Formation of the student’s internal position. Text accompaniment for the presentation "Student's internal position and motivation"

04/03/2015

Perova D.Yu. Master class “Student’s internal position and learning motivation at the stage of entering school”

Good afternoon, dear colleagues!

Today we will turn to the topic “The internal position of the student and the motivation to learn at the stage of entering school.” This topic is important for the formation of personal educational skills, and is especially important at the school threshold, when children just start school.

Let's remember what is included in the PERSONAL UUD, and what place the parameters we are considering occupy in the structure of personal UUD. (Slide 2). We will consider in detail today the components that are emphasized. Personal UUD will be formed in the learning process. What do we have at the stage of a child entering school? Here we need to remember about psychological readiness for schooling.

The question naturally arises: what is readiness for schooling, how do we formulate it?Psychological readiness for schooling is a necessary and sufficient level of mental development of a child for mastering the school curriculum in a learning environment with peers.. Readiness for school is a multicomponent education, but now we are interested in personal readiness, although neither parents of future first-graders nor teachers pay due attention to this component of readiness.

Personal readiness, in turn, also includes more than one component. (Slide 4) . Formation of the “internal position of the student” - uh then readiness to accept a new role (social position) - the position of a schoolchild who has a range of rights and responsibilities. Expressed in relation to school, educational activities, teacher, self.

The moment of entering school is a very important and difficult period in the life of a child and his loved ones. Often the success of the student in the future depends on how the first months at school go, so it is very important that a child entering first grade is prepared for the life ahead.

One of the important criteria of psychological readiness for school is personal maturity, which consists of motives, goals, interests, level of self-awareness, volition, level of development of communication with peers and adults, etc. In the middle of the last century, the concept of “internal position of the schoolchild” (IPS) was proposed, which is intended to integrate all changes in the child’s personality that ensure the transition to primary school age.

The concept of “internal position of the student” was first used in the study by Bozhovich L.I., Morozova N.G. and Slavina L.S. The whole life of a child on the threshold of school, all his aspirations and experiences are transferred to the sphere of school life and are connected with the awareness of himself as a schoolchild, therefore, the internal position that emerges in the crisis of seven years is filled with specific school interests, motives, aspirations and becomes the actual position of the schoolchild.

HPS is a necessary condition for the child to accept and complete educational tasks, build qualitatively new educational relationships with adults (teacher) and peers (classmates), and form a new attitude towards oneself as an active and responsible member of society.

Based on data from T.A. Nezhnova, we adhere to the following characteristics of the levels of formation of the HPS:

first level - there is only a positive attitude towards school;

second level - a positive attitude towards school is combined with social motives for learning;

third level – a positive attitude towards school is associated with awareness of its social significance and the perception of educational activities as a source of satisfying cognitive needs.

T.A. Nezhnova were singled outsigns of a formed internal position schoolchildren, such as: general attitude towards school and learning, preference for school classes over preschool ones, acceptance of school norms (preference for group classes at school over individual classes at home, focus on school rules, preference for grades in the form of rewards for studying), recognition of the authority of the teacher. (Slide 5).

As a result of research conducted by employees of the Moscow City Psychological and Pedagogical University,werecharacteristics of the HPS of children five, six and seven years old were compiled.

Thus, five-year-old children are already quite well aware of school; most of them are actively forming a positive and attractive image of the school and the student. A large number of children associate school with school attributes (pens, briefcases, textbooks, desks, etc.), but these items act more like play accessories. Forms of education, encouragement of learning activities, communication with peers and the teacher, school rules, content of lessons, i.e. Children of five years old are not yet aware of all the main contents of a schoolchild’s life.

At the age of six, a positive attitude towards school strengthens, even moves to a qualitatively new level, and children’s ideas about school and its norms become more specific. To a greater extent, this process affects the sphere of awareness and acceptance of the group lesson form of work and the refusal of individual classes at home.

When entering the first grade, most children, in addition to accepting a group lesson form of education, develop an image of school as a place for acquiring knowledge. At the age of seven, a grade becomes significant as an encouragement for educational activities, but at the same time, an understanding comes that they do not go to school for grades, that there are other meanings in studying that are gradually revealed to the child - to occupy a new socially significant status and join the world of knowledge. However, it is worth noting once again that for the majority of children, the internal position continues to actively develop after entering school, as they become involved in educational activities.

Thus, it was possible to establish that the internal position of a schoolchild has a qualitative originality at the age of five, six and seven; its formation for many children does not end at the beginning of education, but continues within educational activities.

We have discussed with you some theoretical issues regarding the HPS. Now let's move on to the practical part.Now we will conduct an experimental conversation on determining the HPS, developed by N. Gutkina. I suggest you divide into 5 groups. In each group, you need to choose an experimenter who will talk to the child and a secretary who will record the child’s answers. Please read the discussion questions. What's not clear? (questions).

Conducting a conversation. Interpretation of results .

Feedback questions:

Is the material (methodology) familiar? Has it been used?

How can you use the knowledge gained (is this realistic)?

Annex 1.

EXPERIMENTAL CONVERSATION ON DETERMINING THE “INTERNAL POSITION OF A SCHOOL STUDENT” (developed by N.I. Gutkina)

The content of the experimental conversation is determined by the characteristic features of the “internal position of the schoolchild,” identified in experimental work on its study. Thus, the formation of the “internal position of the schoolchild” is uniquely manifested in the game of school: children prefer the role of a student rather than a teacher and want the entire content of the game was reduced to real learning activities (writing, reading, solving examples, etc.). On the contrary, if this education is not formed, children prefer the role of a teacher rather than a student in playing at school, and also, instead of specific educational activities, playing at recess, acting out coming and going from school, etc.

The conversation consists of 12 questions (see Stimulus material). The key questions are 2 - 8,10 -12.

Questions No. 1 and No. 9 are not key, since almost all children answer them in the affirmative, and therefore they are not informative.

If a child wants to go to school, then, as a rule, he answers question No. 2 by disagreeing with staying in kindergarten or at home for another year and vice versa.

It is important to pay attention to how the child explains his desire to go to school when answering question No. 7. Some children say that they want to go to school to learn to read, write, etc. But some children answer that they want to go to school because they are tired of kindergarten or don’t want to sleep during the day in kindergarten, etc., that is, the desire to go to school is not related to the content of educational activities or a change in the child’s social status.

Questions No. 3, 4, 5, 6 are aimed at clarifying the cognitive interest of the subject, as well as the level of his development. The answer to question No. 6 about favorite books gives some idea about the latter.

The answer to question No. 8 gives an idea of how the child feels about difficulties at work.

If the subject does not really want to become a student, then he will be quite satisfied with the situation offered to him in question No. 10 and vice versa.

If a child wants to learn, then, as a rule, in the game of school he chooses the role of a student, explaining this by the desire to learn (question No. 11), and prefers that the lesson in the game be longer than recess, in order to engage in learning activities longer during the lesson (question No. 12). If the child does not really want to learn yet, then the role of the teacher is chosen accordingly, and preference is given to change.

Analysis of the answers to the questions shows the formation (+) or unformation (-) of the “student’s internal position”; in unclear cases, a sign (±) is given.

