Exercises for the development of sensations in younger students. Sensory development of a younger student

The textbook outlines the main provisions of one of the sections of developmental psychology - the psychology of primary school age: patterns, prerequisites and factors of mental development of younger students - features of various activities, cognitive processes, various areas of personality and mental neoplasms; the problems of psychological support of the development of younger schoolchildren are characterized; practical tasks and psychodiagnostic methods are given that can be used to study the characteristics of the mental development of a child of primary school age. The allowance complies with the Federal State educational standard higher professional education of the third generation.

For undergraduate students in the areas of "Psychology" and "Psychological and Pedagogical Education", it can be useful for other specialists - teachers, psychologists, teachers of psychology, everyone interested in issues of developmental psychology.

Book:

By the beginning of primary school age, a child is characterized by a sufficient level of development of perception and sensory development: children have a developed auditory perception, visual acuity, perception of color, shape, size, spatial characteristics of objects. children perceive big variety colors, shapes, sounds. A child who comes to school is not only able to distinguish colors, shapes, size of objects and their spatial position, but can correctly name these properties with a word, correctly correlate objects according to their specific characteristics, depict the simplest geometric shapes and paint them in the desired color. The elementary sensory standards have already been mastered by junior schoolchildren.

Educational activity makes new demands on the perceptual processes of the younger student. When perceiving educational material, the arbitrariness and awareness of the perceptual activity of a younger student, the accuracy of perception of certain standards - samples that need to be guided when performing learning activities. Arbitrariness and awareness of perception are intensively developed under the influence of educational activities in close relationship with each other.

At the beginning of primary school age, children are attracted by the objects themselves and their external, most striking signs and properties. Children find it difficult to carefully consider all the features and elements of objects and single out the most important and essential properties among them, which often manifests itself in educational activities.

Practical example

In mathematics classes, first-graders often cannot analyze and correctly perceive the numbers 6 and 9, in Russian language classes they confuse letters in the Russian alphabet - E and Z, etc.

So educational activity is aimed at teaching younger students to analyze, compare the properties of objects, highlight the most significant among them and express them with the help of a word. Children learn to perceive, focus their attention on various elements of educational material, regardless of its external attractiveness. Under the influence of this, arbitrariness, meaningfulness and selectivity of perception develop (primarily in terms of content, and not in terms of external bright signs). By the end of the first year of study, younger students are able to perceive objects in accordance with their past experience, with learning motives, needs and interests related to learning activities. In the process of learning, children master the technique of perception, perceptual methods of inspection and listening, the algorithm for identifying the properties of objects. All this contributes to the further intensive sensory-perceptual development of younger students.

During the primary school age, the indicators of accuracy and speed of perception of signs of multidimensional stimuli improve, the indicators of perception of incomplete contour images improve significantly, which indicates an improvement in the properties of apperception and anticipation visual perception. The speed and accuracy of perception of younger students are associated with the localization of stimuli in the visual perceptual field (perception indicators deteriorate when stimuli move in the direction from the center to the periphery of the perceptual field, and vice versa).

There are some features of the development of visual perception in younger students with different types of laterality (in right-handers, left-handers and ambidexters). In the study of N.Sh. Korashvili revealed a relationship between the levels of development of the components of visual perception and "school" graphic errors found in notebooks, written texts and children's work on the blackboard in right-handed, left-handed and ambidexter children of primary school age. The author concluded that the appearance of specific types of graphic "school" errors is associated with a low level of development of certain components of visual perception (Table 2.1).

Table 2.1

"School" graphic errors of children of primary school age with a low level of development of a certain component of visual perception

As can be seen from the table, children with different types of laterality have different "school" graphic errors and - in different numbers. With a low level of development of hand-eye coordination - there are errors No. 1 (uneven, twisted handwriting), No. 2 (letters are either too large or very small), No. 3 (non-compliance with the line). Lefties have more error #2; in right-handed people, mistakes No. 1 prevail; ambidexters have all types of errors. The low level of development of figure-background relations leads to the appearance of errors No. 7 (mistakes in vocabulary words), No. 9 (writes words together). These two types of errors are more common in left-handers than in right-handers. Explanation of errors in dictionary words only by spelling difficulties is not enough, since left-handers have much more of these errors (78.2%) than right-handers (36.4%). All ambidexter children of school age have errors in vocabulary words, and 90% of ambidexter children have error number 9 (writes words together). Errors No. 4 (missing letters), No. 5 (missing endings), No. 8 (incorrect hyphenation of words), No. 13 (violation of the order of letters) correspond to a low level of development of perceptual constancy. At the same time, in left-handers and especially in ambidexters, all three types of errors are more common than in their right-handed peers. The greatest difference is in the presence of an error associated with a violation of the order of the letters (No. 13). It almost never occurs in right-handers (7.3%), among left-handers this mistake is made by 40% of children, and among ambidexters by 90% of children of primary school age. That is, this error is inherent in these two types of laterality. Left-handers and ambidexters have errors No. 10 (does not complete letters) and No. 12 (mirror letters), which are manifestations of difficulties in the ability to determine position in space, also more, however, the picture here is more favorable - the number of errors here is less than in the same groups children, but in other components of visual perception. This is a manifestation of the fact that the development of the ability to determine the "position in space", in comparison with other components of visual perception, suffers less. A low level of development of the perception of spatial relations leads to errors No. 6 (confusing letters that are similar in spelling) and No. 11 (extra letters in words). Left-handers and ambidexters have more of these errors, as in the previous cases, than right-handers. However, in left-handers and ambidexters, error number 6 (confuses letters that are similar in spelling) is much more common than in right-handers.

At primary school age, the development of the ability to establish the identity, the identity of objects in accordance with one or another standard, that is, with a sample of the main varieties of qualities and properties of objects, created by mankind in the course of the history of human culture and used by people as standards, continues. Standards are designed to establish the correspondence of the properties of the perceived surrounding reality to one or another sample from the system of ordered standards. Children master sensory standards in a certain sequence: first they get acquainted with the main samples, and then with their varieties. At the same time, various standards are compared with each other and are called a word, first by an adult, and then by the child himself, which ensures their good memorization. At primary school age, the ability to correlate perceived qualities with the standard, their correct naming, establishing identity, partial similarity and dissimilarity of properties and qualities is improved. In the process of purposeful examination, palpation or listening, children perform correlative actions, reveal the connection of the perceived object with the standard. The perception of complex forms of objects is improved, in which the general outlines, the shape of the main part, the shape and location of secondary (smaller) parts and individual additional elements are distinguished. At primary school age, the ability to consistently examine various complex forms of objects is intensively developed.

