For last decades There have been significant changes in society and education. The saturation of preschool childhood with special school attributes(notebooks, textbooks, briefcases, etc.), bringing the content and forms of organization of the educational process closer to educational activities led to the blurring of external boundaries between preschool and primary school ages.
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The internal position of a schoolchild: concept and problem.
Over the past decades there have been significant changes in society and education. The saturation of preschool childhood with special school attributes (notebooks, textbooks, briefcases, etc.), the approximation of the content and forms of organization of the educational process to educational activities led to the erasing of the external boundaries between preschool and primary school ages (E.O. Smirnova, O. V. Gudareva, N.I. Gutkina, E.E. Kravtsova).
According to N.I. Gutkina, these features of living in preschool childhood lead to changes general level psychological readiness for school for children entering first grade. Despite the ability to read, write and count, most children are not psychologically ready for school andMany first-graders have low adaptation ratesand symptoms school maladjustment(I.V. Dubrovina, N.G. Salmina, V.E. Kagan, A.A. Severny, M.V. Maksimova, etc.).
Understanding psychological adaptation to school as a process of a child’s mastery of school reality forces us to turn to the concept internal position schoolboy - personal education, responsible for the dynamics of the child’s development of school life (O.V. Karabanova, L.I. Bozhovich, N.I. Gutkina).
The internal position of a schoolchild (a concept introduced into psychology by L.I. Bozhovich in 1968) is a new attitude of the child to the environment, arising as a result of the close interweaving of 2 basic needs - cognitive and the need for communication with adults, and both needs appear here in a new way level. The child feels the need not only to learn new things, but also to enter into new ones with an adult. social relations. This is possible for him through educational activities that increase the child’s social status and provide new level relationships.
Personal readiness child to schooling expressed in relation to the childto an adult, a peer and to oneself, as an active and responsible member of society.
The level of development of these relationships determines the degree of readiness for school and in a certain way correlates with the basic structural components educational activities.
Students with a personal unpreparedness for learning show childlike spontaneity: during lessons they answer simultaneously, without raising their hands and interrupting each other, and share their thoughts and feelings with the teacher. In addition, they usually get involved in work only when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, violate discipline, which destroys their own academic work and interferes with other students. Having high self-esteem, they are offended by comments, complain that the lessons are uninteresting, the school is bad or the teacher is evil - when the teacher and parents express dissatisfaction with their behavior and academic failures. The motivational immaturity inherent in these children often entails gaps in knowledge and low productivity in educational activities.
The child’s personal immaturity leads to difficulties in forming voluntary behavior. There is a point of view that poor development arbitrariness is the main stumbling block to psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the start of schooling.
Discussing the problem of school readiness, D.B. Elkonin put the formation of the necessary prerequisites for educational activities in the first place. Analyzing these prerequisites, he and his collaborators identified the following parameters:
The ability of children to consciously subordinate their actions to a rule that generally determines the method of action;
Ability to navigate given system requirements;
The ability to listen carefully to the speaker and accurately complete tasks proposed orally;
The ability to independently complete the required task according to a visually perceived model.
In fact, the parameters of the development of voluntariness are part of psychological readiness for school, on which learning in the first grade is based.
D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing game in a group of children. Collective play allows the child to rise to a higher level of development than he can do in play alone, since the group in this case corrects violations in imitation of the intended model, while it is still very difficult for the child to independently exercise such control. That is why the game can be considered a “school of voluntary behavior.”It has been proven that play activity has crucial for the formation of the main neoplasms of preschool childhood: creative imagination, self-awareness, voluntary behavior.
In order for the formation of a child’s internal position as a schoolchild to end at the beginning of schooling, and not continue within educational activities, it is necessary to take into account the fact that for a child at the age of six, the main activity continues to be game , and it is up to the primary school teacher to develop the skills of educational activities.
Adults need to pay attention to the fact that a child’s education should not be carried out at the expense of deprivation of joys and pleasures. It depends only on the adults whether the child will be able to fully live his childhood. A preschooler prepared for school can realize the opportunities of the previous stage of development and move on. We must strive to ensure that the childhood period takes place in the most favorable conditions.
Literature:
1. Gutkina N.I. Psychological readiness for school. – M.: Academic project, 2000.
2. Nezhnova T.A. 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.
3. Nezhnova T.A. Formation of a new internal position. //Peculiarities mental development children 6-7 years of age /ed. D.B. Elkonin, A.L. Venger. – M.: Pedagogy, 1988. – P.22-36.
