Features of the development of the psyche of children in elementary school

1.

Features of the
development of the
psyche of children in
elementary school
Timur Nadyrshin

2.

Human Psyche
The human psyche is expressed in various
forms of activity of the mind, feelings and
will. These forms of activity are called
mental processes. These are the mental
activities aimed at understanding the world,
the processes of sensation, perception,
memory, thinking, imagination. The
processes of will include aspiration, desire,
wanting.

3.

Volitional processes
Volitional processes are the
conscious regulation by a person of
his behavior and activities, associated
with overcoming internal and external
obstacles, with the mobilization of all
his forces to achieve the set goals.

4.

Apperception
One of the fundamental properties of the human
psyche. This property is expressed in the fact
that a person perceives objects and phenomena
of the external world due to - in close
relationship with each other. A person is aware
of how he perceives the outside world. This
perception depends on the stock of certain
knowledge and experience, as well as on the
specific mental state of his personality. The
perception of the external world is due to the
peculiarities of the general content of mental life
as a whole.

5.

Observation
Long-term, purposeful perception is called
observation. The duration of perception is
determined by the complexity of the observed
object or phenomenon, or by the fact that it is
necessary to perceive a process that takes place
over time. For the education of observation, i.e.,
first of all, for the development of the
completeness of perception and observation, it is
very important to teach children to keep in mind
the main goal and individual tasks in the
perception and observation of various objects
and phenomena.

6.

Human Psyche
The human psyche is expressed in various
forms of activity of the mind, feelings and
will. These forms of activity are called
mental processes. These are the mental
activities aimed at understanding the world,
the processes of sensation, perception,
memory, thinking, imagination. The
processes of will include aspiration, desire,
wanting.

7.

Representations
The objects and phenomena reproduced in
the mind, once perceived by us, are called
representations of the mind. The
representations that we have in our
minds are not isolated from each other,
but are interconnected. Usually, one
representation entails the other, either
because both objects or phenomena were
perceived simultaneously (association by
contiguity), or because they are similar
(association by similarity), or, conversely,
because they are different, opposite to
each other ( contrast association).

8.

Memory
The process of reproducing what was
previously perceived by a person, his
past experience, is called memory

9.

Meaningful memorization
significantly reduces the
number of repetitions
needed to memorize

10.

Factors in the Development of Children's
Imagination
01
02
03
How the teacher directs
the children's imagination
How the teacher enriches
perception and memory
how the teacher ensures the
development of those skills
that are necessary for the
realization of images of
creative imagination in the
products of activity

11.

Higher feelings
Intellectual
Estetic
Moral
arise in connection with
cognitive activity
associated with the
perception of beauty in
nature, in art, in life.
related to the moral
assessment of the
surrounding reality

12.

Volitional action
Volitional action is partly associated
with overcoming obstacles, internal or
external, standing in the way of
achieving the goal:

13.

Strength of will
Strength of will
the ability to overcome obstacles on the way to achieving
the goal
Persistence
ability to overcome obstacles for a long time and to
urgently achieve the goal
Criticality or
Independence
opposite of suggestibility, submission, instructions and
blind imitation of the actions of others;
Principle
subordinating the decision to certain moral convictions,
principles, and not to emotional random impulses;
Decisiveness
quick selection of the desired action and the desired path
Initiative
the desire to set a task or goal yourself, without waiting for
instructions from others.

14.

Will manifests itself not only in
actions, but also in refraining from
them. An effort of will is often
required in order not to commit an act
that contradicts one's own
convictions and can cause public
condemnation.

15.

The teacher is faced with the task of
developing in children the highest
form of attention, i.e. voluntary
attention, which will allow them to
perform difficult and sometimes
uninteresting work.

16.

01
Psychology of a
preschooler
Shortly

17.

Psychology of a preschooler
The main content of the activity is a game
2. The content of the game comes from the reproduction of the activities
of adults, the one that the child directly observes or about which he
hears in the stories of adults and older children.
3. The game develops the personality of the child: his ability to learn the
objects with which he deals, his feelings, will.
4. Pedagogical influence, together with imitation of adults, contributes to
the formation of habits of both an individual and social nature: to keep
the body and dress clean, things in order, to treat peers and adults in
this way and not otherwise, to show a certain restraint in behavior.
1.

18.

02
Psychology of
child 7 years
old

19.

Psychology of child 7 years old
From "thinning" and "stretching" the child moves to "fullness", i.e., his
growth is delayed, and the weight increases
2. There is an opportunity for the child to perform some difficult
operations. Children of this age can not only wipe the dust, sweep the
floor, wash the dishes, but also take care of plants, work in the garden,
etc.
3. However, this age is also characterized by high fatigue of the child
4. It is necessary to give vent to the child's natural, organic desire for
movement - do not forbid, for example, children after almost
motionless sitting during the lesson to play and run during breaks
5. Special attention is required to the organization during changes of
short-term outdoor games that bring up dexterity and accuracy of
movements
1.

20.

Psychology of child 7 years old
The brain of a child by the time of entering school in terms of
quantitative growth is approaching the brain of an adult
2. A seven-year-old child already has a certain desire to learn at school.
3. curiosity and the desire to observe, “explore” are intensified. But there
is still no developed ability to analyze objects and phenomena, to
notice details, to highlight the main thing.
4. Attention acquires, in comparison with preschool age, greater stability,
but the child can still listen to only a short story of the teacher, and his
attention is mostly based on direct interest.
5. The thinking of a seven-year-old child is concrete.
6. The stock of ideas about reality, about what the child saw is still very
small
1.

