D.K. Avinova
student of the faculty of preschool, primary and special education
Belgorod National state Research University,
Belgorod
THEORETICAL BACKGROUND OF THE STUDY OF THE FEATURES OF RELATIONSHIPS IN PRIMARY SCHOOL AGE.
Annotacia.Juniorschool age is the age of personality formation. It is characterized by new relationships with adults and peers, inclusion in a whole system of collectives, inclusion in a new type of activity – teaching. Thisaffects the formation and consolidation of a new system of relations with people.
Key words: relationships, personality, age-related features, thinking, learning activities, psychological features, communication.
Treating otherpeople is a part of human life. These connections bring vivid experiences and actions. Relationship to another person is considered the center of spiritual-and moral development of the individual and determines the moral value of a person. Relationships begin and develop vividly in primary school age, which is why it is important how positively relationships are formed between children in the team. The child's mental health depends on it.
The problem of interpersonal relations is given quite a lot of attention in the works of teachers and psychologists. L. S. Vygotsky and his followers believe that the child's relationships with other peopleact as a way of knowing the worldа. I noteonly two aspectsof interpersonal relationships. On the one hand, it is the result of communication; on the other hand, it is a prerequisite, a motivation of the child to create разdifferent types of interaction. That is, relationships are established inabout interacting with others.
Sinfulcomposing, defining personality-attitude to people, which is the basis of relationships with them. Human relationships act as a conscious, selective, experience-based, psychological connection with the diverse aspects of objective reality, expressed in their actions, reactions and experiences, and formed in their activities.
L. S. Vygotsky writesthat the primary school age is the age of fairly noticeable personality formation. It is characterized by new relationships with adults and peers, inclusion in a whole system of collectives, inclusion in a new type of activity – teaching, which imposes a number of seriousrequirements on the student. All this affects the formation and consolidation of a new system of relations to people, the team, to teaching and related duties, forms character, will, expands the range of interests, developsabilities [2].
ВозAccording toA.V. Petrovsky, a General lack of will is also a significant feature: the younger student does not have much experience in long-term struggle for the goal, overcoming difficulties. He may lose faith in himself. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family upbringing. The child got used to the fact that all his desires were satisfiedby God. Capriciousness and stubbornness area peculiar form of protest of the child against the firm demands that the school makes on him, against the need to sacrifice what he wants inthe name of what is necessary [4].
Many children have a balance between different types of thinking. An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems by focusing on properties and relationships. According to A. N. Leontiev, at the beginning of primary school age, perception is not sufficiently differentiated. In order for the student to analyze the qualities of objects, the teacher must conduct special work, teaching him to observe. Memorydevelops in two directions-arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, is presented in a playful way, and is associated withshort visual AIDS. But, unlike preschoolers, they are able to purposefully, randomly memorize material that is not interesting to them. Every year, more and more training is based on random memory [3].
Educational activities are the main ones for a primary school student, and if the child does not feel competent in them, their personal development is distorted. For children to develop adequate self-esteem and a sense of competence, it is necessary to create an atmosphere of psychological comfort and support in the classroom. Teachers who are distinguished by high professional skills strive not only toevaluate students ' work in a meaningful way. They evaluate only a specific job, but not a person, do not compare children with each other, do not encourage everyone to imitate excellent students, and focus students on individualя achievements – so that tomorrow's work isяябыла better than yesterday's .
Vygotsky L. S. believed thatalong with the increase in the arbitrariness of the emotional process, the content side of emotions and feelings changes in primary school age. The higher senses are actively developing: intellectual (curiosity, self-wonder, doubt, intellectual pleasure), moral (camaraderie, friendship, duty, compassion, indignation at the sense of injustice), aesthetic. With age, children's emotions becomemore generalized and arbitrary, the content of the emotional sphere becomes more complexе , and its expressive side changes [2].
Thus, having considered the psychological characteristics of a primary school student, we have identified the main neoplasms of this age: a new level of development of behavior and activity, reflection, analysis, internal action plan; developmentof cognitive attitude to reality.
With a gradually increasing focus on peers, the emotional dependence of the child on the parent becomesless and less significant. It is at this age that the gradual psychological separation of the child from the adult and their independence and independence should begin. Therefore, in primary school age, parental control retains its educational value, but it should be less patronizing. At the same time, interaction with parents, their assessments of the child's behavior, as well as patterns of their behavior are one of the most important sources for the child to form stable forms of both effective andmoral behavior. Parents – are the most authoritative figures in the social environment, which is why their reactions and assessments are so important for the child.
G. M. Andreeva writes that in primary school age, communication with peers is becoming increasingly important for the child's development. When achild communicates with their peers, they are more willing toengage in cognitive subject activity and develop the most important skills of interpersonal communication and moral behavior. The desire for peers, the thirst for communication with them make a group of peers extremely valuable and attractive for a schoolchild. They value their participation in the group very much, so the sanctions imposed by the group on those who have violated its laws become so effective. The measures of influence are very strong, sometimes even cruel: ridicule, bullying,fights,expulsion from the "collective" [1].
Starting from the moment of entering school, the child developsinterpersonal relationships with classmates and the teacher. Now the main activity and responsibility of the child becomes teaching, which requiresdiscipline, organization, and will from him, and he has to do what is necessary, and not what he wantsся. Children can be so engrossed in their new status that sometimes they simply don't notice their classmatesand can't answer the question of who was sitting next to them. They avoid getting into trouble.relations with each other exist on their own.
Thus, contacts between students are carried out through the teacher. During primary school childhood, the understanding of friendship andthe attitude towards friends changes. Gradually, the child develops a system of personal relationships, which is based on direct emotional relationships. Communication is the conditional development of a child, the most important factor in the formation of personality, one of the main types of human activity aimed at learning and evaluating oneself through other people.
References:
Andreeva G. M. sotsial'naya Psikhologiya [Social psychology] / G. M. Andreeva-Moscow: Prospekt, 2000. -158 p.
Vygotsky, L. S. Voprosy DETSKOI psikhologii [Issues of child psychology] / L. S. Vygotsky, Moscow: yurayt Publishinghouse, 2017, 200 p.
Leontiev, A. N. Deyatel'nost ' [Activity]. Consciousness. Personality. [Text] / A. N. Leontiev .Moscow: Prosveshchenie publ., 2007, 480 p. (in Russian)
Petrovsky, A.V. Psychology [Text] / A.V. Petrovsky, M. G.Yaroshevsky, 10th ed., Moscow: Akademiya publ., 2012, 511 p.
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