Personal readiness for schooling.
The classroom-based teaching system involves not only special treatment child with the teacher, but also specific relationships with other children. New form communication with peers develops at the very beginning of schooling.
Personal readiness for school also includes a certain attitude towards oneself. Productive learning activities involve adequate attitude the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist.
A 5-year-old child’s interest is increasingly directed towards the sphere of relationships between people. The adult's assessments are subject to critical analysis and comparison with one's own. Under the influence of these assessments, the child’s ideas about the real self (what I am, what I am according to my parents’ attitude towards me) and the ideal self (what kind of me, how good can I be?) are differentiated more clearly.
Happening further development cognitive sphere of the personality of a preschool child.
Development of arbitrariness and strong-willed qualities allow the child to purposefully overcome certain difficulties specific to a preschooler. Subordination of motives also develops (for example, a child may refuse noisy play while adults are relaxing).
Interest in arithmetic and reading appears. Based on the ability to imagine something, a child can decide simple geometry problems.
The child can already remember something on purpose.
In addition to the communicative function, the planning function of speech develops, i.e. the child learns arrange your actions consistently and logically(formation of self-control and regulation), talk about it. Self-instruction develops, which helps the child in advance organize your attention on upcoming activities.
An older preschooler is able to distinguish the entire spectrum of human emotions, he develops stable feelings and relationships. “Higher feelings” are formed: emotional, moral, aesthetic.
To emotional feelings can be attributed:
Curiosity;
Curiosity;
Sense of humor;
Astonishment.
Towards aesthetic feelings can be attributed:
Feeling beautiful;
Feeling heroic.
To moral feelings can be attributed:
Feeling of pride;
Feeling of shame;
Feeling of friendship.
Against the background of emotional dependence on the assessments of an adult, the child develops a desire for recognition, expressed in the desire to receive approval and praise, to confirm his importance.
Quite often at this age, children develop such a trait as deceit, that is, a deliberate distortion of the truth. The development of this trait is facilitated by a violation of parent-child relationships, when a close adult is excessively strict or negative attitude blocks the development of a child’s positive sense of self and self-confidence. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his mistakes and shift the blame onto others.
Moral development The older preschooler largely depends on the degree of adult participation in him, since it is in communication with an adult that the child learns, comprehends and interprets moral! norms and rules. A child needs to form a habit moral behavior. This is facilitated by the creation problem situations and the inclusion of children in the process of everyday life.
By the age of 7, children of senior preschool age have already developed a fairly high level of competence in various types activities and in the sphere of relations. This competence is manifested primarily in the ability to make one’s own decisions based on existing knowledge, skills and abilities.
The child has developed a stable positive attitude towards himself and confidence in his abilities. He is able to show emotionality and independence in solving social and everyday problems.
When organizing joint games uses a contract, knows how to take into account the interests of others, and to some extent restrain his emotional impulses.
The development of arbitrariness and volition is manifested in the ability to follow the instructions of an adult and adhere to the rules of the game. The child strives to complete any task efficiently, compare it with a model and redo it if something did not work out.
Trying to come up with an explanation on your own various phenomena indicates a new stage of development cognitive abilities. The child is actively interested educational literature, symbolic images, graphic diagrams, makes attempts to use them independently. Children of older preschool age tend to predominate socially significant motives over personal. In the process of assimilating moral norms and rules, an active attitude towards own life, empathy and compassion develops.
The self-esteem of a child of senior preschool age is quite adequate; it is more typical to overestimate it than to underestimate it. The child evaluates the result of activity more objectively than behavior.
At the age of 6-7 years, visual-figurative thinking with elements of the abstract develops. However, the child still experiences difficulties in comparing several features of objects at once, in identifying the most significant in objects and phenomena, in transferring the acquired skills of mental activity to solving new problems.
In an older preschooler, the imagination needs support from an object to a lesser extent than at previous stages of development. It turns into internal activities, which manifests itself in verbal creativity (counting books, teasers, poems), in the creation of drawings, modeling, etc.
There is a gradual transition from play as a leading activity to learning.
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 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 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, and oneself.
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, voluntariness, 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.
VPS is a necessary condition for child acceptance and fulfillment educational tasks, building qualitatively new educational relations with an adult (teacher) and peers (classmates), forming a new attitude towards oneself as an active and responsible member of society.