21.

Psychology of child 7 years old
There is always a danger that the child does not understand the
heard word in the right way
2. The first appearance at school, unusual impressions associated with
the requirement of strictly disciplined behavior in the classroom, cause
a child of this age (in most cases) a sense of timidity and shyness,
create a state of some "stiffness" in him.
3. The child does not yet feel like a member of the class team.\
4. He expects an individual appeal to himself directly, and only with such
an appeal fulfills the requirement
5. Children of seven years of age often show an inability to fulfill the
most basic requirements.
1.

22.

Child knows approximately 2000 words
1000
NOUNS
700
VERBS
200
ADJECTIVES

23.

Psychology of child 7 years old
1.
2.
3.
4.
5.
Having become accustomed to the school environment a little, the child
begins to notice his classmates.
Attention to classmates and the tendency to imitate, inherent in all young
children, force him not only during the break, but also in the classroom to
often reproduce such actions of comrades that are a violation of discipline - a
loud exclamation, laughter, etc.
Given the easy suggestibility of a young schoolchild, the teacher should not
respond to the wrong actions and misconduct of children with verbose
reasoning about these misconduct
The unity of the class team and the development in each student of the desire
to fight for overall academic performance and good behavior are facilitated
by periodic assessments by the teacher of the work and success of the entire
class
Instructing individual students to perform certain social duties in the
classroom

24.

03
Psychology of child
8-10 years old

25.

Psychology of child 8-10 years old
1.
2.
3.
4.
5.
6.
The attention of a schoolboy of 8-9 years is just as unstable and easily
distracted as that of a child of seven years of age. Prolonged monotonous
work (for example, long reading or a very long story), as a rule, leads to a
weakening of children's attention.
Attention span expands gradually
The work of attention is revealed primarily in the perception of what is said,
what is shown in the classroom and is largely caused by interest in what is
being perceived.
Interest in the life of nature, in the flora and fauna develops as the
organization of observation of how plants develop, how animals live.
The teacher's task is to direct the children's interest
Children are also interested in technology; it grows, as a rule, in the course of
a specific activity.

26.

Psychology of child 8-10 years old
1.
2.
3.
4.
5.
6.
The attention of a schoolboy of 8-9 years is just as unstable and easily
distracted as that of a child of seven years of age. Prolonged monotonous
work (for example, long reading or a very long story), as a rule, leads to a
weakening of children's attention.
Attention span expands gradually
The work of attention is revealed primarily in the perception of what is said,
what is shown in the classroom and is largely caused by interest in what is
being perceived.
Interest in the life of nature, in the flora and fauna develops as the
organization of observation of how plants develop, how animals live.
The teacher's task is to direct the children's interest
Children are also interested in technology; it grows, as a rule, in the course of
a specific activity.

27.

Psychology of child 8-10 years old
1.
2.
3.
4.
In the second half of primary school age, ie, in grades III-IV, children begin to
take an interest in adventure stories, and especially all heroic ones; stories,
films about the life and work of our heroes are perceived by children of this
age with delight.
There is thus an interest in the social life and activities of prominent people.
It is difficult for children to make any kind of reasoning, to establish causeand-effect relationships when observing natural phenomena and social life,
however, systematic exercises in this direction gradually develop in children
the ability to reason, draw conclusions, and come to correct conclusions.
At this age, children learn a lot of new words. Their vocabulary is expanding
significantly, especially in connection with mastering the skill of reading. But
at the same time, in the speech of children there are many words whose
meanings they do not understand, since they often acquire these words
without their connection with specific ideas.

28.

04
General
recommendations

29.

General recommendations
1.
2.
3.
4.
5.
6.
7.
8.
9.
The accuracy of the assignments given by the teacher
Enabling the standby state
Availability of tasks for children
Strong control over both classroom and student homework. Control should lead to
the fact that in the lesson the students always have a readiness to answer, and at
home there is an attentive attitude to the work, which, as the student knows, will
be checked.
Gradual increase in memory
Creating in children the desire for high-quality work, for the result of classes: to
achieve competent writing, expressive reading, quick and correct oral counting, etc.
Formation in children of an attitude to work as a matter of honor, valor and glory
Formation of internal attitudes
In the development of volitional qualities, the creation of a child's confidence in his
own strengths is of great importance. Build confidence through small victories.

30.

05
Differences in
temperament

31.

Temperaments
Sanguine
lively, mobile, impressionable, not distinguished by the depth of
feelings and characterized by a rapid change of mood
Choleric
sharply expresses his thoughts and feelings, differs in depth of
feelings and stability of moods
Melancholic
has a depth of feelings, retains them for a long time, but
conceals them within himself and reveals very little outside, is
distinguished by weak external mobility and the slow flow of
mental processes
Phlegmatic
“heavy on the rise”, with weak and slow movements, slow in
thoughts, weak in feeling, with slow changes in mood.

32.

The teacher should record all his
observations in relation to individual
students in his notes, which will serve as
the basis for compiling individual
characteristics of students. Then he
conducts work, taking into account these
differences in students, more often asks
those who do not remember well,
sometimes gives individual tasks of a
repetitive nature to those who quickly
forget, etc. The teacher should pay special
attention to errors in the answers, trying
to find out what caused these errors:
whether his own work or the
characteristics of the student.