The greatest difficulty for younger students is the task of analyzing the combination of colors, shapes and sizes in objects with a complex structure. Performing tasks to identify and evaluate the elements of complex structures, to analyze the relationships between these elements requires a well-developed analytical perception. Younger students learn to examine complex and diverse combinations of object properties, determine a certain rhythm in the arrangement of individual color tones, distinguish combinations of warm colors from combinations of cold shades, etc. In the process of perceiving forms of a complex structure, the ability to visually divide them into separate elements corresponding to one or another geometric standards, to determine the connections and ratios of these elements among themselves.

At all stages of perceptual activity in examining the form, the technique of tracing the contour of an object and its details by children is often used, which contributes to the comparison of the outlined form with certain standards and the gradual improvement and development of the eye. The eye is intensively developed in various types of games and in productive activities, during which younger students choose the parts necessary for the construction, divide a piece of plasticine so that it is enough for all the elements of the subject, create applications and collages, draw, etc. Game actions , combined with educational activities, aimed at the sensory development of younger students, contribute to faster and more effective assimilation of sensory information. In games, children learn to feel, compare the shape and color of objects, assimilate sensory standards, establish and analyze complex relationships between the color and shape of an object, between simple and complex forms, between objects and their position in space, in the plane of a drawing or picture, without noticing it. , easily, consciously and effectively.

Practical example

The didactic game "Guess the figure" is aimed at developing the perception of form in younger students. Children are offered a set geometric shapes. On the board or in front of the students - images of a notebook, pencil case, eraser, paints, sharpeners. Schoolchildren are invited to name all the drawn objects and choose a generalizing word for them, then, with their eyes closed, by touch, determine which geometric figure the teacher gave, name objects that look like a triangle (square, circle, rectangle, etc.).

Primary schoolchildren continue to develop the analytical perception of magnitude, which is not associated with the selection and unification of elements of a complex whole, but with the allocation of various dimensions of an object - its length, height and width. Since it is impossible to separate length and width from the object itself, children learn to match objects according to given measurements. Children gradually become aware of the relativity of the very dimensions of an object, the dependence of their definition on the spatial arrangement.

The development of the perception of space and time, which are interconnected, continues. The higher the level of development of spatial representations, the more accurate the junior schoolchild's understanding of time. There are some gender features in the development of the perception of space and time: boys more often have more complete and adequate spatial representations and ideas about the space of their own body compared to girls, and girls are more often characterized by more differentiated and adequate ideas about time than boys. During the primary school age, the concepts of space and time become more accurate, adequate, generalized and mediated by intellectual processes.

S.D. Lutskovskaya notes that younger students form temporal ideas about the sequence of events earlier than other temporal characteristics, but they are contradictory: children simultaneously operate with a temporal sequence, both linear and cyclic (like moving in a circle). Children 7 years old have ideas about a sequence containing from three to seven elements. The ideas of duration in children are characterized by the following features: in their speech, children use the names of all the main time intervals: second, minute, hour, day, morning, evening, night, day, 24 hours, week, month, year. At the same time, many children have no idea about the real duration and the ratio of the duration of the listed intervals. Children's ideas still contain situational estimates of the time interval. With the intellectual development of younger students, the expansion of practical experience in mastering the methods of building models of temporal relations and orientation in time, children more fully and accurately master the category of time.

The ever more accurate selection of the properties of objects, their spatial features and relationships, the improvement of observation contribute to the improvement of the perception of the plot (including art) picture by younger students. By the beginning of primary school age, children realize that a picture or drawing is a reflection of reality and try to correlate them with the elements of the world around them, see what is depicted in them, perceive a multi-color palette of colors, can correctly evaluate a perspective image, because they know that one and the same object, located at a far distance, looks small in the figure, and close - much larger. Therefore, children carefully peer into the images, correlate some depicted objects with others. The perception of drawings and painting contributes to the development of the sign function of consciousness and artistic taste.

At primary school age, the sensory organization is differentiated and the dominant information channel is distinguished, characterized by the predominance of various sensory dominants in the development of perception. Children with different type the dominant channel of perception differ in some features of learning activities that should be taken into account in the learning process (Fig. 2.1).

By the end of primary school age, a synthesizing perception is formed, which allows (based on intellectual activity) to establish connections between the elements of perceived objects and phenomena. Children become able not only to give an accurate, holistic description of the object and its image, but also to supplement it with their own explanation of the depicted event or phenomenon. The main factor determining the construction of adequate perceptual actions and the development of perception are a variety of practical actions to transform environmental objects. At primary school age, it is formed complete system operational units of perception and sensory standards that mediate perception.

Characteristics of children with different dominant information channel:

visuals

better perceived new material, when it is written in a book, on a board, presented schematically, do better in written tasks than in oral ones, master the rules of spelling better and do less spelling mistakes, like pictures and paints, and also like to see and make tables and diagrams

Audials

better perceive information by ear, speak and listen more willingly, remembering the pronunciation of words and intonation, read aloud, learn poetry and prepare retellings, prefer to listen to information than read it to themselves, write presentations better

kinesthetics

they learn the material better when they can explore it through active movements, they prefer actions: to underline something, circle, rearrange, etc., it is easier to assimilate new information by writing it down after the teacher or copying it from the source, they play skits based on the studied material with pleasure

Rice. 2.1. Features of educational activity of children with different types of perception

In schoolchildren, sensations are already so merged with more complex view sensory knowledge - the perception that it is impossible to study them separately.

Feel develop in the general process of formation and improvement mental activity child. The development of sensations is expressed as follows:

1. Absolute and distinctive sensitivity is aggravated.

2. More and more complex inter-analyzer connections are formed.

3. Subtle and precise sensorimotor associations are formed that ensure the accuracy of movements and visual control over them.

4. Developing speech turns the received irritations into knowledge of the qualities of objects. Speech gives this knowledge a generalized character and provides a more perfect orientation of the child in the environment.

5. Between the distinction of qualities, their name and use in young children there is no complete correspondence. As development progresses, this correspondence increases; at the highest stage of development, the feeling of different qualities of objects and their shades becomes the basis for comprehending individual objects and entire life situations.

6. Improving sensitivity to the qualities of objects and phenomena and their verbal designation become the basis and condition for the development of observation and aesthetic feelings in children.

Development continues in early childhood perception. Through the improvement of observation, perception becomes an increasingly focused and controlled process. During the school years, this ability of the child is constantly improved and reaches a very high level of development.

It is easy to see some originality of perception in a younger student. It is caused largely by errors in the knowledge of space. Only 55% of children enrolled in school correctly designate geometric shapes. The first-graders also retain a tendency to objectify unfamiliar forms. Therefore, younger students call a cylinder a glass, a cone (overturned) a top or a roof, a 6-sided prism a column, etc. This speaks of the still persistent difficulties in abstracting the form from the object.