EXPERIMENTAL CONVERSATION ON DEFINITION

„INTERNAL POSITION OF A SCHOOLBOY" (developed by N.I. Gutkina)

Last name, first name of the child___________________________ age______________

Do you want to go to school?

Do you want to stay in kindergarten (at home) for another year?

What activities did you enjoy most in kindergarten? Why?

Do you like it when people read books to you?

Do you yourself (yourself) ask to have a book read to you?

What are your favorite books?

Why do you want to go to school?

Do you try to do a job that you can't do, or do you quit?

Do you like school supplies?

If you are allowed to use school supplies at home, but are not allowed to go to school, will that be okay with you? Why?

If you and the kids are playing school now, who do you want to be: a student or a teacher? Why?

In the game of school, what do you want to be longer: lesson or recess? Why?

Signs of a problem.
First graders often become more capricious and stubborn than they were in preschool.
age. This is superimposed on the difficulties and experiences of the first days of school. And although we
We understand that it’s not easy for our son or daughter in their new life, but we have difficulty coping with
ourselves when we see that our beloved child, recently trusting and affectionate, withdraws,
takes offense in response to our attempts to help and is even rude.

Science's opinion.
Scientists believe that during the transition from preschool to school childhood, the child experiences
one of the most difficult development crises. Indeed, the social “I” of the child is born. He
separated from the people closest to him: mom, dad and other relatives. Fortunately, this does not happen
because others want it that way. The fact is that the child himself (even if he does not realize) does not
enough for the progressive development of the immediate environment, it is “pulled” to a wider
society, he wants to be noticed and appreciated by society. That's why a novice schoolboy is rude,
pushes away his loved ones, stops listening to their words, and becomes difficult to educate.

What to do?

During such a period, more than ever, young schoolchildren need our support.
Try not to let it turn into just pity. They will not add positive emotions to him and
our worried and confused faces. It’s another matter if the child feels how
his first steps into adulthood become important, significant and joyful for the family, which
They begin to treat him differently, with more respect. It's good if he does sometimes
to hear with what pride his mother talks on the phone about his first successes at school. To kid
it will be nice to feel parental confidence in his abilities, even when the notebook doesn’t work out
difficult task.

Is your child ready for school?

Signs of a problem.
Not everyone is well prepared for school. Of course, more and more children are coming to first grade
reading, counting, writing, knowing a lot of poetry and even some foreign language. This
called educational readiness. But already in the first weeks of school life, the stock of knowledge
becomes depleted, and the desire and ability to learn becomes the main thing.

Science's opinion.
In addition to educational readiness, scientists highlight psychological readiness for learning, which
manifests itself
– the desire to go to school to study, and not the desire to buy a new beautiful briefcase;
in the ability to listen and understand an adult, follow his instructions;
the ability to organize and control one’s actions;
in the ability to communicate with peers in collective activities;
in the ability to concentrate attention at a sufficient level and perceive what is offered
material, remember fairly complex information, think and imagine, use speech to
teachings.

What to do?
Support is needed not only for children with weak psychological readiness for learning in
school. Among first-graders, the desire to learn is represented only at the level of cognitive interest
to the content of learning activities that are new to them.
Firstly, it is important to create a general atmosphere in the family that sets the student up for
positive emotions towards studying at school.
Secondly, it is necessary to give the child the opportunity to correlate the goals that he has set for
by yourself (learn to write, add, etc.),
with the results of his activities (he learned this, but not that) and with the efforts he himself made
efforts (“because the task is very difficult” or “because I wasn’t persistent, I didn’t
tried."
Thirdly, you need to carefully use the evaluation and reward system (do not confuse
with a mark that the first grader will not receive for a long time). It must be remembered that
praise stimulates the young student only when the task is felt to be sufficient
difficult and in encouragement he “reads” a high assessment of his capabilities and abilities.
Our assessment increases motivation if it relates not to the student’s abilities as a whole, but to those
the effort a student puts into completing a specific task. A very effective technique
when a parent compares the successes of a beginning student not with the successes of others, but with his own
previous results.
Fourth, the desire to learn will increase only when the skill itself is strengthened
learn: eliminate gaps in knowledge, carry out actions according to instructions, controlling them and

independently analyze the progress of your activities with subsequent self-assessment. It is also important
form the habit of listening and following the instructions of an adult. Start by asking
child, repeat the instructions. Any types of graphic dictations are suitable for training
(circling the cells, filling them with symbols).
First teacher.

Signs of a problem.
The first teacher is a new, alien, strict, but very close and important adult who
knows about the frighteningly exciting life of a first grader. The child trustingly reaches out to the teacher,
as if he were his parent, strives to earn his approval and love. And to the young
the student finds the teacher’s objective position in relation to his personal incomprehensible and offensive
educational success. Children are very worried about their relationship with the teacher, which often affects
their desire to learn.

Science's opinion.
The first teacher immediately becomes authoritative and almost as close and beloved as
parents, which helps the beginning student get used to his new life. This is extremely important for
effective psychological development of the child throughout primary school
age. The fact is that the intellectual and age development of children in this period takes place
through the assimilation of the fundamentals of moral and cultural knowledge offered by society in ready-made form.
Only the ways of presenting them are variable. if the child trusts the teacher, if he, for example,
does not think to doubt that the Russian language has six cases, and not four, then he will acquire such knowledge
easier and faster. If a little schoolboy doubts every word of the teacher, the teaching
will be long and difficult.
What to do?
It is within the power of every parent to strengthen their child’s trust in the mentor, to increase it
authority. First of all, it is necessary that you trust the teacher to whom your
son or your daughter. Communicate with the teacher more often, ask not only about homework, but also
about what interests the student most in class, what makes him happy, what upsets him. Remember:
The teacher is a close friend and helper not only of your child, but also of you.
How to make new friends?
Signs of a problem.
Until recently, your son or your daughter themselves chose with whom to play their favorite game. And at school
everything is different. For some reason you need to sit next to a boy or girl who is not very
like them, are bored with them, or even have a quarrel. But that's not so bad. It's such a routine in class that
you cannot start a new task if someone has not yet completed the previous one, or, conversely, you are done
They wait displeasedly and hurry in whispers. Where can you make good friends?

Science's opinion.

Scientists note that, upon entering school, a child for the first time encounters not only
interpersonal relationships, but with the team, the result of which directly depends on
completion of tasks by each student.
This is a new and difficult relationship, but for first-graders it is very attractive. Every
The young student is very serious about who will be his desk neighbor. At the beginning of the first

class "selection criteria" are: the presence of expensive toys in the briefcase and beautiful school toys
accessories, proximity of residence or friendship of parents. And only then gradually
similarity of interests, friendliness and moral qualities come to the fore.
What to do?
The desire to communicate and make new friends depends on the child’s level of communication skills.
Communication is also determined by the ability to establish contact with children. Watch
features of your first-grader’s contacts: does the child have friends, do they come
home, whether he likes group games. If the child prefers to play alone, he does not do it himself
attempts to approach other children, then most likely the reason is insufficient sociability.
Too frequent changes in communication partnerships indicate that the child is “not accepted”
peers. "Snitching", which is often found in seven-year-old children, if it is bright
expressed, is also a sign of a violation of contacts associated with “non-acceptance” of the child
other children. In a number of cases, the child does not know how to resolve problems “peacefully”
conflicts. Disorders of communication with peers very often become the reasons
the child’s negative attitude towards school in general.
Dear parents of first-graders! You are starting a new difficult but exciting
life. Remain parents for beginning schoolchildren: caring, understanding,
supporting their children and always confident in them.

