Position When traveling on expressways, the most convenient place to vote is at a gas station exit, near the turnstile where drivers pay tolls, or in front of a freeway entry sign. This is where you most often meet voters, and if you look at

Position Let's focus on one main, so-called “European” position, or it is also called the boxer’s position. At first glance, this position may seem quite complex, but it has simple guidelines. The name speaks for itself - “boxer position”.

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 is worried
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 in life become important, significant and joyful for the family. adult life, what to
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 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.

INTERNAL POSITION OF A 6-7 YEAR OLD CHILD AS A BASIC COMPONENT OF THE DEVELOPMENT OF PERSONAL UNIVERSAL LEARNING ACTIONS IN THE CONDITIONS OF IMPLEMENTATION OF THE GED IN PRIMARY SCHOOL

Karaseva Svetlana Nikolaevna
Ryazan Correspondence Institute (branch) of Moscow state university culture and arts
Candidate of Psychological Sciences, Associate Professor, Head of the Department of Psychology and Pedagogy

THE INTERNAL POSITION OF A SCHOOLBOY 6-7 YEAR OLD CHILD AS A BASIC COMPONENT OF THE DEVELOPMENT OF PERSONALITY UNIVERSAL ACADEMIC ACTIONS UNDER THE IMPLEMENTATION OF THE GEF IN ELEMENTARY SCHOOL

Karaseva Svetlana Nikolaevna
Ryazan extra-mural institute (branch) of Moscow State University of Culture and Arts
candidate of psychological sciences, associate professor, head of the chair of psychology and pedagogy

Bibliographic link to the article:
Karaseva S.N. The internal position of a 6-7 year old child as a basic component of the development of personal universal educational actions in the context of the implementation of the Federal State Educational Standard in primary school // Modern Scientific research and innovation. 2013. No. 10 [Electronic resource]..02.2019).

Personal universal learning activities of junior schoolchildren include not only a motivational component, but also features of self-esteem, moral formation and, of course, self-determination. When implementing the Federal State Educational Standard in primary school, the process of forming the internal position of a student in a 6-7 year old child becomes very relevant. Let's look at this in more detail.

The internal position of a schoolchild, according to Bozhovich L.I., is an age-specific form of self-determination for six-year-old children. On the one hand, the social situation of development changes, that is, its place in the system of relations. But, most importantly, there is a gradual subjective reflection of this situation in the consciousness and experiences of the child, that is, the child’s internal position.

This phenomenon is a cumulative characteristic of a system of internal (psychological) factors that determines the formation of major neoplasms in a child at a given age. Because simply having external new demands and attending school is not enough. The main thing that

this position was accepted and comprehended by the child himself, and so that it is reflected in the acquisition of those meanings that are associated with educational activities, new requirements and school relations. Then it is possible to realize new development potential.

That is why the internal position of a schoolchild becomes a basic component of the development of personal universal educational actions, which determines the dynamics of a 6-7 year old child’s assimilation of school life.

This phenomenon has been studied in psychological science since the middle of the last century. In addition to Bozhovich L.I., the internal position of the student was also studied by Gutkina N.I., Ginzburg M.R., Zak A.Z., Elkonin D.B., Davydov V.V. Thanks to the research, we were able to clarify the complex dynamics of its formation from the point of view of the development of the motivational and semantic sphere and attitude towards school subjects.

According to Bozhovich L.I., the development of educational motives is an important indicator of the formation of a student’s internal position. The best option is a situation when learning for a child becomes a serious meaningful activity that has social significance. Moreover, the presence of a cognitive need becomes important: interest in learning tasks, mastering new skills and knowledge.

In older preschool age, the child develops arbitrary behavior, which ensures the subordination of motives. Consequently, he now becomes able to subordinate his impulsive desires to consciously set goals. This contributes to the formation of new moral motives in the personality structure - a sense of duty and responsibility.

The conducted research made it possible to identify a system of motives that are characteristic of the transition to primary education.

Firstly, educational and cognitive motives. In this case, the child focuses on mastering the method of acquiring knowledge. He is interested in methods of acquiring them independently, methods of scientific knowledge, methods of self-regulation of educational work, and rational organization of his work.

Secondly, broad social motives. We are talking about the need for socially significant activities and the motive of duty.

Thirdly, the positional motive, which is associated with the desire to take a different position in relationships with other people.

Fourthly, external motivation. As a rule, this is pressure from the outside (parents, teachers, etc.).

Fifthly, the presence of a gaming motive or the desire to receive high praise.

Naturally, if the motives are inadequate, it will be possible to predict the presence of low or relatively low academic performance.

As a result, a complex psychological situation. Due to motivational immaturity, learning activities are poorly or slowly formed. As a result, we can note a low level of educational success, unformed educational activities and the child’s regular failure. As a result, a further decrease in motivation can be observed.