The reason for the persistence of many errors in the perception and discrimination of figures by younger schoolchildren is their situational perception. So, many of them recognize a straight line if it is drawn in a horizontal position, but if it is drawn vertically, or obliquely, the children no longer perceive it as a straight line.

At primary school age, a special type of perception, listening, also develops significantly. For schoolchildren, listening becomes not only a means, but also a type of their educational activity.

In the development of a younger student, the perception of time is becoming increasingly important. One minute, according to students of grade 1, is on average equal to 11.5 seconds; students of the III class - 24.8 seconds; for students in the U class - 31.1 seconds. The underestimation of such a short interval as a minute decreases with age. More correctly, students imagine an hour, since they often encounter this measure of time in personal practice.

Attention A first-grader still largely retains the features characteristic of preschoolers. First-graders cannot simultaneously look at the picture and listen to the teacher's story about the author of this picture, because. at each moment they concentrate only on some kind of content of their activity.

Pupils in grades 1-2 do not yet know how to direct their attention to what is essential in a story, picture, or sentence. Increased emotional excitability, which still persists in children in grades 1-3, also prevents them from understanding the work they are doing or the teacher's story.

Reasons for absent-mindedness:

1) the result of overwork, which is very often associated with miscalculations in education, such as insufficient readiness for schooling, skipping regime moments, the presence of any pathology or excessive claims of parents who overload their child with additional classes;

2) violation of proper breathing, often caused by the child’s incorrect posture during work, furniture that is not matched to height, untreated diseases of the nasopharynx, insufficient ventilation of the room;

3 / insufficient mental activity, for example, due to lack of interest in activities due to satiety;

4) incorrect education - pedagogical neglect, insufficient development of will and independence;

5) features of temperament, for example, manifestations of hyperactivity.

By the age of 10-11 years volume and stability, switchability and concentration Voluntary attention in children with normal development is almost the same as in an adult. Younger students can move from one type of activity to another without much difficulty and internal effort. However, here, too, the child's attention still retains some signs of "childishness."

Children's attention reveals its most perfect features only when the object or phenomenon that directly attracted attention is especially interesting for the child. At the same time, it should be noted that the development of attention in children of primary school age is caused not only by biological reasons, but primarily by the activity that the child is engaged in.

The younger students retain specific way of thinking. The operation of single representations and the difficulties of the transition to generalizations are also clearly visible in the way younger students understand allegories and metaphors.

mechanical memory for the first three or four years of teaching at school progresses very quickly. Slightly slower development mediated, logical memory in a child, insofar as this species memory has not yet become relevant to him.

The specifics of the content and new requirements for memory processes make significant changes to these processes. is increasing Memory. IV grade students memorize 2-3 times more words than grade I students. At primary school age, significant qualitative changes occur in what and how memory is retained. Of the 12 objects presented to them, 9-year-old children memorize on average 6.4, and out of the same number of words of abstract meaning, they retain only 4.2 words in memory. At 11-12 years old, children memorize an average of 8.6 objects and 5.1 words of abstract meaning.

The predominance of memorization of visual material is maintained throughout the entire period of primary education. With age, when memorizing, verbal supports begin to play an increasingly important role.

Significant changes are also taking place in the development of the imagination of younger students. Assimilated educational material constantly requires students to use their imagination. Literature is especially important for the development of the imagination.

The main feature of the development of the cognitive sphere of children of primary school age is the transition of the mental cognitive processes of the child to more high level. This is primarily expressed in the more arbitrary nature of the flow of most mental processes (perception, attention, memory, ideas), as well as in the formation of abstract-logical forms of thinking in the child and teaching him written speech.

Possibilities for training sensations. The development of sensations depends on the requirements that life, practice, and human activity impose. In the absence of defects in the structure of the analyzers, by exercise, training, one can achieve the development of extreme subtlety of sensations. Some workers in the textile industry can distinguish up to 40 or even 60 shades of black, while schoolchildren are able to distinguish only 2-3 shades. An experienced pilot or driver accurately determines its defects by the sound of the engine, but for us the engine always sounds the same.
The defect in the work of one analyzer is usually compensated by the increased work and improvement of other analyzers. The "mutual assistance" of analyzers in the event of the loss of one of them is vividly expressed. The analyzers that remained undamaged, by their more precise work, seem to compensate (compensate) for the activity of the “retired” analyzer. We have already cited examples of the development of auditory, olfactory, and tactile sensations in the blind.
Very intense compensatory activity is observed in the deaf-blind. In the absence of sight and hearing, the activity of the remaining analyzers develops and intensifies to such an extent that these people learn to navigate the surrounding environment quite well. The deaf-blind OI Skorokhodova, due to her well-developed sense of touch, smell and vibrational sensitivity, managed to achieve great success in understanding the world around her, in her mental and aesthetic development. Skorokhodova became a research worker, candidate of sciences, published several valuable works devoted to the analysis of the perception of the surrounding world by deaf-blind people. She knows literature well, she writes poetry herself, the level of her general culture is very high.
In the city of Zagorsk, near Moscow, there is the world's only boarding school for deaf-blind-mute children. They study, go in for sports - athletics, skiing. Many graduates of this school work in specialized manufacturing enterprises. Four of them graduated from the Faculty of Psychology of Moscow State University in 1977, successfully defended their theses and are now working as researchers at the Institute of General and Pedagogical Psychology of the Academy pedagogical sciences THE USSR.
The development of sensations in children. As you know, the psyche develops in activity. The comprehensive development of the child's sensations is associated with his diverse, interesting and active creative activity: labor, artistic and visual activity, musical studies.
The true development and improvement of the child's sensations is possible only if he himself is interested in such development, he himself will achieve success, when the exercises, the training of his sensations will follow from the needs of his personality, his life demands. If a schoolboy loves music, wants to become a musician, then he strives to develop his musical ear not under compulsion, but because of the desire to become a good performer, composer, out of the need to have a large supply of subtle musical impressions. Or another example: a boy draws well and a lot, he is interested in the complex and charming world of colors, so he enthusiastically studies colors, their infinitely diverse shades, color relationships, etc.
As for vision, under normal conditions of development, visual acuity in younger schoolchildren and adolescents improves under the influence of systematic exercises in the learning process. But if a student does not sit properly while reading and writing, bends low over a book or notebook, if the illumination is poor, then visual acuity can deteriorate significantly. The habit of reading lying down is very harmful to vision - this usually negatively affects the condition of the organ of vision.
Research by psychologists testifies to the great opportunities for the development of color perception in children of primary and secondary school age. If the teacher systematically exercises children in color discrimination, then they achieve good results.
In primary and secondary school age, there is a slight increase in hearing acuity compared to preschool age. The greatest hearing acuity is observed in children 13-14 years old. Influenced by learning to read, improving oral speech, study foreign language schoolchildren significantly improve their phonemic hearing. With its help, students quite well distinguish phonemes, that is, sounds that in our speech serve to distinguish between the meaning of words and their grammatical forms. Weak development of phonemic hearing in schoolchildren of the 1st grade is a common reason for their poor progress in reading and writing. With the help of special exercises to distinguish between phonemes that are difficult for a child, phonemic hearing can be significantly improved.

