Статья "FEATURES OF PSYCHOLOGY AND ADAPTATION OF PRIMARY SCHOOL STUDENTS"
статья (1 класс)

FEATURES OF PSYCHOLOGY AND ADAPTATION OF PRIMARY SCHOOL STUDENTS

Mertsalova Sofia Viktorovna

Undergraduate, Belgorod State National Research University, Russia, Belgorod

Primary school age covers children aged approximately 7 to 10-11 years, which coincides with the period of their primary school education. This time is characterized by stable and uniform physical development.

Admission to school radically changes the life of a child, affecting his lifestyle and social status in the family and team. Studying becomes the main activity, and the obligation to study becomes the most important task [3, p. 180].

At first, elementary school students show good results based on family relationships and interaction with classmates. Motivation, such as the desire to receive high marks and approval, also plays a significant role. Academic success gives children satisfaction, which is enhanced by praise from teachers.

Educational activity develops mental processes of cognition of the surrounding world, perceiving new aspects with keen interest. As you learn, perception becomes more analytical and organized.

Younger students' attention is not stable yet, and they respond better to new and bright things that attract them effortlessly. Memory and imagination also develop, allowing us to perceive and comprehend the essence of phenomena, which creates prerequisites for further learning [2, p. 320].

The educational process in primary school primarily contributes to the development of mental processes related to the direct perception of the world around us – sensations and perceptions. Younger students explore the world with great interest, which opens up new aspects to them every day.

One of the key characteristics of these children's perception is its low differentiation, which leads to errors in distinguishing similar objects. Also at this stage, the perception of students is closely related to their actions and practical activities. In the educational process, perception becomes deeper, more memorable and organized [4, p. 81].

The age characteristics of younger schoolchildren are manifested in their attention. The main one is the lack of arbitrariness of attention, which requires strong motivation. Involuntary attention, on the contrary, manifests itself better, attracting children to everything new and bright.

The development of memory in elementary school students, under the influence of learning, is associated with the strengthening of verbal and logical thinking. Recreative imagination is progressing in the imagination, which allows children to better reflect reality. In the learning process, there is a transition to understanding the essence of phenomena, which contributes to the formation of the first scientific concepts and generalizations [1, p. 164].

In the learning process, there is a gradual movement from understanding the external characteristics of phenomena to their inner essence. Thinking begins to display important properties and features of objects and events, which allows you to make the first generalizations, conclusions, draw analogies and build simple logical conclusions. On this basis, the child begins to form basic scientific concepts.

When considering the problem of adaptation to schooling, it is impossible not to take into account the issue of mental health of younger schoolchildren. The key to mental health is the full development of higher mental functions and processes.

One of the significant results of mental development in preschool age is the child's readiness for school. This is manifested in the fact that by the time the child begins learning, the psychological qualities characteristic of the student are developing. The full development of these qualities is possible only in the process of schooling, which depends on the conditions of his life and activity. Primary school age opens up new achievements in the field of education for the child. In elementary school, a child learns various psychophysical and mental skills necessary for writing, arithmetic, reading, physical education, drawing and other educational activities. With supportive learning conditions and a sufficient level of development, the foundations of theoretical consciousness and thinking are formed in the child [3, p. 168].

Primary school age is the age of a fairly noticeable personality formation. He is characterized by new relationships with adults and peers, inclusion in a whole system of collectives, familiarization with a new type of activity - teaching, which imposes a number of serious requirements on the student [2, p. 339].

As for encouragement, it should be encouraged only for real success, it is harmful for the child to simply grab. When using punishment, the following conditions should also be observed: observance of pedagogical tact; combination of reasonable demands with respect for the child: fairness in the application of punishments; reliance on the student body; connection of punishment with other methods of education; combination of punishment with persuasion [1, p. 175].

Summing up, it should be said that primary school teachers should be subtle psychologists, be able to understand children's conflicts and professionally resolve problematic situations, help a depressed child adapt to the school environment.

References:

1. Ladd, G. W. M. The Child's Transition to School: Teacher and Parent Perspectives / Ladd, S. Profilet //The Elementary School Journal. –1996. – V. 96 – № 2. – Р. 163-179.

2. Pekrun R. Рsychological help in adjusting primary class students to school / R. Pekrun // Educational Psychology Review. – 2006. – V. 18. – № 4. – P. 315—341.

3. Saarni, C. Children's Understanding of Emotion: Developmental Perspectives / C. Saarni, P. L. Harris // Handbook of Child Psychology. – Ed. by W. Damon and R. M. Lerner. – New York: Wiley, 2006. – 248 с.

4. Schunk, D. H. Motivation and Self-Regulated Learning: Theory, Research, and Applications / D. H. Schunk, B. J. Zimmerman. – New York: Routledge, 2008. – Р. 78-92.