Therefore, the internal position of a schoolchild is a basic component of the development of personal universal educational actions of 6-7 year old children. The presence of non-acceptance of the student’s new status, low school motivation and even a negative attitude of the child towards learning at school will significantly complicate the process of age-related development and adaptation.

Let us dwell on the criteria for the formation of a student’s internal position.

Firstly, having a positive attitude towards school and the learning process. In addition, it is mandatory to demonstrate cognitive interest in the content of school classes. The child should prefer school-type lessons to preschool ones.

Secondly, there is an adequate meaningful understanding of preparation for school, and classroom collective classes are preferred to individual, home ones.

Thirdly, the child has a positive attitude towards school discipline, maintaining generally accepted norms of behavior and prefers social way knowledge assessment. We are talking about grades, and not about preschool methods of encouragement (sweets and gifts).

Scientists have identified the levels of formation of the internal position of a schoolchild of 6-7 year old children.

A low level is characterized by a negative attitude towards school and admission to it.

The middle level can be divided into two sublevels.

Firstly, the child has a positive attitude towards school, but he lacks orientation towards school content. He would like to go to school, but at the same time maintain his preschool lifestyle.

Secondly, there is an orientation towards the system of meaningful aspects of reality at school and towards the “good student” model. But, at the same time, the priority of social motivation remains.

Formation of a schoolchild’s internal position from five to seven years.

Grineva Maria Sergeevna,

postgraduate student of Moscow City Psychological and Pedagogical University,

teacher-psychologist at State Educational Institution kindergarten No. 435 in Moscow.

Scientific supervisor – Doctor of Psychology, Professor

Polivanova Katerina Nikolaevna.

The article discusses the main features of the content of the internal position of a schoolchild in children aged 5-7 years. The characteristics of the age dynamics of individual components of the student’s internal position are highlighted.

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.

According to the definition of L.I. Bozhovich, the internal position “is the totality of all the relations of the child himself to reality, formed into a certain system. The internal position is formed in the process of life and upbringing of the child and is a reflection of the objective position that the child occupies in the system of social relations available to him.” When entering school, the child’s whole life is significantly restructured, because... the entire system of social relationships of the child is rebuilt. For the first time, a child can and should perform socially significant activities - learning.

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.

VPS 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.

Currently, there is more and more talk about lowering the age for starting education; The issue of transferring some school educational tasks to the preschool level of the educational system, increasing the efficiency of pre-school preparation, etc. is constantly being discussed. In this regard, the problem of studying the personality characteristics of children of senior preschool age is of particular relevance. In the 80s of the last century, T.A. Nezhnova identified the main stages of the formation of high school education from six to seven years. Taking into account changes in society in general and the educational system in particular, it can be assumed that the content of the stages in modern children has changed somewhat and needs additional study. In addition, we decided to take a somewhat deeper look at the process of forming a schoolchild’s internal position and included a group of five-year-old children in the study.

To determine the level of formation of the student’s internal position, we used an experimental conversation to identify the HPS by N.I. Gutkina and a conversation about the attitude towards school and teaching by T.A. Nezhnova.

The study was conducted in 2005, 2006 and 2007. during the period September-early October. 200 children took part in our study, of which: 82 children 5 and 73 children 6 years old (pupils of preschool educational institution No. 435 in Moscow), and 45 children 7 years old attending the first grades of secondary schools in Moscow.

Based on the data of T.A. Nezhnova, we adhered to following characteristics levels of HPS formation: first level – there is only a positive attitude towards school; second level – a positive attitude towards school is combined with social motives for learning; the 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. The results of the formation of a schoolchild’s internal position in children five, six and seven years old are presented in Table 1.

Table 1.

Formation of the student’s internal position (in % of total number children of this age group).

As can be seen from Table 1, in the group of five-year-old children, the vast majority of the subjects’ internal position of the schoolchild is at a medium and low level of development. 12.2% of five-year-old children have no internal position at all and have not yet begun to form, because they don’t even have a positive attitude towards school, which is the very initial stage in the development of a student’s internal position. Only 2.4% demonstrated a high level of formation of the HPS.

At six years of age, the indicator of average and high levels of formation of the student’s internal position increases, and the indicators of low level and absence of internal position noticeably decrease.

In the group of seven-year-old children, compared to six-year-old children, it increases significantly. Only 8.9% of first-graders have an internal position at a low level of development, and there are no children at all with an unformed positive attitude towards school.

Comparison of quantitative indicators in different groups is carried out using the Kruskal-Wallis test. This criterion allows you to determine the significance of differences between the frequency distribution of data measured on an ordinal or nominal scale.