Review questions
1. What is the meaning of sensations in human life?
2. What kinds of sensations do you know?
3. Tell us about the structure and operation of analyzers.
4. What is sensitivity and sensation thresholds?
5. What is adaptation?
6. Tell us about the ways in which schoolchildren develop feelings.

Practical tasks
1. Together with the school doctor, determine the visual sensitivity (visual acuity) of the students of the class using special distinguishing tables. Display the data obtained in the form of a diagram or graph.
2. Check the normality of color perception among students of the same class using special tables prof. Rabkin, which can be obtained in the medical office.
3. Determine the development of motor sensations in the same schoolchildren. To do this, ask students, in the absence of visual control (with closed or blindfolded eyes), to perform several commands like: “Clench your right hand into a fist and stretch it forward, take your left hand by your right ear,” etc.
4. Determine the absolute threshold of auditory sensations for schoolchildren. Conduct the experiment individually with each student in a room where interference is excluded and where extraneous sound stimuli are minimized. The experimenter should have at his disposal a clock with a fairly loud sound (best of all, an ordinary alarm clock). The subject sits on a chair, without moving his head and closing his eyes (to exclude visual control), and gives evidence: “I hear”, “I don’t hear”. By moving the alarm clock (by placing it closer to the subject or farther from him), the experimenter finds out at what distance (the distance is marked in advance) the subject first has an auditory sensation (when he begins to hear the sound of the clock). For greater accuracy, two indicators are taken - first, the alarm clock is moved to such a distance that it cannot be heard, and gradually moved closer to the subject until the “I hear” signal follows. Then the alarm clock is moved very close (when a clear, distinct sound is heard) and gradually moved away from the subject until the signal "I do not hear" follows. The average distance is determined, which will be a conditional indicator of such a magnitude of the sound stimulus at which a barely noticeable sensation occurs.

Experience
Take three vessels: one with hot, another with warm, and the third with cold water, dip your left hand in hot water for a while, and your right hand in cold water. Then take out both hands and the vessels and lower them simultaneously into the vessel with warm water. Describe your feelings and give them an explanation.

Games for the development of sensation, perception, attention, memory, thinking, imagination of children of primary school age

Completed by a student:

2 courses, groups P-141

Dobrovolskaya Arina Dmitrievna

Content

Games for the development of sensations………………………….3

Games for the development of perception…………………………5

Games for the development of attention…………………………...7

Games for the development of memory………………………………9

Games for the development of thinking………………………….11

Games for the development of imagination……………………….14

Literature……………………………………………...17

Games for the development of sensations.

one." Tracks »

Game progress: a picture is placed on the table in front of the child with tracks of different lengths and materials of different textures pasted on it: oilcloth, fine-grained sandpaper, cotton fabric, leather fabric, etc.

Rules: the child runs his finger along the path and tells the teacher about his feelings: a cold path or a warm one, long or short, soft or hard to the touch, pleasant or not pleasant, which path he would choose for a walk with his mother (what material he is most pleased with swipe with your finger).

2. « Cat in a bag »

The purpose of the game: the development of tactile sensations.

Game progress: the child is given a bag in which something lies, but it is not clear what exactly. The child puts his hand into the bag and feels the object.

Rules: the child's task is to describe the properties of the hidden object (soft or hard, warm or cold, fluffy or smooth, etc.), without taking it out of the bag, and, if possible, name it. You can come up with several options for the game. Children younger age can guess hidden toy animals or simply name the properties of objects. Older children can be asked to guess geometric shapes, numbers or letters if they already know them.

3. « rattles »

Purpose of the game: development of auditory sensations.

Game progress: various materials (sugar, buckwheat, peas, sand, beads, etc.) are poured into prepared boxes (or opaque jars) and the children are allowed to rattle each box separately.

Rules: Younger children can simply be asked what sound (loud or quiet, pleasant or unpleasant). Older children can try to guess how big the objects are in the box (small or large), and also try to associate this or that sound with some phenomenon (the sound of rain, falling stones, the roar of cars, etc.).

4." Pick a picture »

The purpose of the game: the development of tactile and visual sensations.

Game progress: a sheet of cardboard is placed on the table in front of the child with materials of different textures pasted on it (sandpaper, fur, foil, cotton fabric, silk or satin fabric, velvet, etc.) and different colors. For each type of material, in turn, another sheet of cardboard is applied on top with an image of the object embossed on it. The child looks with his eyes and touches the resulting object with his fingers.

Rules: the child talks about his feelings: what material feels to the touch (soft or hard, rough or smooth, warm or cold, pleasant or not, etc.). Also, the task of the child is to choose a suitable picture for each type of material (for fur - a fur coat, for velvet - a toy, for satin - a dress, etc.).

5. « »

Purpose: to develop the child's sense of smell and taste.

For the game you will need: various vegetables.

Description: Wash and peel vegetables. Blindfold the participants or the participant of the game and give a piece of each of the vegetables. The child must determine what kind of vegetable it is. The game is best played by two teams: this will give it competitive excitement. The team with the most correct answers wins.

Games for the development of perception.

1. The game "We measure by eye"

The teacher asks the students to look closely at an object. Then the children take turns drawing this item on the board in full size. The teacher evaluates the results by comparing the drawings with the subject itself. The winner is the student whose drawing is closest to the original.

2. The game "We develop an eye"

Purpose: development of visual perception

The participants of the game are divided into pairs. The teacher invites one of the members of each pair to mark by eye on the board the height of his comrade from the floor, as well as the span of his arms. After that, the teacher notes on the board the actual height and scope of the student's hands. The winner is the one whose measurement is more accurate.

Purpose: development of perception of sounds

Participants may sit in their seats in the class. One of the children becomes the leader. He stands with his back to the class. After that, one of the players says 2-3 words (“it's hot today”, etc.). The driver must recognize by voice who said it. For each driver, 2-3 such tasks are offered. All participants in the game must be in the role of the driver.