Based on data from T.A. Nezhnova, we stick to following characteristics levels of formation of VPSH:
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 it social significance and the perception of educational activity as a source of satisfying cognitive needs.
T.A. Nezhnova were singled outsigns of a formed internal position schoolchildren, such as: general attitude to school and learning, preference school activities preschool, adoption school standards(preference group classes at school, individual at home, orientation to school rules, preference for grades in the form of rewards for studying), recognition of the teacher’s authority. (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. Large quantity 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 is strengthened, even moving to a qualitatively new level, and children’s ideas about school and its norms are concretized. IN to a greater extent this process affects the sphere of awareness and acceptance of the group lesson form of work and the refusal individual lessons Houses.
When entering 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 people 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 reviewed some theoretical issues relative to VPS. 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 with the child and a secretary who will record the child’s answers. Please read the discussion questions. What is unclear? (questions).
Conducting a conversation. Interpretation of results .
Questions feedback:
Is the material (methodology) familiar? Has it been used?
How can you use the knowledge gained (is this realistic)?
Appendix 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 characteristic features“internal position of the student” identified in experimental work by studying it. Thus, the formation of the “internal position of the schoolchild” is manifested in a unique way in the game of school: children prefer the role of a student rather than a teacher and want the entire content of the game to be reduced to real educational activities (writing, reading, solving examples, etc.). On the contrary , in the case of unformed education, 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 school for another year. kindergarten or at home 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 guys 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 changes social status child.
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 proposed 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 recess.
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 it at home school supplies, but they will allow you not to go to school, will that suit 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?
The concept of internal position, introduced by L.I. Bozovic, paradoxically, is both one of the best known and least developed concepts in domestic psychology development. Analysis of this concept shows that, firstly, L.I. herself. Bozhovich repeatedly revised its content, trying to formulate it more precisely and, secondly, that, despite these efforts, the concept remained more the intuition of its author than a clearly formulated theoretical construct (T.A. Nezhnova, 1991).
First of all, the concept of internal position was for L.I. Bozovic development theoretical provisions, formulated in the works of L.S. Vygotsky. In our opinion, this concept is a concretization of Vygotsky’s ideas about meaningful experiences as internal instances that mediate external influences. The concept of internal position is in line with the cultural-historical approach in personality psychology outlined by L.I. Bozhovich following L.S. Vygotsky.
Careful study of the works of L.I. Bozhovich shows that by internal position she understood a system of actually operating motives acting in unity in relation to the environment or any of its spheres (for example, “broad social motives teachings" in relation to school life), self-awareness, as well as attitude towards oneself in the context of the surrounding reality. The concept implies the unity of motivational, affective and cognitive components. Introduced by L.I. Bozovic concept has another important semantic aspect. Internal position of the individual - not imposed external environment, A accepted by man the choice of one’s place in life, mediated by internal motives. This neoplasm relates to the personality as a whole; in the process of otogenesis it undergoes a number of qualitative changes. This understanding of the internal position is, in our opinion, heuristic, allowing us to solve a number of both methodological and more specific problems of personality psychology and developmental psychology.
Basic methodological problem, which the concept being studied allows us to solve, is the problem of units of personality analysis. In Russian psychology, the problem of units of analysis of mental reality was first posed by L.S. Vygotsky in his work “Thinking and Speech” (1934). Methodological requirements for the unit of analysis outlined by L.S. Vygotsky, allowed them to be formulated subsequently in more detail (N.D. Gordeeva, V.P. Zinchenko, 1982). IN psychological literature analysis “by elements” is contrasted with analysis “by units”, starting with L.S. Vygotsky.
These two approaches to analysis are also available in personality research. A.G. Asmolov (1996) refers to attempts to analyze personality “by elements” as factor theories of personality (R. Cattell, G. Eysenck) and concepts in which personality is mechanically “assembled” from blocks of temperament, motivation, past experience, etc. Such concepts include ideas about the personality of K.K. Platonova, V.S. Merlin and some other authors. In other theories of personality, a certain dynamic formation is distinguished, in which the properties of the personality as a whole are concentrated. We can say that in such approaches to personality research the principle of analysis “by units” is taken as a basis. One of the first examples of such an approach to the study of personality in Russian psychology is the theory of V.N. Myasishchev, in which attitude acts as a unit of personality analysis.