Student's internal position

The internal position of a schoolchild is a psychological new formation; it arises at the turn of preschool and primary school age, or during the crisis of 7 years, and is a fusion of two needs - cognitive and the need to communicate with adults at a new level. It is the combination of these two needs that allows the child to be involved in the educational process as a subject of activity, which is expressed in the conscious formation and fulfillment of intentions and goals, or, in other words, the voluntary behavior of the student. (L.I. Bozhovich).

D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing play in a group of children, allowing the child to rise to a higher level of development than he can do in a game alone, because In this case, the team corrects violations in imitation of the proposed model, while it can be very difficult for the child to independently exercise such control.

In special experimental studies on the study of neoplasm (L.I. Bozhovich, N.G. Morozova, L.S. Slavina, 1951) it was found that when playing school, children characterized by the presence of an “internal position of a schoolchild” prefer the role of a student, not teachers and want the entire content of the game to be reduced to real learning activities (writing, reading, solving examples). On the contrary, in cases where this education is unformed, children prefer the role of a teacher rather than a student, and also, instead of specific educational activities, playing “recess” and acting out “coming” and “leaving” from school.

Thus, the “internal position of the student” can be revealed in the game, but this path is not suitable, because takes too long. Let’s replace it with a technique that allows us to identify the characteristics of a child’s voluntary behavior. Good quality of performance of the task assumed in the method of studying voluntariness indirectly indicates the existence of educational motivation that allows the child to cope with the task.

The “House” technique is a task of drawing a picture depicting a house, the individual details of which are made up of elements of capital letters. The task allows us to identify the child’s ability to focus his work on a model, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.

The technique is designed for children 5.5-10 years old; It is clinical in nature and does not imply obtaining normative indicators.

Readiness for school is a factor of successful adaptation

Entering school and the initial period of (adaptation) education cause a restructuring of the child’s entire pattern of life activity. This period is equally difficult for children entering school at both 6 and 7 years of age. Observations show that among those entering first grade, they only partially cope with the curriculum.

Educational activities require a certain amount of knowledge about the world around us and the development of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks are important. Equally important are verbal communication skills, developed fine motor skills and hand-eye coordination.

Therefore, the concept of “Child’s readiness for school” is complex, multifaceted and covers all areas of a child’s life; depending on the understanding of the essence, structure and components of the child’s readiness for learning, its main criteria and parameters are identified.

Modern schools are in search of learning models that can ensure the diversified development of individuals, taking into account their individual psychophysiological and intellectual capabilities. The most effective form of individualization of the educational process, providing the most comfortable conditions for the child (when selecting appropriate content, observing the didactic principles of accessibility and feasibility), is differentiated education, which is based on the formation of classes of levels 1, 2, 3 on the basis of deep psychophysiological and psychological and pedagogical diagnostics.

Below are methods for diagnosing children when entering school. They will help the kindergarten teacher and primary school teacher determine the degree of maturity of the child.

Children's readiness for school can be determined by parameters such as planning and control. Level of intelligence development.

Planning- ability to organize one’s activities in accordance with its purpose:

Low level - the child’s actions do not correspond to the goal;

Average level - the child’s actions partially correspond to the content of the goal;

High level - the child’s actions fully correspond to the content of the goal.

Control- the ability to compare the results of your actions with the intended goal:

Low level - complete discrepancy between the results of the child’s efforts and the set goal (the child himself does not see this discrepancy);

Average level - partial correspondence of the results of the child’s efforts to the set goal (the child cannot independently see this complete discrepancy);

High level - compliance of the results of the child’s efforts with the set goal; the child can independently compare all the results he receives with the goal.

Motivation for learning- the desire to find hidden properties of objects, patterns in the properties of the surrounding world and use them:

Low level - the child focuses only on those properties of objects that are directly accessible to the senses;

Average level - the child strives to focus on some generalized properties of the surrounding world - to find and use these generalizations;

High level - a clearly expressed desire to find properties of the surrounding world hidden from direct perception, their patterns; there is a desire to use this knowledge in their actions.

Level of intelligence development:

Low - inability to listen to another person, perform logical operations of analysis, comparison, generalization of abstraction and concretization in the form of verbal concepts;

Below average - inability to listen to another person; errors in performing all logical operations in the form of verbal concepts;

Average - inability to listen to another person, simple logical operations - comparison, generalization in the form of verbal concepts - are performed without errors, in performing more complex logical operations - abstraction, concretization, analysis, synthesis - mistakes are made;

High - some errors are possible in understanding another person and in performing all logical operations, but the child can correct these errors himself without the help of an adult;

Very high - the ability to listen to another person, perform any logical operations in the form of verbal concepts.

The child is not ready for school.

He does not know how to plan and control his actions, the motivation for learning is low (focuses only on these senses), he does not know how to listen to another person and perform logical operations in the form of concepts.

The child is ready for school.

He is able to plan and control his actions (or strives to do so), focuses on the hidden properties of objects, on the patterns of the surrounding world, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in the form of verbal concepts.

An in-depth examination of children is carried out before entering school. Based on the results of the examination, a conclusion on the readiness of children for school is given by a psychological and pedagogical commission, which consists of a psychologist, physiologist, pediatrician and teacher. In conditions of multi-level differentiation, the commission can form classes of levels 1, 2, 3.

When determining a child’s level of readiness for schooling, a guideline can be a characteristic map, which contains three levels of readiness for learning according to the following parameters:

Psychological and social readiness.

Development of school-significant psychophysiological functions.

Development of cognitive activity.

Health status.

Beyond the threshold of preschool childhood, schooling awaits the child. Therefore, the level of development that a preschooler has achieved is assessed primarily from the point of view of his readiness for school. and readiness for school is determined by the following qualities - cognitive interests, voluntary control of behavior, the basics of logical thinking, etc., that is, the characteristics of primary school age influence. The internal position of the student also influences, because occurs at the turn of preschool and primary school age.

UDC 159.9 Shipova Larisa Valentinovna

Candidate of Psychological Sciences, Associate Professor, Head of the Department of Special Psychology, Saratov State University named after N.G. Chernyshevsky

DEVELOPMENT OF CRITERIA AND INDICATORS OF A STUDENT'S INTERNAL POSITION IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

Shipova Larisa Valentinovna

PhD in Psychology, Assistant Professor, Head of the Special Psychology Department, Saratov State University

DEVELOPMENT OF CRITERIA AND INDICATORS OF AN INTERNAL POSITION OF A SCHOOL STUDENT IN PSYCHOLOGICAL AND PEDAGOGICAL RESEARCHES

Annotation:

The article presents an overview of psychological and pedagogical research devoted to the development of criteria and indicators of a student’s internal position. Various approaches to structuring a student’s internal position are considered based on an understanding of the genesis and essence of the internal position in psychology. The characteristics of the criteria and indicators of the student’s internal position presented by domestic authors are given, which is considered in the unity of reflexive, motivational and affective aspects. The applied aspect of the problem can be realized when designing and testing methods for diagnosing the formation of a student’s internal position.