4. The game "Guess the melody"

Purpose: development of perception of sounds, development of hearing

To develop the perception of sounds and hearing, you can use excerpts with recordings of melodies of famous pop songs. Excerpts are presented within 3-5 s. After presenting the melody, the children try to guess it. Each player who guesses the melody first gets one point. The winner is the student with the most points.

5. Game "Developing a sense of time"

Purpose: development of perception

The participants of the game are in a circle. The facilitator asks them to close their eyes and relax. The facilitator says the following: “When I say “begin”, you begin to feel the time. When I say “enough”, you will tell me in turn how much time has passed.” Usually detected 1, 1.5 or 2 minutes. The winner is the one who named the time more accurately.

Games for the development of attention

1. The game "My favorite fruit"

Purpose: the game allows you to create a working mood in a group, the development of memory, the development of the ability to long-term concentration of attention also takes place.

The group members introduce themselves in a circle. After calling themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then their name and their favorite fruit, etc. The latter, therefore, must name the names and names of the favorite fruits of all members of the group.

2. The game "I won't go astray"

Purpose: the game promotes the development of concentration, distribution of attention

The following tasks are offered:

count aloud from 1 to 31, but the subject should not call numbers that include three or multiples of three. Instead of these numbers, he should say: "I won't go astray." For example: “One, two, I won’t go astray, four, five, I won’t go astray ...”

Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).

3. The game "Observation"

Purpose: the game develops visual attention. In this game, the connections between attention and visual memory are revealed.

Children are invited to describe in detail the school yard from memory, the way from home to school - something that they have seen hundreds of times. The younger students make such descriptions orally, and their classmates fill in the missing details.

4. Exercise "Fly 1"

This game requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker acts as a "trained fly". The board is placed vertically and the host explains to the participants that the movement of the "fly" from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands ("up", "down", "right" and "left"), the "fly" moves according to the command to the neighboring cell. The starting position of the "fly" is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the "fly", prevent it from leaving the playing field.

After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game, or "sees" that the "fly" has left the field, he gives the command "Stop" and, returning the "fly" to the central cell, starts the game again. "Fly" requires constant concentration from the players.

5. The game "Selector"

Purpose: the game develops concentration

For the exercise, one of the participants in the game is selected - the "receiver". The rest of the group - "transmitters" - are busy with what everyone counts aloud from different numbers and in different directions. The "receiver" holds a wand in his hand and listens silently. He must tune in to each "transmitter" in turn. If it is difficult for him to hear this or that "transmitter", he can force him to speak louder with an imperative gesture. If it's too easy for him, he can turn down the sound. After the "receiver" has done enough work, he passes the wand to his neighbor, and he himself becomes the "transmitter". During the game, the wand makes a full circle.

Memory Games

Exercise "10 words".

Purpose: development of memory, the technique of memorizing ten words allows you to explore the processes of memory: memorization, preservation and reproduction.

The child is offered 10 words to memorize. For example: book, moon, ringing, honey, window, ice, day, thunder, water, brother. After reading, the child repeats the memorized words. You can reread the words after the first repetition. After an hour, a day, you can again return to the words you read and remember them.

Purpose: memory development

For a child to remember for 15-20 seconds. any symbols or geometric shapes are offered. For example:

Then they are closed, and the child draws what he remembers. At the end, you can compare the results.

Exercise "Memorize pairs of words."

Purpose: memory development

Pick up 8-10 pairs of words related in meaning. For example:

apple orchard

chicken chick

Vacuum cleaner

Cow-milk, etc.

An adult reads a couple of words to the child, then repeats the first word, the child follows him with the second. To train long-term memory, repeat a pair of words in an hour, every other day.

Exercise "Remember and draw."

Purpose: memory development

For a child to remember for 15-20 seconds. a sheet with written

Then the adult closes the letters, the child draws them from memory on his leaf. Number cards can be used.

Snowball game.

Purpose: memory development

The first participant calls the word, the second repeats his word and adds his own, the third repeats the two previous words and his own ... Who will remember the row longer? For the game, you can choose a specific theme: "Flowers", "Toys", "Vegetables" ...

Games for the development of thinking

1. Thinking development game "Short story"

Purpose: development of organization and increasing clarity, the ability to distract from trifles .

Course of the game: A short story is presented printed or read out. Its content must be conveyed as concisely as possible, using only one, two or three sentences, and so that they do not contain a single superfluous word. At the same time, the main content of the story, of course, should be preserved, while secondary moments and details should be discarded. The winner is the one whose story is shorter and at the same time the main content is preserved. It is possible to jointly refine and “polish” the most successful answers.

2. Exercise for the development of thinking "Tree, leaf, fruit"

Goal: Expanding children's ideas about wildlife. Material:

Box with two compartments;

Cards with the image and name of various trees (spruce, pine, oak, maple, linden, apple, cherry, pear, coconut palm);

Cards with the image of the leaves of these trees;

Small toys or natural fruits of these trees.

Progress of work: The child chooses a card with a tree and picks up a card with a leaf and a fruit for it.

3. Exercise for the development of thinking "Assemble the figure"

Goals: development of spatial representations, spatial thinking and memory; development of sensory standards (geometric figures); development of graphic skills.

Materials: sets of cut geometric shapes according to the number of participants.

Required time: 20-25 minutes.

Procedure

Each participant is given a set of cut geometric figures necessary in order to collect all the reference figures. After that, the facilitator demonstrates the first assembled figure, destroys it in front of the students and asks the children to assemble the same one from the details that they have. All the reference figures are shown sequentially, which the children must assemble on their own, without relying on a sample. It is important to remove the reference figure each time after its demonstration, without leaving it for correlation and copying at the time when the children solve the mental problem.

If the participants perform this task at different speeds, it is advisable to switch to an individual demonstration of the standards, which will keep the participants interested in this exercise.

Comments on the lesson: The lesson will be successful if by this time the facilitator manages to establish contact with the students, to form a special microclimate in the classroom, different from the atmosphere of ordinary lessons. Only in this case, children will be free to fantasize.

The solution of mental problems will be successful if the psychologist succeeds in previous classes in developing the motivation to achieve success in activities and form an attitude to achieve a positive result. When performing the second exercise, it is necessary to provide assistance in organizing activities to students who need it.

4. Exercise for the development of thinking "Plan of the area"

Purpose: Development of skills of joint activity.

Material: a cardboard playing field a set of cards with a drawn terrain plan, toy houses, trees, bridges, a river, a lake.

Conduct: Children are divided into teams and choose any card with a plan and arrange toys in accordance with this plan.

5. Game for the development of thinking "Exclude the excess"

Purpose: development of thinking

Instructions: choose one extra word from 3 words.

