Features of primary school age

Features of primary school age

Keywords: pedagogy, psychology, family, family relations, pedagogical activity, upbringing, parents, children, primary school age.

Abstract: this article describes the features of primary school age. We considered the concepts of family relations, how they are built, how they are implemented, and also considered the features of primary school age.

The social situation of development in primary school age was considered by V. V. Davydov. According to his definition, primary school age is a special period in the life of a child, which has emerged relatively recently. There was no age division into groups before, because the children did not attend school. Also, it was not available for those children for whom primary school was the first and last educational stage of education. The description of this age can be attributed to the introduction of the education system, including universal and compulsory incomplete and complete secondary education. The system and composition of secondary education, including its objectives, have not yet been finalized. For this reason, the psychological characteristics of primary school age as the initial stage of school childhood are also not considered final and unchangeable.

The topic of primary school age was most deeply explored in the works of Elkoninad. B., DavydovaV. V. Their collaborators and followers continued to develop this topic, including AidarovaL. I., Dusavitskogoa. K., MarkovaA. K., Poluyanovayu. A., RepkinaV. V., Rubtsovav. V., ZukermanaG. A.and others[3].

Kuraev G. A. believes that primary school age is a very important period of school childhood, on the full-fledged living of which depends the level of intelligence and personality, the desire and ability to learn, self-confidence. It covers the period of a child's life from 7 to 10-11 years.

Primary school age is called the peak of childhood. The child retains many childish qualities — frivolity, naivety, a look at the adult from the bottom up. But he is already beginning to lose the childlike spontaneity in his behavior, he has a different logic of thinking [2].

Vygotsky L. S. based the periodization of the child's mental development on the concept of leading activity. At each stage of mental development, the leading activity is crucial. At the same time, other activities do not disappear – they exist, but they exist in parallel and are not the main ones for mental development[1].

Freud Z. In psychoanalytic theory, he explained the development of personality by the action of biological factors and the experience of early family communication. Children go through 5 stages of mental development, at each stage the interests of the child are centered around a specific part of the body. The age of 6-12 years corresponds to the latent stage. Thus, the younger students have already formed all the personality qualities and response options that they will use throughout their lives. And during the latent period, there is a "sharpening" and strengthening of his views, beliefs, and worldview. During this period, the sexual instinct is presumably dormant[6].

According to the cognitive theory of Jean Piaget, a person in his mental development goes through 4 large periods:

1. sensory-motor (sensorimotor) - from birth to 2 years;

2. pre-operative (2-7 years);

3. period of concrete thinking (7-11 years);

4. the period of formal-logical, abstract thinking (11-12-18 years and beyond).

The age of 7-11 years accounts for the third period of mental development according to Piaget – the period of specific mental operations. The child's thinking is limited to problems concerning specific real objects.

The beginning of school education means the transition from playing activity to learning as the leading activity of primary school age, in which the main mental neoplasms are formed. Therefore, going to school makes the most important changes in a child's life. The whole way of his life, his social position in the team, in the family, changes dramatically. The main, leading activity becomes teaching, the most important duty-the duty to learn, to acquire knowledge. This is a serious work that requires organization, discipline, and strong-willed efforts of the child[4].

Features of thinking. Primary school age is of great importance for the development of basic mental actions and techniques: comparisons, identification of essential and non-essential features, generalization, definition of concepts, identification of consequences and causes (Rubinshteyns. A., Vygotskyl. S., DavydovV. V.). Lack of formation of full-fledged mental activity leads to the fact that the knowledge acquired by the child is fragmentary, and sometimes simply erroneous. This seriously complicates the learning process, reduces its effectiveness (Akimov. K., Kozlov. T., Mukhinav. S.).

Davydov V. V., Elkonin D. V., Dubrovina I. V., Talyzina N. F., Vygotsky L. S. wrote that thinking, especially verbal and logical thinking, develops most actively during primary school education. That is, thinking becomes the dominant function in primary school age.

Features of perception. The development of individual mental processes is carried out throughout the entire primary school age. Children come to school with developed perception processes (simple types of perception are formed: size, shape, color). In younger students, the improvement of perception does not stop, it becomes a more manageable and purposeful process.

Features of attention. Age-related features of the attention of primary school children are the comparative weakness of voluntary attention and its small stability. Much better in younger students developed involuntary attention. Gradually, the child learns to direct and sustainably maintain attention on the right, and not just externally attractive objects. The development of attention is associated with the expansion of its scope and the ability to distribute attention between different types of actions. Therefore, it is advisable to set educational tasks so that the child, while performing his actions, can and should follow the work of his comrades.

Memory features. The productivity of the memory of primary school children depends on their understanding of the nature of the task and on mastering the appropriate techniques and methods of memorization and reproduction. The ratio of involuntary and voluntary memory in the process of their development within the educational activity is different. In the 1st grade, the effectiveness of involuntary memorization is higher than that of voluntary memorization, since children have not yet formed special techniques for meaningful material processing and self-control. As the techniques of meaningful memorization and self-control are formed, voluntary memory in second-and third-graders is in many cases more productive than involuntary memory.

Features of the imagination. Systematic learning activities help to develop such an important mental ability as imagination in children. The development of imagination goes through two main stages. Initially recreated images very approximately characterize the real object, are poor in details. The construction of such images requires a verbal description or picture. At the end of the 2nd grade, and then in the 3rd grade, the second stage occurs, and this is facilitated by a significant increase in the number of signs and properties in the images.

Like other mental processes, the general nature of children's emotions changes in the conditions of educational activity. Educational activities are associated with a system of strict requirements for joint actions, with conscious discipline and with voluntary attention and memory. All this affects the emotional world of the child. During primary school age, there is an increase in restraint and awareness in the manifestations of emotions and an increase in the stability of emotional states[5].

Conclusion.

Family is an important part of every person. The whole future of a person depends on it, because the child is in it at the most significant period of his life. It is the family that lays the foundations of the child's personality. It gives a person ideas about life goals and values, what you need to know and how to behave. The explanations and instructions of parents, their example, the whole way of life in the house, the family atmosphere develop in children the habits of behavior and the criteria for evaluating good and evil, worthy and unworthy, just and unjust.

Also, the features of the child's age are of great importance, because in the process of their development, there are great changes in the personality. Primary school age is a very important period of school childhood, on the full-fledged living of which depends the level of intelligence and personality, the desire and ability to learn, confidence in their abilities. It covers the period of a child's life from 7 to 10-11 years.

Primary school age is called the peak of childhood. The child retains many childish qualities — frivolity, naivety, a look at the adult from the bottom up. But he is already beginning to lose the childlike spontaneity in his behavior, he has a different logic of thinking.

References

Vygotsky, L. S., Psychology of human development/ L. S. Vygotsky//. - M.: Eksmo Publishing House, 2005 — - 1136 p.

Kuraev, G. A., Pozharskaya, E. N. Age psychology: A course of lectures. - Rostov-on-Don: UNII valeologii RSU/ G. A. Kuraev, E. N. Pozharskaya//, 2002. - 146 p.

Features of primary school age// Electronic resource.URL.:https://zaochnik.com/spravochnik/psihologija/vozrastnaja-psihologija/mladshij-shkolnyj-vozrast/.

Piaget J. Selected psychological works. Piaget//. - M., 2003. - p. 192.

Psychological features of children of primary school age// Electronic resource.URL.:https://kuban-lyceum.ru/uchashchimsya-i-roditelyam/psikhologicheskie-osobennosti-detey-mladshego-shkolnogo-vozrasta.php

Freud Z. Introduction to psychoanalysis. Lectures/Z. Freud//. - M., 2000. - p. 456.