Keywords:

internal position of the student, structural components of the internal position of the student, reflective component, motivational component, affective component, criteria for the internal position of the student, indicators of the internal position of the student.

The article reviews the researches devoted to the development of criteria and indicators of an internal position of a school student in psychological and pedagogical researches in domestic science and practice. Various approaches to structuring an internal position of the school student, proceeding from understanding of genesis and essence of an internal position in psychology are considered. The author describes the criteria and indicators of an internal position of the school student presented by the domestic authors, which are considered in the unity of reflexive, motivational and affective aspects. The applied aspect of a problem can be implemented in designing and testing of diagnostic methods of school students" internal position maturity.

internal position of school student, structural components of internal position of school student, reflexive component, motivational component, affective component, criteria of internal position of school student, indicators of internal position of school student.

The study of criteria and indicators of a schoolchild’s internal position is important for: developing methods for diagnosing a student’s internal position in children of different age groups; studying the dynamics of the formation of a schoolchild’s internal position in preschool and school age; identifying the levels of formation of students’ internal position; development of technologies for forming the internal position of a schoolchild in children with deviations in intellectual development and learning difficulties.

The criteria and indicators of a student’s internal position are studied in detail in the studies of V.A. Armavichute, L.V. Zubova, A.V. Ivashchenko, D.V. Lubovsky, N.V. Frolova, O.A. Shcherbinina, etc. The works of these authors note that the internal position can be legitimately considered as a unity of reflexive, motivational and affective-semantic aspects.

Even in the studies of L.I. Bozhovich in the internal position highlighted motivational formations, including broad social motives of learning and cognitive motivation, as the core of the student’s internal position. D.V. Lubovsky notes that, of course, the internal position is not reducible to only these two motivational formations; it distinguishes both emotional and reflexive aspects.

To assess the formation of a person’s position, four blocks of criteria were identified that characterize its intellectual, motivational, behavioral and evaluative-emotional aspects. In the first block, the completeness of knowledge, the content of the evaluative-normative component, reflecting the attitude towards moral phenomena, the relevance and effectiveness of knowledge are assessed. The main criterion includes the correspondence of ideas, beliefs, and orientation of the individual to social norms, the degree of their implementation in real relations with society. The second block defines the moral position of the individual as a dynamic, stable and self-developing system. The main criterion is the degree of coincidence of the individual’s attitudes with the social

PSYCHOLOGICAL SCIENCES

new goals. The third block is characterized by the activity of the individual’s moral position, moral stability, the individual’s ability to focus his behavior on moral norms and models and is assessed according to the criterion of stability of behavior, its moral stability in any situation. The fourth block reflects the emotional experiences of the individual associated with moral values. Emotional experiences act as a mechanism for mastering moral values, with the help of which a person gradually begins to perceive social requirements as his own. The main object of emotional experiences is the relationships between people, their thoughts and actions.

O.A. Shcherbinina described four criteria for the internal position of a primary school student: cognitive, worldview, motivational-behavioral and emotional-evaluative.

The cognitive criterion is characterized by obtaining information about the known rules and norms of behavior in the system of relationships “child - adult”, “child - peers” based on moral ideas and emotional development of a primary school student. Indicators of the cognitive criterion are information about the known rules and norms of behavior in the systems of relationships “child - adult”, “child - peers”; ideas about oneself and one’s peer as a friend, about the role of an adult in one’s life; directions and content of the desired changes in existing relationships and positions.

The worldview criterion involves obtaining information about the characteristics of the child’s awareness of changing relationships with adults and changes in his place in the system of social relations; highlighting leadership and teaching as special functions of adults. The indicators of the ideological criterion are: the individual’s attitude to emerging problems, ideas about the possibilities of resolving them, one’s own position in a problem situation, the need for help in case of difficulty, as well as one’s position in communicating with adults (with a predominance of the functional or personal component).

The motivational-behavioral criterion allows us to identify all the above-mentioned features in the real behavior of a student. Indicators of this criterion are the presence of moral motives of behavior, manifestation of responsibility, initiative, independence; the nature of the student’s relationship with peers and adults; the direction and content of activity in a situation of conflict with others.

The emotional-evaluative criterion includes the student’s awareness and comprehension of his own experiences and relationships and satisfaction with these relationships. Indicators of the emotional-evaluative criterion include the individual’s well-being in the main areas of life: at home, at school, in the yard; personal satisfaction with the position occupied; the presence of a need to change the position occupied, the direction of the desired change.

Based on the ideas of the scientific school of A.V. Ivashchenko, L.V. Zubovoy, N.V. Frolova, E.V. Nazarenko identified the components and corresponding criteria for the internal position of a teenager’s personality: cognitive (the norms and rules of behavior known to the individual in the system of accessible social relations); ideological (active-transforming or passive-consumer position of the individual, readiness to overcome difficulties); motivational-behavioral (manifestations of the above-mentioned personality traits in her real behavior); emotional (the well-being of the individual in the main areas of life, the modality and stability of the individual’s relationships with others, satisfaction with them and the position they occupy).

L.G. Bortnikova notes that the internal position of the schoolchild includes the motives for the child’s activity, preferred types of activities (educational, play), a meaningful idea of the new type of activity, the child’s orientation in terms of organizing the activity (toward collective forms of classes or individual; to generally accepted or individually direct norms of behavior), attitude towards an authoritative social adult.

In a study of the subjective position of a junior schoolchild, understood as an integrative personal education, characterized by the student’s need to be a subject of active educational and cognitive activity and self-development, I.A. Drozdova identified value-semantic, motivational, regulatory-volitional, activity and reflexive components.

The value-semantic component is characterized by the student’s emotional-value attitude towards this position itself (the formation of the ideal of a human subject, the desire to imitate him, to improve himself). The motivational component is characterized by a student’s stable positive attitude towards various aspects of educational activity and the predominance of internal motivations for learning. The activity component is manifested in active participation in all stages of educational activity: goal setting, planning, problem formulation, searching for ways to solve it, testing hypotheses, evaluating the results of activities, as well as in the student’s conscious implementation of self-development and self-education activities. The regulatory-volitional component reflects the student’s ability for volitional self-regulation (persistence in achieving goals and overcoming difficulties). The reflective component is expressed in the student’s ability to make adequate and reasoned self-assessment.

These components were the basis for developing criteria for the student’s subjective position: the value attitude to the subjective position and the process of self-development, the personal significance of educational activities, the nature of educational activities, the student’s involvement in self-knowledge and self-development, the ability for volitional self-regulation, self-assessment of activities.

S.A. Nelyubov identified three components in the structure of a student’s subject position: social, personal and activity, each of which is described using a set of private criteria and indicators. The general criterion that synthesizes the specific ones is the child’s satisfaction with learning.