Colour:

orange, kiwi, persimmon

chicken, lemon, cornflower

cucumber, carrot, herb

sugar, wheat, cotton wool.

The form:

TV, book, wheel

scarf, watermelon, tent.

Size:

hippopotamus, ant, elephant

house, pencil, spoon.

Material:

jar, saucepan, glass

album, notebook, pen

Taste:

candy, potatoes, jam

cake, herring, ice cream

The weight:

cotton wool, weight, rod

meat grinder, feather, dumbbells

Imagination games

1. Game "Two Wizards"

Purpose: development of imagination, as well as moral assessments of children

One child is invited to become a "good wizard", and the other "evil". Alternatively, one child can perform each role in sequence. First, they are invited to portray the facial expressions of good and evil wizards. Then list what kind of good and evil magic does one and the other. Then figure out how a good wizard will disenchant the bad deeds of an evil one.

Children can draw a good and evil wizard together or individually. One has a kind face, and the other has an evil face, and then paint the wizards so that it is immediately clear who is good and who is evil. Draw magical objects - a magic wand, a magic elixir, a magic hat, etc. The main thing is that it is immediately clear which is a good wizard, and which is evil.

2. Candy City game

Purpose: development of imagination

This is a story game for a group or one child.

Leading. Do you like candy?

What else do you love? Probably toys and merry-go-round rides, right?

Now we will try to make as many sentences as possible from your favorite words: CANDY, TOY, CAROUSEL.

- All children love candy and sweets. One kind wizard decided to bring joy to children and with the help of a magic wand turned one city into the City of Sweets. In this city, everything has become sweet. Houses and sidewalks, trees and cars, merry-go-rounds and toys, park benches and car signs - everything has become from caramel, biscuits, ice cream and chocolate.

- Think and tell how people live in such a city.

- What happens when the city gets hot or it rains?

- Would you like to live in such a city?

The title of "chief candy master" is awarded for the best story. Then the children are invited to decorate part of the playroom as "Candy City". Children come up with new names for sweets, remember as many names of sweets as possible and write them down on pieces of paper (or an adult presenter does this). From them, choose the names of streets, squares, parks of the "Candy City". All this can be arranged in the form of a picture-plan of the "Candy City".

3. The game "Magic Tree"

Purpose: development of imagination

It is better if a large branched bough is used for this game, which imitates a tree, but a hanger or an artificial Christmas tree can be used. A variety of items that were taken from children (scarves, pens, bows, etc.) are hung on it. Children are told that this is a magical tree and therefore everything that is hung on it becomes magical. Each child must go to the tree and remove from it an object belonging to a particular player. (For example, a “magic” object of Petya or Masha or Tanya, etc.) The child must guess which object belongs to the player and think of what kind of “magic” this object can perform. (For example, make the owner dance, or laugh out loud, or sing, or jump on one leg, etc.) If he guessed the owner of the item correctly, then the “magic” is performed by the owner of the item, and if he made a mistake, then the “magic action” is performed myself.

For younger children, a simpler version of the Magic Tree game is possible. Pictures of various objects are attached to the drawn Tree. Then the child is asked to determine what can really be on the tree, and what is superfluous. For example: “Imagine that there is a magical tree on which everything that grows on trees at all (or maybe lives among the branches) can grow. The artist painted such a tree, but he messed up a lot. Look carefully and say what is right and what is not in this picture.

4. Game "Transformation"

Purpose: development of imagination

The host takes some object (glass, ball, pen, etc.). Then, with the help of pantomime, he manipulates the object, "turning" it into something. For example, a glass becomes a vase, a spyglass or a candlestick, a ball becomes an apple, a bun, a balloon, a pen becomes a pointer, sword, spoon, etc. Children must guess what this object has become. When it becomes clear to everyone what he has become, he is transferred to another participant in the game and asked to "turn" into something else.

For greater interest in the game, it will be better if the children prepare each item in advance and figure out what they will “turn” it into. Then they show the item with the appropriate manipulations. The more participants correctly guess what the object has become, the better result games. It is important that every child participate in the game.

5. The game "inventor"

Purpose: development of imagination, also activates thinking

The child is presented with several tasks, the result of which should be an invention. You have 15 minutes to work. During this time, the child must formulate his invention for each problem.

Literature:

1. Batynskaya L.N. Test in psychology, sensations, 2009

2. N.V. Valieva, N.B. Pyrkova, card index of didactic games, 2013

3.Yu.K. Gromova, exercises for the development of children's attention

4. . I.V. Dubrovina, manual for teachers, junior schoolchild: development of cognitive abilities, education

5.A.R. Luria, memorization of 10 words

6.I.V. Luneva, the development of the imagination

7.A.M.Nikonova, card index for the development of visual memory, 2012.

8.. K. Ekhova, games and exercises for the development of cognitive processes

Topic 6. Psychological development in primary school age

1. Physical and mental development of a younger student.

2. personal development younger student.

1. Physical and mental development of a younger student

Chronological framework (age boundaries). From 6-7 to 10-11 years.

social situation. Transition to educational activity. The child develops in a complex social environment, in conditions of education and training. The sphere of social relations is changing, the “child-adult” system appears and is differentiated: the child is a teacher; child is an adult; child - parents; children. The reference group is changing.

Physical development. There is a uniform physical development up to adolescence. The growth and maturation of the bones of the skeleton continues, although the speed of these processes is different in different children. “Strong” and “dexterous” muscles grow, physical strength, endurance and dexterity increase in both boys and girls.

The frontal lobes of the brain, which control the processes of thinking and other mental processes, function more efficiently, which helps to engage in increasingly complex activities that require high coordination of movements.

A very important factor physical development child is health, which allows children to be more actively engaged in physical (physical education and labor) and mental activities. 4-5 hours excluded from the child's motor activity should be compensated by specially organized physical exercises.

Leading activity- educational activity is an activity directly aimed at the assimilation of science and culture.

The child has two spheres of social relations "child - adult" and "child - children". These systems are connected by game activity. Relations exist in parallel, they are not connected by hierarchical links.

At primary school age, the game does not disappear, it acquires new forms and new content. Characteristic games for children of primary school age are games with rules that regulate the balance of power in a playing children's team (role-playing games).

Mental development. Feeling, perception. The perception of a younger student is determined by the characteristics of the subject itself: they notice not the main thing, but what catches the eye, often perception is limited only to recognition and subsequent naming of the subject.

The current perceived situation already mediates mental operations to a lesser extent than at preschool age.

There is a transition from involuntary perception to purposeful observation of the object. By the end of the age, a synthesizing perception appears. Children in grades 1-2 confuse objects that are similar in one way or another, their perception is characterized by little differentiation (fusion).

