Educational institutions/Sost. I. In Dubrovina, A. M. Parishiran, V. V. Khovin. - M.: Publishing Center "Academy," 2003. - P. p. 57-59
3. Volkov B. S. Psychology of Junior Schoolboy: Tutorial. 3rd Ed., used and added. - Moscow: Pedagogical Society of Russia, 202. - P. p. 3-19