For the social component, the criterion of a student’s adaptability in the learning process and the corresponding indicators are highlighted: the ability to adapt in the conditions of the educational space; the ability to establish a connection between the content of education and practical life; manifestation of your individuality.

The personal component is determined by the criterion for the development of self-regulation methods in a student. The corresponding indicators are activity and independence in organizing educational activities; critical analysis and evaluation of activities performed; the ability to examine one’s own activities and their results; the ability to predict the results of one’s own activities.

The criterion of the third component - activity - is associated with the sustainability of the results of educational activities. The following indicators correspond to this criterion: stability or positive dynamics during the exercise; the ability to set goals or action plans and make decisions; sustainable interest in learning; analysis of the way of work even after completing educational activities, although the teacher does not require this, overcoming difficulties in educational activities; a creative approach to solving the problem posed during the exercise.

Summarizing research into the internal position throughout a person’s life, D.V. Lubovsky identifies a number of parameters that characterize the substantive and dynamic characteristics of the internal position. These include substantive characteristics of the internal position, that is, leading motives; semantic characteristics that act as a means for the implementation of personal or spiritual problems; reflexivity of the internal position as a key condition for the subjectivity of the individual; the “past - future” time axis, manifested in the student’s inner position facing the future.

Thus, in the structure of a student’s internal position, most researchers distinguish motivational, emotional and reflective aspects. The criteria for a student’s internal position can be: a positive emotional attitude towards school; stable preference for educational activities over gaming activities; preference for “teacher-student” communication over the situation of individual communication with an adult; the importance for the child of the position of a schoolchild and the focus on maintaining his social status as a schoolchild; awareness of the contradiction between past social status and formed psychological characteristics; the child’s level of self-awareness; awareness of oneself as a school student (“I am a school student”).

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2. Lubovsky D.V. Internal position of the individual and the system of human relations // Current problems of psychological knowledge. 2011. No. 4. P. 48-54.

3. Ivashchenko A.V., Frolova N.V. Moral values and features of their development by school youth in modern conditions. M., 1996. 175 p.

4. Shcherbinina O.A. On the question of criteria and indicators of the internal position of the personality of a junior schoolchild // Bulletin of the Orenburg State University. 2014. No. 2 (121). pp. 394-400.

5. Nazarenko E.V. Formation of the internal position of the personality of adolescents in the conditions of a modern family: abstract. dis. ...cand. ped. Sci. Orenburg, 2007. 23 p.

6. Bortnikova L.G. Dynamics of development of reflexivity and validity of self-esteem depending on the characteristics of the internal position of a schoolchild (junior school and adolescence): abstract. dis. ...cand. psychol. Sci. M., 2000. 18 p.

7. Drozdova I.A. Personal developmental interaction between a teacher and younger schoolchildren as a factor in the formation of the subjective position of students // Bulletin of Kostroma State University named after N.A. Nekrasova. Series: Pedagogy. Psychology. Social work. Juvenology. Sociokinetics. 2008. T. 14. No. 6. P. 111-114.

8. Drozdova I.A. Formation of the subjective position of junior schoolchildren in the implementation of personal developmental interaction between teacher and students // Bulletin of Cherepovets State University. 2010. No. 2. P. 9-12.

9. Nelyubov S.A. Organizational and pedagogical conditions for the formation of a student’s subjective position in educational activities: abstract of thesis. dis. ...cand. ped. Sci. Kemerovo, 2001. 18 p.

10. Lubovsky D.V. The concept of internal position and continuity of development throughout life // World of Psychology. 2012. No. 2. P. 128-138.

Student's internal position

at the level of a positive attitude towards school.

According to the Federal State Educational Standards of the NOO in result of studyingall items without exception V elementary school graduates will be formedpersonal, regulatory, cognitive And communicativeuniversal learning activities as the basis of the ability to learn.

IN sphere of personal universal educational actions at graduate must be formed:

the internal position of the student at the level of a positive attitude towards school, orientation towards the meaningful aspects of school reality and acceptance of the model of a “good student”;
a broad motivational basis for educational activities, including social, educational, cognitive and external motives
focus on understanding the reasons for success in educational activities;
educational and cognitive interest in new educational material and ways to solve a new particular problem;
the ability to self-assess based on the criterion of success in educational activities;
the foundations of a person’s civil identity in the form of awareness of “I” as a citizen of Russia, a sense of belonging and pride in one’s Motherland, people and history, awareness of a person’s responsibility for general well-being, awareness of one’s ethnicity;
orientation in the moral content and meaning of actions of both one’s own and those around them;
development of ethical feelings - shame, guilt, conscience as regulators of moral behavior;
setting for a healthy lifestyle;
a sense of beauty and aesthetic feelings based on familiarity with world and domestic artistic culture;

The graduate gets the opportunity to form:

the student’s internal position at the level of a positive attitude towards school, understanding of the need for learning, expressed in the predominance of educational and cognitive motives and the preference for a social method of assessing knowledge;
expressed stable educational and cognitive motivation for learning;
sustainable educational and cognitive interest in new general ways of solving problems;
adequate understanding of the reasons for the success/failure of educational activities;
positive adequate differentiated self-esteem based on the criterion of successful implementation of the social role of a “good student”;
competence in implementing the foundations of civic identity in actions and activities;
moral consciousness, the ability to solve moral dilemmas based on taking into account the positions of partners in communication, focusing on their motives and feelings, sustainable adherence to moral standards and ethical requirements in behavior;
attitudes towards a healthy lifestyle and implementation in real behavior and actions;
conscious, stable aesthetic preferences and orientation towards art as a significant sphere of human life;

Personal universal learning activities

Age-related features of the development of personal universal educational actions in primary schoolchildren

At the beginning of schooling, personal universal learning activitiesself-determination, meaning formation And moral and ethical orientationdetermine the child’s personal readiness for school.Personal readinessincludes motivational and communicative readiness, formation I -concepts and self-esteem, emotional maturity of the child. The formation of social motives (the desire for a socially significant status, the need for social recognition, the motive of social duty), as well as educational and cognitive motives, determines the motivational readiness of a first-grader.

An essential criterion of motivational readiness is the primary subordination of motives with the dominance of educational and cognitive ones. Formation I -concept and self-awareness is characterized by the child’s awareness of his physical capabilities, skills, moral qualities, experiences (personal consciousness), the nature of adults’ attitude towards him, a certain level of development of the ability to adequately and critically evaluate his achievements and personal qualities. Emotional readiness for learning is expressed in the child’s mastery of social norms for the expression of feelings and in the ability to regulate his behavior on the basis of emotional anticipation. Its indicator is the development of higher feelings - moral feelings (feelings of pride, shame, guilt), intellectual feelings (the joy of learning), aesthetic feelings (the sense of beauty).

An expression of personal readiness for school is the formation of an internal position as a readiness to accept a new social position and the role of a student, which presupposes high educational and cognitive motivation.