Attention. Educational activity requires a long concentration of attention, switching from one type of work to another - the development of arbitrariness of attention, occurs at the peak of volitional effort (specially organizes itself under the influence of requirements).

Involuntary attention prevails. Holding attention is possible thanks to strong-willed efforts and high motivation. Attention is activated, but not yet stable.

Direction of attention development: from concentration of attention to self-organization of attention, distribution and switching of its dynamics within the task and the whole working day. Younger students can focus on one thing for 10 to 20 minutes. There are significant individual differences in the development of attention.

Memory. Younger students begin to isolate and realize the mnemonic task. Arbitrary memory develops, children are already able to memorize material that is necessarily of interest to them. Memory processes are characterized by meaningfulness (connection of memory and thinking). Susceptibility to the development of various mnemonic techniques. They have a good mechanical memory. Improvement of semantic memory. All types of memory develop in educational activities: long-term, short-term and operational. The development of memory is associated with the need to memorize educational material. Reproduction begins to be used when memorized. Memorization techniques serve as an indicator of arbitrariness. They reproduce based on the text, they resort to recall less often, because. it is related to stress.

Memory is concrete-figurative in nature. Arbitrary and involuntary memorization has its own characteristics.

*Involuntary memorization*	*Arbitrary memorization*
Plays an important role in the educational process.	Not yet formed. Actively formed.
The speed and accuracy of memorization is strongly influenced by emotions and feelings. Poems that evoke vivid images and strong feelings are quickly remembered.
The volume of memorizing interesting texts, fairy tales increases. Memorization increases.	In the 1st grade: lack of self-control: The quantitative side of the repetition (how many are given); At the level of recognition.

Thinking becomes dominant, there is a transition from visual-figurative to verbal-logical thinking. The schoolchild's logically correct reasoning is based on specific visual material (the stage of development of concrete operations according to Piaget). Through learning and learning scientific concepts children develop theoretical thinking.

By the end of primary school age, individual differences in thinking appear. There are: "thinkers", "practitioners" and "artists".

In the learning process, scientific concepts are formed (the foundations of theoretical thinking), the ability to go from the specific to the more general, as well as in the opposite direction.

Imagination. The main directions in development are the transition to a more correct and complete reflection of reality on the basis of relevant knowledge. Imagination goes through 2 stages: recreating (reproductive), productive.

Productive images-representations appear (the result of a new combination of some elements).

Imagination (in grade 1) is based on specific objects, but over time the word dominates. From 1st to 2nd grade, the realism of children's imagination increases. This leads to an increase in the stock of knowledge and the development of critical thinking.

With age, imagination becomes a more manageable process and images arise in connection with the tasks of the child's activity.

Features of the development of imagination in primary school age are shown in the table.

Imagination Featureszheniya	1st class	2nd grade	3rd grade	4th grade
	An imaginary image of individual parts-fragments. Minor revision of existing views.			Link separate parts of the image Controllability of the process of imagination.
Imagination imagesnia	Vagueness, obscurity. A lot of extra stuff comes in. The image reflects 2-3 details.	Additional details are not included. The image reflects 3-4 details.		More precise and specific. The image reflects 4-5 details.
reworkedka images	Minor			More generalized and vivid image.
			The storyline of the story may change, a convention is introduced.
image support	Recreating the verbal situation:
	Based on a specific subject, action.		Based on the word mental image.

Rewhose mediates the development of thinking and other cognitive processes.

Speech plays an important role in solving the problems of educational activity (teaching children to reason aloud contributes to success). When learning, the child easily masters the sound analysis of words. Vocabulary increases to 7 thousand words. The need for communication determines the development of speech.

2. Personal development of a younger student

Individual psychological features. There is an increase in individual differences between children, temperamental differences are manifested in activities and behavior. Conditions and leading activities are favorable for the development of such personal qualities as diligence, independence, and the ability to self-regulate.

The development of abilities is evidenced by a steady interest in a particular type of activity, the formation of an appropriate cognitive motive. Old motives and interests lose their motivating force, new motives come associated with educational activities. For a child who has come to school, the most significant social motives are self-improvement (to be cultured and developed) and self-determination (to continue studying and working well after school). Educational activity can be motivated by the motive: the motive of getting a high mark; social motives of teaching; educational and cognitive motives; motives for achieving success; avoidance motives; prestigious motivation. There is a restructuring in the hierarchical motivational system, achievement motivation becomes dominant.

In developing the motivation for learning in a younger student, it is necessary to use motives associated with the learning process. In terms of content, this interest can be directed both to specific facts and to the theoretical content of knowledge. It is important to teach the child to experience satisfaction from the very process of analyzing things and their origin.

Types of motives	Characteristics of motives
The motive of duty and responsibility.	Initially, the student is not aware, although all the requirements and tasks of the teacher, as a rule, are fulfilled.
Well-being motives (narrow-minded).	The desire and desire to get a good grade at any cost, praise from the teacher, parents.
Prestigious motives	Stand out among comrades, take a certain position in the class.
Educational and cognitive motives.	They are embedded in the educational activity itself and are associated with the content and process of learning, with mastering the methods of educational activity. The development of a motive depends on the level of cognitive needs (the need for external impressions and the need for activity). The internal motivation of cognitive processes is the desire to overcome difficulties, the manifestation of intellectual activity.
Broad social motives (self-improvement, self-determination).	Be smart, cultured, developed. After school to continue their studies, work well. As a result: "accepted" distant motives determine a positive attitude towards learning activities and create favorable conditions for the start of learning. But ... the younger student lives mainly today.

Personal development. With admission to school, the whole system of personality changes. The orientation of the individual is expressed in his needs and motives.

The transition to learning means accumulation, the transition to the systematic accumulation of knowledge, the expansion of horizons, the development of thinking, mental processes become conscious and manageable. And most importantly forms the basis worldview.

There are new relationships with others, the emergence of new duties and rights. The transition to a new position creates a prerequisite for the formation of personality.

Learning activities requires responsibility from children and contributes to its formation as a personality trait.

There is an intensive formation moral feelings child, which at the same time means the formation of the moral side of his personality. A new internal position is being strengthened. Intensively developing self-awareness. A change in self-awareness leads to a reassessment of values, what was significant becomes secondary. The formation of self-esteem depends on the performance and characteristics of the teacher's communication with the class.

At the age of 7 - 11 years there is an active development of the motivational-need sphere. Motives acquire the character of generalized intentions, they begin to be realized.

Self-knowledge and reflection, an internal plan of action, arbitrariness and self-control develop.

Self-esteem It is developed on the basis of the criterion for evaluating educational work, in evaluating the activity of the child himself, in communicating with others.