Statistical analysis of the data made it possible to record two turning points in the formation of HPS: during the transition from 5 to 6 and from 6 to 7 years. There is a clear age-related dynamics in the formation of a student’s position from five to seven years. Moreover, an analysis of the results of seven year old children shows that at the beginning of their studies, a fairly significant part of the students have no idea about school as a source of knowledge, and there are those who have not yet realized the social significance of school. That. The final formation of a student’s internal position for many children occurs after the start of education.

It is also not uninteresting to analyze children’s answers to individual questions in the interviews.

Table 2.

The number of “school” answers to individual interview questions among children five, six and seven years old (as a percentage of the total number of children in this age group).

1. Would you agree to get a leave from school if your mother offers? 2. Imagine that your mother has agreed and you are released from school starting tomorrow. What would you do, what would you do at home while other kids are at school? 3. What school do you want to study at, where there are lessons in writing, reading and mathematics every day, and drawing, music and physical education occasionally, no more than once a week. Or at school, where there is physical education, music, labor, drawing every day, and reading, writing and mathematics - once a week? 4. What do you like (dislike) most about school? What is the most interesting, attractive, and favorite thing about school for you? 5. What needs to be done to prepare well for school? 6. Would you agree to study with a teacher at home instead of school? 7. Which school would you like to study at: where the rules are strict, or where you can talk and walk around during class? 8. What would you choose as a reward for good teaching: a mark, a toy or a chocolate bar? 9. If the teacher left for a while, who would be better to replace her: a new teacher or a mother? 10. Do you want to go to school? 11. Do you want to stay for another year? kindergarten(Houses)? 12. Do you like school supplies? 13. Why do you want to go to school?14. If you are allowed to use school supplies at home, but not go to school, will that be okay with you? Why? 15. If you and the guys are going to play school now, who do you want to be: a student or a teacher? Why? 16. In the game of school, what do you want to be longer: lesson or recess? Why?

Few of the five-year-old children prefer frontal group lessons to home individual lessons with a teacher (question 6), want to study in a school with strict rules (question 7), choose a mark in the form of rewards for work (question 8), strive to complete schoolwork in a situation of optional school attendance (“a sense of the need to study” - question 2) and consider attending school a mandatory and integral part of their life (question 1). Five-year-old children are focused on the external signs of school (question 12), demonstrate a desire for a new social status (question 10), but in the game of school the role of a teacher is more preferable to them than the role of a student (question 15), meaningful moments of learning and the student’s behavior escapes their sight.

Among six-year-old children, the following indicators are the lowest: “a sense of the need to study” (question 2), choice of a school with the “correct” schedule (question 3), preference for grades in the form of rewards (question 8), recognition of the teacher’s authority (question 9). Indicators such as refusal to take leave from school (question 1), refusal of individual education at home (questions 6 and 14), preference for a grade as a reward (question 8) increased especially strongly, compared with five-year-old children.

It is difficult for seven-year-old children to choose educational activities in a situation where school attendance is not compulsory (“feeling of the need to study” - question 2); less than half of the children can identify educational activities as the most attractive factor in attending school (question 4) and have a meaningful understanding of preparation for school (question 5). Almost all seven-year-old children refuse individual lessons at home in favor of group lessons at school (questions 6 and 14). Also, the majority of first-graders refuse leave from school (82.2%). In children seven years old, in addition to discharge external signs schools clearly demonstrates the orientation towards school as a socially significant, social institution. Elements of the cognitive need for learning are less developed.

At all ages, there is a high percentage of children who answer that they want to go to school and find school supplies attractive (questions 10 and 12). The desire to go to school is the norm most transmitted by the immediate social environment. However, such a response at five years old can hardly be considered as a reflection of the system of one’s own needs; rather, it is an attempt to gain the approval of adults, and only with the beginning of education in most children the desire to attend school begins to correspond to the child’s true desire for school. The same applies to attitudes towards school supplies. School supplies are an attribute of a schoolchild, only for five-year-old children they are, apparently, “toys” that help create a play situation, and for seven-year-old children they are rather signs of transition to a new social status.

In conversations, questions 1 and 11 are similar. The first question asks the child if he would be willing to take time off from school; in the eleventh - he would like to stay in kindergarten for another year. It is interesting that some children did not answer these questions in the same way. These are mainly children of five and six years old. At the age of 5 years, such answers occur in 34.1% of children, at the age of 6 years - in 34.2%, in seven-year-old children - only 17.8%. In the very wording of the questions there are two different directions - refusal from school and refusal from kindergarten. The older children get, the more natural it becomes for them to think that after kindergarten they will go to school. In this case, leaving kindergarten and entering school merge into a single process. A significant proportion of preschool children do not have such integrity of ideas. Giving up kindergarten does not mean going to school, and vice versa.

We subjected the data obtained on individual questions to statistical processing for significant differences in the elements of internal position between ages. The processing results are presented in Table 3.