Student's internal positionis an age-related form of self-determination in older preschool age. The social situation of development during the transition from preschool to primary school age is characterized, on the one hand, by an objective change in the child’s place in the system of social relations, on the other hand, by a subjective reflection of this new position in the child’s experiences and consciousness. It is the inextricable unity of these two aspects that determines the prospects and zone of proximal development of the child in this transition period. An actual change in a child's social position is not enough to change the direction and content of his development. To do this, it is necessary that this new position be accepted and comprehended by the child himself and reflected in the acquisition of new meanings associated with educational activities and the new system of school relations. Only thanks to this does it become possible to realize the new development potential of the subject. The internal position acts as a central component of the structure of psychological readiness for school, determining the dynamics of the child’s mastery of the reality of school life.

Scientists have studied attitudes toward school, learning, and behavior during educational activities, which characterize the development of a student’s internal position. Many studies have revealed the complex dynamics of the formation of a student’s internal position, which is reflected in the motivational and semantic sphere and in relation to school subjects.

At the beginning of 1st grade, a fully formed internal position of the student was found in only 45% of the students examined. In the case of partial formation of the student’s internal position (45%), an emotionally positive attitude towards school and his new social status was combined with an orientation towards the extracurricular aspects of school life - new acquaintances and contacts, games, walks, the opportunity to attend school clubs, etc. According to the data obtained, For 11.4% of children, the internal position of the schoolchild has not yet been formed, which is reflected in the preference for play activities and preschool-type relationships, lack of desire to go to school, and negative attitudes towards school and learning. Failure to accept the new social status and role of the student, immaturity of school motivation, ambivalent, and in some cases negative attitude of the child towards school significantly complicates the course of normative development in primary school age and adaptation to school.

Criteria for the formation of a student’s internal position:

a positive attitude towards school, a feeling of the need to study, i.e. in a situation where school attendance is not compulsory, the child continues to strive for classes with specific school content;
manifestation of special interest in the new, school-specific content of classes, which is reflected in the preference for school-type lessons over preschool-type lessons, in the presence of an adequate meaningful idea of preparing for school;
preference for classroom collective classes over individual classes at home, a positive attitude towards school discipline aimed at maintaining generally accepted standards of behavior at school; preference for a social way of assessing one’s knowledge - marks to preschool methods of encouragement (sweets, gifts)

The following can be distinguishedlevels of formation of the student’s internal positionin the seventh year of life:

negative attitude towards school and going to school;
a positive attitude towards school in the absence of orientation towards the content of school and educational reality (preservation of preschool orientation). The child wants to go to school, but while maintaining the preschool lifestyle;
the emergence of an orientation towards the meaningful aspects of school reality and the model of a “good student”, but while maintaining the priority of the social aspects of the school way of life compared to academic ones;
a combination of orientation towards social and actual educational aspects of school life.

Development of learning motivesis an important indicator of the formation of a student’s internal position. Older preschoolers are attracted to learning as a serious, meaningful activity that has social significance. The development of the child’s cognitive needs, namely interest in cognitive tasks themselves, in mastering new knowledge and skills, plays a decisive role in the formation of motivational readiness for learning. The arbitrariness of behavior and activity ensures the subordination of motives - the child’s ability to subordinate his impulsive desires to consciously set goals. In this regard, new moral motives arise and are formed - a sense of duty and responsibility.

A general list of motives characteristic of the transition from preschool to primary education:

1. Educational and cognitive motives.

Broad social motives (need for socially significant activities, motive of duty).
A positional motive associated with the desire to take a new position in relations with others.
External motives (power and demands of adults, utilitarian-pragmatic motivation, etc.).
Game motive.
The motive for receiving high marks.

If learning motives are inadequate, low/relatively low academic performance can be predicted. A vicious circle is created - motivational immaturity prevents the formation of educational activities and provokes low educational success, and the lack of formation of educational activities and the systematic failure of the child leads to a further decrease in motivation. If the dominant motive is to get good grades, this leads to such violations of the school system of requirements as cheating and falsifying marks in the diary and notebook.

Let's consider becomingSelf-concepts and self-esteemas a result of personal action of self-determination and their role in the educational process. The consequence of defining “I” in these forms (self-determination) is the generation of a system of meanings that are reflected in the child’s attitude to school, learning, family, peers, himself and the social world. Most indicative in the context of a student’s semantic orientationmotivation for learning.

In relation to primary school, two groups of motives are distinguished:

motives (educational and cognitive) associated with the educational activity itself and its direct product, the developing subject of the educational activity itself;
motives (social, positional, including status, narrowly personal) associated with the indirect product of the teaching (M.V. Matyukhina, 1984). The formation of broad cognitive motives for learning in younger schoolchildren is closely related to

mastering theoretical knowledge and focusing on generalized methods of action. The content and forms of organization of educational activities and educational cooperation are a key factor determining the motivational profile of students. An adequate system of motives for primary school should be recognized as a combination of cognitive, educational, social motives and achievement motivation.

The development of educational and cognitive motives in primary school requires the teacher to organize the following conditions:

creating problematic situations, activating students’ creative attitude to learning;
the formation of a student’s reflective attitude towards learning and the personal meaning of learning (awareness of the educational goal and the connection between the sequence of tasks and the final goal); providing students with the necessary means of solving problems, assessing the student’s knowledge taking into account his new achievements;
organization of forms of joint educational activities, educational cooperation.

Self-esteem is the core of a person’s self-awareness, acting as a system of assessments and ideas about oneself, one’s qualities and capabilities, one’s place in the world and in relationships with other people.

The central function of self-esteem is the regulatory function, which determines the characteristics of the behavior and activities of the individual, the nature of building relationships with the world. The stability of self-esteem determines the possibilities and effectiveness of the implementation of the regulation function. The origin of self-esteem is related to the child's communication and activities. The structure of self-esteem traditionally distinguishes general self-esteem (self-attitude, self-image, self-esteem, strength of the “I”) and private specific self-esteem. Analysis of self-esteem involves the identification of such structural components as real self-esteem (“Real Self”), ideal self-esteem (“Ideal Self”), mirror self-esteem (self-esteem expected from others, the way others see me in my mind). Characteristics of self-esteem include level (height of self-esteem), adequacy (validity), stability, and reflexivity.

By the age of seven, a child develops the ability for adequate, critical self-esteem in specific types of activities, while the adequacy of self-esteem in terms of personal qualities is somewhat delayed in its development. Educational activities play an important role in the development of self-esteem at the primary education level. The result of primary education is the formation of a child as a subject of educational activity, capable of determining the boundaries of his ignorance and turning to an adult for help. In order for a child to develop as a subject (personality) in educational activities, the teacher must show him the changes that have occurred in his consciousness during the learning process. This requires teaching children differentiated self-assessment, allowing them to compare their previous achievements with today's results.

In studies of the role of educational activities in the development of self-esteem of a primary school student, it was shown that reflective self-esteem develops due to the fact that the student himself participates in assessment, in the development of assessment criteria and their application to different situations. In this regard, the teacher needs to teach the child to record his changes and adequately express them in speech.

The development of reflective self-esteem is based on the following actions:

the child compares his achievements yesterday and today and develops on this basis a very specific differentiated self-esteem;
providing the child with the opportunity to make a large number of equally worthy choices, differing in the aspect of assessment, method of action, nature of interaction, and creating conditions for awareness and comparison of assessments received today and in the recent past.