Appearance self-respect, which is largely related to confidence in learning abilities.

Emotional development. There is an increase in restraint and awareness in the manifestation of emotions. The general nature of emotions is changing - their content, their stability. Emotions are associated with a more complex social life of the child, with a more clearly expressed social orientation of his personality. New emotions arise, but even those emotions that took place in preschool childhood change their character and content.

Emotions become longer lasting, more stable and deeper. The student has permanent interests, long-term companionship based on these common, already quite strong interests. There is a generalization of experiences, due to which the logic of feelings appears.

In general, the general mood of a younger student is usually cheerful, cheerful, bright. Emotional stability is observed in a positive attitude towards learning; anxiety, incontinence, hypersensitivity is expressed in a negative attitude towards the teacher and schoolwork. As a result of this, affective states are possible, manifested in rudeness, irascibility, emotional instability.

Neoplasms. The arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation due to the acquired system of scientific concepts. Reflection as awareness of one's own changes as a result of the development of learning activities. E. Erickson considered the feeling of competence to be the central neoplasm of age.

As a result of educational activity, mental neoplasms arise: arbitrariness andawareness of mental processes, reflection (personal, intellectual), internal plan of action (planning in the mind, the ability to analyze)

Tasks for independent work

1. Get acquainted with modern research on the problem. Draw conclusions about the main directions in the study of children of primary school age:

Mamyukhina M.V. Peculiarities of motivation for the teaching of a junior schoolchild // Problems of Psychology. - 1985. - No. 1 - S. 43.
Ponaryadov G.M. On the attention of a younger student // Questions of Psychology. - 1982.- No. 2. - S. 51.
Order. Studies in the Mind of the Primary School Student in American Psychology. // Questions of psychology. - 1980. - No. 1. - S. 156.
Zakharova A.V., Andrushchenko T.Yu. Studies of self-esteem of a younger student in educational activities // Questions of Psychology. - 1980. - No. 4. - S. 90-100.
Ivanova I.P. Learning and memory of pupils of the 1st grade of the school // Questions of psychology. - 1980. - No. 3. - S. 90-100.
Romanova M.P., Tsukerman G.A., Fokina N.E. The role of cooperation with peers in mental development junior schoolchild // Questions of psychology. - 1980. - No. 6. - S. 109-114.
Ryakina S.V. Psychological features content analysis in younger schoolchildren // Questions of Psychology. - 1986. - No. 6. - S. 87.
Sapogova E.E. Peculiarity of the transitional period in children aged 6-7 // Questions of psychology. - 1986. - No. 4. - S. 36.
Ovchinnikova T.N. Features of self-awareness by children of 6 years of age // Questions of psychology. - 1986. - No. 4 - S. 43.
Fillipova E.V. Formation of logical operations in 6 year old children // Questions of psychology. - 1986. - No. 2. - S. 43.
Telegina E.D., Gagay V.V. Types of educational actions and their role in the development of thinking of a younger student // Questions of Psychology. - 1986. - No. 1. - P. 47
Shiyanova E.B. Formation of mental operations in schoolchildren // Questions of Psychology. – 1986.- №1. - S. 64.
Rivina I.V. Dependence of the development of educational and cognitive actions of younger schoolchildren on the type of collective activity // Questions of Psychology. - 1987. - No. 5. - S. 62.
Volovikova M.I. Intellectual development and moral judgments of the younger schoolchild // Questions of psychology. - 1987. - No. 2. - S. 40.
Kondratieva I.I. Planning one's activity by a junior schoolchild // Issues of psychology. - 1990. - No. 4. - S. 47.
Sapozhnikova L.S. Some features of the moral regulation of the behavior of a younger student // Questions of Psychology. - 1990. - No. 4. - S. 56.
Antonova G.P. Antonova I.P. Learning and suggestibility of a younger student // Questions of psychology. - 1991. - No. 5. - S. 42.
Davydov V.V., Slobodchikov V.I., Tsukerman G.A. Junior schoolboy as a subject of educational activity // Questions of psychology. - 1992. - No. 3-4. - P. 14.
Tsukerman G.A. What develops and what does not develop educational activity in a younger student // Questions of Psychology. - 1998. - No. 5.
Klimin S.V. Some features of development value orientations children during periods of transition to primary school and adolescent age // World of Psychology. - 1995. - No. 3. - S. 36 - 43.
Kaigorodov B.V., Nasyrova O.A. Some features of self-awareness of hyperactive children in primary school age // World of Psychology. - 1998. - No. 3. - S. 211 - 214.
Vasil'eva N.L., Afanas'eva E.I. Educational games as a means of psychological assistance to junior schoolchildren experiencing learning difficulties // World of Psychology. - 1998. - No. 4. - S. 82 - 95.
Kleiberg Yu.A., Sirotyuk A.L. Dynamic activity of mental processes of younger schoolchildren with different types of functional asymmetry of the cerebral hemispheres // World of Psychology. - 2001. - No. 1. - S. 156 - 165.
Zanchenko N. U. Conflict characteristics interpersonal relations and conflict between children and adults // World of Psychology. - 2001. - No. 3. - S. 197 - 209.
Romanina E.V., Gabbazova A.Ya. Teaching the game of chess as a means of intellectual development of younger schoolchildren // Psychological journal. - 2004. - No. 6. - S. 77.
Shestitko I.V. On the concept of reflection in the conditions of its formation in primary school age // Adukatsyya i vykhavanne. - 2003. - No. 5. - S. 67.
Kavetskaya M.I. Development of creative activity of a younger schoolchild // Adukatsia i vykhavanne. - 2003. - No. 12. - S. 68.
Vygovskaya L.P. Empathic relations of younger schoolchildren brought up outside the family // Psychological journal. - 1996. - No. 4. - S. 55-64.

2. Give answers to the following questions.

1. Why is the motive of high marks more significant for a younger student than the broad social motives of learning - duty, responsibility, the need for education, etc.?

2. What individual features of attention should a primary school teacher take into account?

3. Why is it better for a child to contact a slightly older peer for the development of sociability?

Bozhovich L.I. Problems of personality formation. Selected psychological works / Ed. D. I. Feldstein. - Moscow - Voronezh, 1997.
Kulagina I.Yu., Kolyutsky V.N. "Age-related psychology. The complete life cycle of development. - M., 2001.
Darvish O.B. Age-related psychology. - M., 2003.
Obukhova L.F. Child (age) psychology: Textbook. - M., Russian Pedagogical Agency, 1996.
Shapavalenko IV Developmental psychology. - M., 2004.
Volkov B.S. Psychology of the junior school student. - M., 2002.