K. S. Zubareva
student of the faculty of preschool, primary and special education
Belgorod National state Research University,
Belgorod
FEATURES OF INSURANCE IN YOUNGER SCHOOLAGE
Annotation.The article is devoted to the study of the characteristics of the fears of primary schoolchildren. The results of studying the types, types, levels of fears of primary schoolchildren are presented. different sex.The ideas of younger schoolchildren of different sex about fears have been studied.
Key words:fear, younger students, age-related features, manifestation of fears, types of fears.
The emotion of fear is one of the emotions that every person experience throughout their life. Usually fear leads to negative and unpleasant feelings, so we try to avoid it, nevertheless, we are faced with this emotion and children in primary school age are no exception.
Pupils of primary school age are faced with a new school environment, new requirements and rules, new forms of communication and completely different social relations. A very large part of the fears of younger students lies in the field of educational activities.
This problem was considered by A.I. Zakharov, K.E. Izard, Z. Freud, K. Levin, A.M. Parishioners, M. Kovach, L.S. Vygotsky, S.V. Volikova, A.B. Kholmogorova, A.M. Galkina, D. Bowlby and others. Younger school age is called the pinnacle of childhood. In the modern periodization of mental development, it covers the period from 6-7 to 9-11 years. At this age, there is a change in the way and style of life: new requirements, a new social role of the student, a fundamentally new type of activity - educational activity.
At school, he acquires not only new knowledge and skills, but also a certain social status. The perception of one's place in the system of relations is changing. The interests, values of the child, his whole way of life are changing. The unconditional authority of an adult is gradually being lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community is growing [6, p. 32].
The leading activity in primary school age is educational activity. Its characteristics: efficiency, commitment, arbitrariness. As a result of educational activity, mental neoplasms arise: the arbitrariness of mental processes, reflection (personal, intellectual), an internal plan of action (planning in the mind, the ability to analyze).
V.V. Davydov formulated the position that the content and forms of organization of educational activity project a certain type of consciousness and thinking of the student. If the content of training is empirical concepts, then the result is the formation of empirical thinking. If teaching is aimed at assimilating a system of scientific concepts, then the child develops a theoretical attitude to reality and, on its basis, theoretical thinking and the foundations of theoretical consciousness [24].
At primary school age, children are able to concentrate attention, but involuntary attention still predominates among them. The arbitrariness of cognitive processes occurs at the peak of volitional effort (it specially organizes itself under the influence of requirements). Attention is intensifying, but not yet stable. Maintaining attention is possible due to volitional efforts and high motivation.
7-8 years is a sensitive period for mastering moral norms (the child is psychologically ready to understand the meaning of norms and rules for their daily implementation). Self-awareness is developing intensively. The development of self-esteem of a younger student depends on the academic performance and characteristics of the teacher's communication with the class. The style of family education and the values adopted in the family are of great importance. Excellent students and some well-performing children develop high self-esteem.
For underperforming and extremely weak students, systematic failures and low grades reduce self-confidence, in their capabilities. They develop compensatory motivation. Children begin to establish themselves in another area - in sports, music. At the primary school age, the personality of the child is intensively formed. If in the=first-grade personal qualities are still poorly expressed, then by the end of the third and the beginning of the fourth year of education, the child's personality is already clearly manifested in the system of values and relations with peers and adults. The stimulus for the formation of the child's value system is the expansion of social ties and meaningful relationships.
Often experienced negative emotions associated with poor academic performance and punishment by parents for school success, as well as the threat of a decrease in self-esteem stimulate the acceleration of the formation of the psychological defense system [4, p. 103]. At primary school age, communication with peers is becoming increasingly important for the development of the child. In a child's communication with peers, not only cognitive object-oriented activity is more readily carried out, but also the most important skills of interpersonal communication and moral behavior are formed.
The desire for peers, the thirst for communication with them makes the peer group extremely valuable and attractive for the student. They value their participation in the group very much, therefore, the sanctions from the group, applied to those who violated its laws, become so effective. In this case, the measures of influence are very strong, sometimes even cruel - ridicule, bullying, beatings, expulsion from the "collective" [24, p.85].
Ya.L. Kolominsky proposes to consider the so-called first and second circles of communication of schoolchildren. The first social circle includes "those classmates who are for him the object of sustainable choice - to whom he has constant sympathy, emotional attraction." Among the remaining there are those whom the child constantly avoids choosing for communication, and there are those "in relation to whom the student hesitates, feeling more or less sympathy for them." These latter constitute the "second circle of communication" of the student [25, p. 237].
In the school team there are also such children who are very popular. In the work of R.F.Savinykh, as common to the most popular classmates, such qualities are indicated: they study well, are sociable, friendly, calm. Unpopular children showed such common unattractive traits as poor academic performance, indiscipline, and affective forms of behavior [25].
Unpopular children often have some characteristics that distinguish them from their classmates; it may be overkill, an unusual name, etc. These features can reduce the child's level of compliance with group standards, and this condition is extremely important during middle childhood. The desire to meet the standards of the peer group can be a normal, natural and even desirable form of behavior [8, p. 146].
Thus, primary school age is the most responsible and productive stage of school childhood. The main achievements of this age are due to the leading character both in educational activities and in extracurricular activities and are largely decisive for the subsequent years of study: by the end of primary school age, the child must want to learn, be able to learn and believe in himself and try to do everything for this. possible. Children should have an urge to connect with peers and other groups or classes. The full-fledged living of this age, its positive acquisitions are a necessary foundation on which the further development of the child is built as an active subject of knowledge and activity.
List of references
1. Abramova, G. S. Age psychology: Textbook for universities. / G. S. Abramova, - M.: Academic project, 2001, p704.
2. Boyko V.V. Energy of emotions. / V.V. Boyko, - 2nd ed. - SPb .: Peter, 2004, p. 474.
3. Big explanatory dictionary. Psychological Dictionary Vol.2 (P-Z); Per. from English / Reber Arthur. - LLC "AST Publishing House"; "Veche" Publishing House, 2001. - 560s.
4. VS Mukhina, AA Khvostov Developmental psychology: Childhood, adolescence, youth: Reader: Textbook. manual for stud. ped. universities. / Comp. and scientific ed. V.S.Mukhina, A.A. Khvostov, - M .: Publishing Center "Academy", 2000. - 624 p.
5. Vygotsky, L.S. Pedagogical psychology. / L.S. Vygotsky, - M., 1991
6. Grigorovich, L.A., Martsinkovskaya G.D. Pedagogy and psychology: textbook / L.A. Grigorovich, - M.: Gaidariki, 2001.
7. Zakharov, A.I. Day and night fears in children. / A.I. Zakharov, -. Daytime - St. Petersburg: Soyuz Publishing House, 2004. - 448s.
8. Zakharov, A.I. How to overcome fear in children / A.I. Zakharov, - M.: 1986.112s.
9. Izard, K.E. Psychology of emotions. / K.E. Izard, - Translated from English. - SPB: Publishing house "Peter", 2000. - 464 p.
10. Izard, K.E. Differential emotion theory. // Psychology of emotions. / K.E. Izard, - SPb.: 2007.464s.
.png)