Thus, the student’s knowledge of his own capabilities and their limitations, the ability to determine the boundaries of these capabilities, knowledge and ignorance, skills and inability are the general line of development of self-esteem at the initial stage of education.

Exists two options for impaired development of self-esteem:

Low self-esteem.Symptoms of low self-esteem: anxiety, the child’s lack of confidence in his own strengths and capabilities, refusal of difficult (objectively and subjectively) tasks, the phenomenon of “learned helplessness.” Ways to correct low self-esteem are an adequate assessment of the teacher with an emphasis on the child’s achievements, even if he does not give the correct final result; an adequate description of what has already been achieved and what still needs to be done to achieve the goal.
Heightened self-esteem.Inflated self-esteem is manifested in such behavioral features as dominance, demonstrativeness, inadequate reaction to the Teacher’s assessment, ignoring one’s mistakes, and denying failure. What is needed here is a calm and friendly attitude from the Teacher, an adequate assessment that does not affect the personality of the student himself, a well-thought-out system of requirements, goodwill and support, and assistance in what is difficult for the student. Inappropriately inflated

Psychological and pedagogical conditions,contributing to an adequate understanding by primary school students of the reasons for failure are:

ensuring success in learning by organizing student orientation in educational content and mastering the system of scientific concepts;
positive feedback and positive reinforcement of student efforts through an adequate teacher assessment system; refusal of negative assessments. An adequate assessment system includes an adequate description of the degree to which a student has achieved an educational goal, mistakes made, their causes, ways to overcome errors, and excludes direct assessments of the student’s personality;
stimulating the child’s activity and cognitive initiative, lack of strict control in learning;
orientation of students to the fact that failure is due to insufficient effort, and a shift in emphasis to the sense of responsibility of the student himself;
forming adequate reactions of students to failure and encouraging efforts in overcoming difficulties; development of a problem-oriented way of coping with difficult situations;
teachers' orientation to the need to take into account the individual psychological characteristics of students and the zone of proximal development.

How to make sure that the eyes of younger schoolchildren do not fade?

(First transition: kindergarten - school)

To begin with, it is advisable to record the main problems that a child usually faces in the first months of 1st grade:

is changing The nature of interaction between adults and children:the number of prohibitions and regulations increases sharply, the attitude of adults towards violation of rules of behavior becomes more serious;
appears educational content,on the assimilation of which the child’s self-esteem and social status depend, which implies a much greater responsibility to the teacher and parents;
frontal forms of organizing the educational processrequire serious tension and concentration from the child. He often has no interest in this kind of activity; all his activities take place under the influence of external pressure from the teacher. This leads to increased fatigue and emotional discomfort of the child;
appears a new, unusual daily routine,and changed relationships with peers and older children aggravate the situation.

As for the psychological and physiological characteristics of 6-7-year-old children, we can note the insufficient development of central inhibitory processes, high fatigue, underdeveloped voluntary action, insufficient development of the ability to concentrate and switch attention, and the predominance of play motivation.
All of the above problems and features should be taken into account by teachers who begin working with children in 1st grade. It must also be remembered that all types of cooperation that once arise in a child’s preschool age do not disappear and can manifest themselves in different forms during primary school age.
When organizing the educational process in the 1st grade, it is advisable to ensure such completeness of forms of collaboration in which entry into educational activities will be open to children with a wide variety of personal orientations and values: not only cognitive seekers, but also communicators, dreamers, practitioners, aesthetes... For this purpose, educational The process of a younger schoolchild should be represented as a fusion of different forms of cooperation, built by an adult with an exact knowledge of its ingredients and their proportions.
Methods of building evaluative relationships in the classroom are the bridge through which a teacher can transfer, according to G. A. Tsukerman, children who are primarily relationship-oriented into educational activities. Against the backdrop of an invariably friendly attitude towards the student’s personality, the teacher should teach children in the 1st grade an extremely differentiated business self-esteem. That is why, from the very beginning of education in primary school, for example, in the system of D. B. Elkonin - V. V. Davydov, it is recommended to begin systematic work on the formation of control and assessment independence of junior schoolchildren in the mode of a grade-free assessment system as a condition for a normal, crisis-free transition children from kindergarten to primary school. Within the framework of this system, a pedagogical technology has been developed for the formation of control and evaluation actions in younger schoolchildren. So, in 1st grade, children, together with the teacher, after each written work, develop criteria for its evaluation and evaluate their work according to these criteria. Following the children, the teacher evaluates their work using the same criteria.

5) children must develop means (signs, gestures) to ensure behavior and interaction within the framework of accepted norms and master these means.

Thus, during the transition from preschool age to primary school age, the main emphasis in children’s activities should be placed not on advancement in subject material, but on understanding and mastering the norms and methods of cooperation, forms of assessment, ways of school life, methods of communication through which Students at the next stage of primary education will actively master subject content. During this period, movement in educational material is slow and insignificant in volume. Students seem to be accumulating funds in order to make a sharp leap in subject content in the future.

Psychological support is one of the methods of pedagogical influence on a child, with the help of which you can influence his emotional sphere and consolidate positive experiences and states. Special mention should be made of a concept close to “psychological support” - “reinforcement”.

Reinforcement is a stimulus presented after a specific activity that causes repetition and learning of that activity. Those students who perform well need less reinforcement, so teachers are more likely to teach them than others. Because of this, too many students are left out of the close attention of teachers. Psychological support for a child in a situation of fear and anxiety should be accompanied by a chain of reinforcements and implemented with the help of encouragement, sympathy, approval, and reliance on someone.

Encouragement is achieved in such ways as praise, the use of affectionate words, announcements, gentle techniques, a friendly tone in communication, jokes, and humor.

Announcement . It is somewhat reminiscent of a rehearsal for the upcoming action. The teacher can inform students in advance about upcoming independent or test work or knowledge testing. But he warns for a reason. The point of the announcement is a preliminary discussion of what the child will have to do: look at the outline of the essay, listen to the version of the upcoming answer, and together select literature for the upcoming answer. Such preparation, especially together with the use of affectionate words, gives fear-prone children a psychological mindset for success, gives confidence in their abilities, thereby reducing the level of school fears

Gentle techniques It is especially good to use in cases where children are shy and for this reason get lost at the board and do not dare to perform on stage in front of a large number of people. Here are some of them:

Make a verbal announcement to the class about something.
Distribute notebooks or study guides.
Walk across the class to the teacher's desk and show how the work was done.
Act out a skit with a group of children at the board.
Announce the start of the concert at the class celebration.

Humor, jokes . Teachers approach this differently. Most, unfortunately, believe that there is no time for jokes in class, so they don’t like to joke, and they don’t know how. Master teachers cannot imagine communicating with children without jokes and laughter, which relieve tension, anxiety and fear.

OK . You can support the student’s answer with replicas of agreement: “Yes, all this is true!”, “Correct!”; encouragement: “So, so, right, bolder, bolder!” and approval: “Well done, right!”; "Wonderful."; “Great, your success is very pleasing!”