A.G. Asmolov (1996) based on an analysis of domestic and foreign approaches to the study of personality, he formulated a number of parameters for units of personality analysis. When creating new theory personality, these parameters act as methodological requirements for the unit of analysis.
Dynamic the nature of personality structure units. “Attraction”, “motive”, “need”, “disposition”, “attitude” are by their nature dynamic formations, tendencies that actually encourage a person to be active.
Intentional meaningful characteristics of personality structure units. Only by identifying what this or that dynamic tendency is aimed at, its intentional aspect, can one reveal the actual objective content of the units of personality structure. Thus, in psychoanalysis, “attraction” receives its content only after fixation on an object; in the understanding psychology of E. Spranger, a disposition is filled with meaning only through its relationship to value, i.e. a disposition is always a disposition towards value, etc.
The level of reflection of the content that is present in the units of personality structure. This or that content of personality structure units can be presented in both conscious and unconscious form (for example, motives-goals and motives-meanings in A.N. Leontyev).
Genesis of personality structure units. If, when developing ideas about units of personality analysis, we ignore the identification of their genesis, then the path of origin of these units, their social determination, and, thereby, their connection with the ontogenesis of the individual, the history of the development of society and phylogenesis will not be revealed. human species. The position about the genesis of personality units in the three aspects indicated above has found, for example, its expression in analytical psychology K.G. Jung, who identified such formations in the personality structure as the “ego”, complexes of the individual unconscious and archetypes of the collective unconscious.
Type of structural connections between units of personality analysis.
IN different approaches The idea of the existence of a hierarchical level relationship between them came to the study of personality structure. As an example, A.G. Asmolov gives an idea of three hierarchical levels of personality organization in psychoanalysis ("it", "I", and "super-ego"), and of the hierarchy of needs in humanistic psychology.
Self-development of the dynamic organization of personality. The idea of the dynamic organization of personality presupposes the identification of a mechanism that determines the own dynamics of this organization.
The relationship between motivational and cognitive spheres in units of personality analysis. In the “units” of personality analysis, according to A.G. Asmolov, the traditional splitting of personality into motivational, volitional and cognitive sphere. Variants of such a unit of analysis can be meaningful experiences (L.S. Vygotsky), personal meaning (A.N. Leontyev, A.G. Asmolov), conflict personal meaning (V.V. Stolin, 1983), action (S.L. . Rubinstein), direction (L.I. Bozhovich). The internal position of the individual that we propose as a unit of analysis also meets this requirement.
Operationalization of units of personality analysis. “If the unit of personality analysis is not a phantom,” writes A.G. Asmolov, then there must be procedures that make it possible to identify the phenomenological manifestations of this unit, and, thereby, in a specific experimental and clinical trial reveal an idea of its nature" (Asmolov, 1996)
Integrity: the product of personality analysis must contain all the properties inherent in the whole. Units of personality analysis should, according to A.G. Asmolov, to contain all the properties of the whole. The above options for units of personality analysis also meet this requirement. Approaches in which the principle of analysis “by units” is taken as the basis for studying personality can rightfully be called structural-dynamic. The problem of units of analysis was posed in psychology in relation to the study of personality. Meaningful experiences (F.V. Bassin) and personal meanings (A.N. Leontyev) were proposed as units of personality analysis.
Despite the fact that the concept of internal position meets the listed methodological requirements, L.I. Bozovic, following S.L. Rubinstein, proposed an act as a unit of personality analysis. Developing the theory of personality formulated by L.I. Bozovic, it would be legitimate to propose an internal position as the unit of analysis, and consider an action as external manifestation internal position.
The specific scientific significance of the concept of internal position, in our opinion, is enormous and is by no means limited to the tasks of studying the age for which this concept was proposed. It was included in developmental psychology as the “internal position of the schoolchild” and was used to analyze the formation of psychological readiness for the transition to school in children aged 6–7 years. But it is quite obvious that the internal position of the individual (and the internal position of the schoolchild as his special case) continues to develop further. Our analysis of works whose authors use the concept of internal position allows us to outline, firstly, approaches to its study and, secondly, prospects for studying the internal position of the individual.