Table 3.

Statistical significance of differences between the results of children of different ages.

Note. “+” - differences are significant at p<=0,05; «++» - при p<=0,01; «-» - незначимы.

From five to six years old, the greatest dynamics are observed in the following indicators: refusal to take leave from school (question 1), refusal of individual lessons with a teacher at home (question 6), choice of a mark in the form of encouragement (question 8), refusal to study at home and extend attendance kindergarten (questions 14 and 11).

Analysis of the materials in Table 3 allows us to conclude that on issues for which the differences are significant when moving from 5 to 6 years, the significance of the changes remains the same when moving from 6 to 7 years.

In addition, from six to seven years of age, significant changes are observed in children’s attitudes towards academic subjects (question 3) and school norms of behavior (question 7), and recognition of the teacher’s authority (question 9).

From five to six years old, children experience a breakthrough in terms of perceiving school as a necessary and natural phenomenon of their lives, accepting the traditional school form of education and means of assessing educational activities (attitude towards grades). From six to seven years old, children actively form an idea of ​​school, with academic subjects on a schedule and school discipline, as “correct,” and an image of a social adult appears.

T.A. Nezhnova identified signs of a student’s formed internal position, 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 ones at home, focus on school rules, preference for grades in the form of rewards for study), recognition of the teacher’s authority. Each conversation question can be attributed to one of the listed indicators. Each element is represented by a different number of questions, and its evaluation was done by calculating the percentage of school responses from the maximum possible number of responses for each criterion. An analysis of the formation of individual components of a schoolchild’s internal position will make it possible to more fully characterize the stages of development of high school education from five to seven years. The percentage of “school” responses from children of different ages according to individual characteristics of the development of the HPS are presented in Table 4.

Table 4.

The maturity of individual HPS indicators (as a percentage of the maximum possible number of points).

Among five-year-old children, the general attitude towards school and learning turned out to be the most developed. Five-year-old children are least likely to give up the usual types of rewards in favor of a mark.

At the age of six, in addition to a general positive attitude towards school, a large proportion of children show an orientation towards the norms of school life: a preference for the frontal group form of work at school, an awareness of the need to observe certain rules of behavior and communication in a learning situation. Compared to five-year-old children, the understanding of the content of school classes, the role of grades as encouragement and recognition of the teacher’s authority are increased. However, for most children it is preschool activities that remain close, and not school tasks.

Seven-year-old children have high results in all parameters of a student’s internal position. This is a qualitatively new level of development of individual components of the student’s internal position. If between five and six years there is no significant increase in most indicators, then at seven years each individual indicator is well developed in the majority of children. Between six and seven years of age there is a breakthrough in the attitude towards the mark as a reward for learning; noticeable dynamics occur in the indicators “general attitude towards school” and “recognition of the teacher’s authority.”

Statistical analysis revealed significant differences in the indicators “general attitude towards school,” “preference for group activities at school to individual ones at home,” and “preference for grades in the form of rewards for studying” between groups of five- and six-year-old children. Thus, it is the development of children’s ideas in these areas that is the content of the transition from five to six years. When comparing samples of six and seven-year-old children, the differences turned out to be significant for all indicators of the student’s internal position, i.e. Children of seven years old demonstrate a completely new level of formation of the internal position of the schoolchild.

As a result of the study, we compiled a description of the internal position of schoolchildren of five, six and seven year olds.

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

Literature.

1. Bozhovich L.I. Problems of personality formation. Selected works. M.-Voronezh, 1995.

2. Bozhovich L.I. Personality and its formation in childhood. – M., 1968.

3. Bozhovich L.I., Morozova N.G., Slavina L.S. Development of learning motives among Soviet schoolchildren // Izvestia of the Academy of Pedagogical Sciences of the RSFSR, 1951, issue. 31.

4. Gutkina N.I. Psychological readiness for school. – M.: Academic project, 2000.

5. Nezhnova T.A. “The internal position of a schoolchild”: concept and problem” /Formation of personality in ontogenesis. Collection of scientific works: [Dedicated to the memory of L.I. Bozhovich]. //ed. I.V. Dubrovina. M.APN SSR, 1991. P.50-62.

6. Nezhnova T.A. Formation of a new internal position. //Peculiarities of mental development of children 6-7 years of age /ed. D.B. Elkonin, A.L. Venger. – M.: Pedagogy, 1988. – P.22-36.

7. Novikov D.A. Statistical methods in pedagogical research (typical cases). M., 2004.

8. Tsukerman G.A. Types of communication in teaching. Tomsk, 1993.

Received by editor 1 9 .02.2008

In N.I. Gutkina’s conversation, there are two types of questions: those characterizing the student’s internal position or cognitive orientation. In our study, we used only questions from the first group.