Emotional stroking- a way to evoke positive emotional experiences through non-verbal means: touching your shoulder with your hand, stroking your head, hugging and even kissing. Of course, in practical, everyday work, a teacher cannot kiss children. This is not accepted either from a hygienic or pedagogical point of view. But in some cases, especially in situations of fear, when the child experiences a strong shock, it is permissible to express love, affection, and sympathy for the child in this way.

Sympathy, empathyaccompany every word and gesture of the teacher at the moment when he provides psychological support to the child.

The faces of the students, to whom approval or agreement is expressed, glow with joy, they actively work throughout the lesson. The same students who receive criticism perform even worse.

(handout for teachers)

Tips for teachers on how to develop students’ internal attitudes and learning motivation

Provide students with a sense of progress by choosing the right level of difficulty for assignments. The tasks should be neither too difficult nor too easy. They must be feasible.
Ensure that children experience success in their learning activities by properly appreciating the results of their activities. Objectively evaluate their capabilities and abilities. Try not to compare one child with other children, only with yourself. For example, you should not say: “Well, look at Dima, how quickly he completed this task, not like you!” It’s better to say this: “Today you completed this task much faster than yesterday!” This approach will focus your student on their own improvement.
Use all the possibilities of the educational material in order to interest students in order to activate their independent thinking; use the research method of teaching: pose problems to children, put forward hypotheses, make assumptions, experiment; conduct lessons in a non-traditional form
Use student-centered learning: a partnership style of communication, original forms of children’s cooperation with each other and with the teacher.
Remember to influence children with your own authority and example. It is unlikely that students will be able to receive a full education from a teacher who knows his subject well, but is burdened by his work and does not enjoy it. “Teachers-sources” educate “students-sources”, “teachers-pawns” educate “students-pawns”.
Collaborate with parents to improve school motivation.
Use developmental teaching methods.
Create a subject-development environment in the classroom.
Be careful when accepting negative information about your students from other teachers.
Use a sense of humor in your lessons - this will help you and your children find a way out of difficult situations.
Be consistent in the application of punishment, use the punishment in relation to a specific violation.
Pay great attention to creating a positive emotional microclimate necessary to create and maintain motivation to learn.

Advice for parents.

The child goes to school. Pedagogical recommendations and practical recommendations for parents on the adaptation of first-graders and the formation of an internal position. A child starting school needs moral and emotional support. He should not just be praised (and scolded less, or better not scolded at all), but praised precisely when he does something.

Awakening.

There is no need to wake up the child; he may feel a sense of hostility towards his mother, who always disturbs him by pulling off the blanket. He may flinch in advance when she enters the room. "Get up, you'll be late." It is much better to teach him to use an alarm clock. It’s better to buy an alarm clock and, when presenting it, somehow play up the situation: “This alarm clock will be just yours, it will help you get up on time and always be on time.”

If you wake up a child, do it calmly. When he wakes up, he should see your smile and hear your gentle voice. If a child has difficulty getting up, there is no need to tease him as a “lazy baby” or get into an argument about the “last minutes.” You can solve the issue differently: set the clock five minutes earlier: “Yes, I understand, for some reason I don’t want to get up today. Lie down for another five minutes.” These words create an atmosphere of warmth and kindness, as opposed to shouting. When a child is rushed in the morning, he often does everything even slower. This is his natural reaction, his powerful weapon in the fight against a routine that does not suit him. There is no need to rush again, it is better to say the exact time and indicate when he should finish what he is doing: “In 10 minutes you have to go to school.” Don’t push in the morning, don’t pull over trifles, don’t reproach for mistakes and oversights, even if “you warned me yesterday.”

Don't rush. The ability to calculate time is your task, and if it is bad, it is not the child’s fault.
Don't send your child to school without breakfast.

Going out to school

Under no circumstances do you say goodbye with a “warning”: “Look, don’t play around! So that you don’t get bad grades today!” Wish him luck, encourage him, find a few kind words - he has a difficult day ahead. If the child forgot to put a textbook, breakfast, or pencil case in his bag; It’s better to stretch them out in silence than to indulge in a tense discussion about his forgetfulness and irresponsibility: “Here’s your pencil case” - better than “Will I really live to see the time when you learn to do this yourself.”

(If a child forgets to put something in a briefcase, then it would be better if you first do it together, and in the evening. The next stage is the child collecting the briefcase himself, and you check after him. And if something is forgotten, remind well-wishers about it tone. If you do this systematically, the result will be positive. The child will learn to get ready for school on his own, without forgetting anything).

Returning from school

Hometasks

After school, do not rush to sit down for homework; you need rest (if you can get an even better 1.5 hours of sleep) to recuperate.
Don’t force you to do your homework in one sitting; after 15-20 minutes of studying, a 10-15 minute break is needed, it’s better if it’s moving;
While preparing lessons, do not sit over your head, give the child the opportunity to sit on his own, but if your help is needed, be patient. A calm tone, support “Don’t worry, you will succeed! Let’s figure it out together! I’ll help you!”, praise (even if it doesn’t work out very well) are necessary. When communicating with your child, try to avoid conditions: “If you do, then...”;
Find at least half an hour during the day when you will completely belong to your child, without being distracted by other things. At this moment, his worries, joys and failures matter most;
Develop a unified tactic for communication between all adults in the family and the child, and resolve your disagreements regarding pedagogical tactics without him. If something doesn’t work out, consult a teacher, psychologist, doctor, read literature for parents;
No matter what a child suffering from school failure is successful in, in sports, household chores, drawing, design, etc., in no case should he be blamed for failure in other school activities. On the contrary, it should be emphasized that once he has learned to do something well, he will gradually learn everything else.
Parents must wait patiently for success, because school work is where the vicious circle of anxiety most often closes. School should remain an area of gentle assessment for a very long time.
Be sincerely interested in the child’s school life and shift the focus of your attention from studies to the child’s relationships with other children, to preparing and holding school holidays, duty, excursions, etc.
Emphasize, highlight as extremely significant the area of activity where the child is more successful, thereby helping to gain faith in himself
Remember that there are critical periods throughout the year when it is more difficult to study, fatigue sets in faster, and performance is reduced. These are the first 4-6 weeks for first graders, the end of the second quarter, the first week after winter break, the middle of the third quarter. During these periods, you should be especially attentive to the child’s condition;
Be attentive to your child’s complaints of headache, fatigue, and poor condition.

It's time to sleep.

19. It is better for preschoolers and younger schoolchildren to be put to bed by their parents (mother and father). If before going to bed you talk confidentially with him, listen carefully, calm his fears, show that you understand the child, then he will learn to open his soul and be freed from fears and anxiety, and will fall asleep peacefully.

20. There is no need to get into an argument if a child reports that he forgot to wash and drink.

Please note that even “very big children” (we often say to a 7-8 year old child) really love a bedtime story, a song and affectionate stroking. All this calms them down, helps them relieve tension and fall asleep peacefully.

21. Try not to remember troubles before going to bed, not to sort things out, and not to discuss tomorrow’s test.

When learning brings children joy or at least does not cause negative experiences associated with the awareness of oneself as inferior, lacking love, then school is not a problem.