For us great value had ideas about the structure of the internal position (hereinafter - VP), formulated by T.A. Nezhnova (1991). She conducted a study of schoolchildren's EP as part of a study of the readiness of 6-year-old children for schooling. This study represents significant research interest, since it was the first to undertake an empirical study of the structure of a schoolchild’s EP. Structurally, a schoolchild’s EP is a system that includes cognitive, emotional and behavioral components. The results of this study show that EP goes through a number of stages that reflect the transition from its negative to positive form. L.I.’s assumption was confirmed. Bozhovich that initially EP appears in the form of experience - positive attitude to school.
The relationship between the type of EP of a schoolchild and self-esteem was the subject of a dissertation research by L.G. Bortnikova (2000). Based on the results, the author concludes that the relationships between various components of self-esteem and types of EP are ambiguous. For example, schoolchildren who have an indefinitely formed EP show a tendency towards low self-esteem and exhibit increased anxiety, dependent on the opinions of others. This study leaves many questions open, in particular, the question of the structure of VP in adolescence. Our assumption is that the structure of the internal position is invariant, that is, throughout the entire ontogenesis of a person, starting from 6–7 years of age, the structure of the EP contains motivational, reflexive and emotional components of the personality. The problem of the structure of the VP and its age characteristics is one of the main promising directions for further research. Some studies carried out under the direction of the author were carried out in this direction.
So, in dissertation research V.S. Lukina (2004) used the concept of VP to analyze professional self-determination music school students during vocational training from first to third year.
Since the theoretical and practical aspects of professional self-determination are considered in conjunction with general process self-determination of personality (E.M. Borisova, A.A. Derkach, E.I. Golovakha, A.K. Markova, E.A. Klimov, T.V. Kudryavtsev, L.M. Mitina, K.K. Platonov , N.S. Pryazhnikov, V.D. Shadrikov, etc.), the application of the concept of VP to the process under study seems justified. Professional self-determination is considered as two-way process interaction between a person and a profession, in which personality is formed and develops in professional activities, while simultaneously transforming the activity itself, introducing personality traits into the labor process. The problem of professional self-determination can be considered as a problem of the emergence, formation and development of the internal position of a professional as an individual. V.S. Lukina in her study considers professional self-determination as a process of development of the internal position of a professional, that is, motivation for professional activity, a person’s attitude towards his future profession and to oneself as a potential subject of professional activity (E.A. Klimov, T.V. Kudryavtsev, V.Yu. Shegurova). In the development of professional self-determination, understood as the formation of EP, at least two lines can be distinguished: the development of professional orientation (i.e., sustainable motivation for professional activity and attitude towards the future profession) and the development of professional self-awareness. The internal position becomes internal condition, through which, according to S.L. Rubinstein, external influences are refracted (in in this case– vocational training). The study showed the relationship between the relatively stable and developing components of the VP, made it possible to find a place for the formation of a time perspective in the changes that the VP undergoes in early youth. Graduate Research M.E. Krivets, conducted under the guidance of the author (2004), allows us to trace changes in EP throughout primary school age.
Another promising direction of research is the typology of VP options. Thus, in a study by L.G. Bortnikova (2000) identified the types of schoolchildren’s EP in adolescents based on the criterion of maturity. In the already mentioned dissertation research by V.S. Lukina identified options for VP of music students depending on how much with music as the main professional occupation boys and girls bond over their future. As in the first case, in relation to this problem area, we can say that so far only approaches to study have been outlined and the first, still scattered data have been obtained, which do not allow us to present a picture of the development of IP as a whole.
It is possible to outline another direction in the study of VP, which has not yet been developed at all. Of great interest is the development of the prerequisites for EP in general and the student’s EP in particular in preschool age. In this area of research, it is especially important to study the prerequisites for the formation of a mature EP in a schoolchild by the age of 6-7, but so far there are only ideas about what approaches to this problem are possible in principle (T.V. Lavrentieva, D.V. Lubovsky, 2002).
So, the prospects for studying personality EP in ontogenesis are very great. The study of the formation of this intrapersonal authority can significantly enrich personality psychology and developmental psychology and is, in our opinion, a program for the development of cultural-historical personality psychology with great heuristic potential.
LITERATURE
Asmolov A.G. Cultural-historical psychology and the construction of worlds. M. - Voronezh, NPO "MODEK", 1996 (series "Psychologists of the Fatherland").
Bozhovich L.I. Psychology of personality development. M. - Voronezh, NPO "MODEK", 1996 (series "Psychologists of the Fatherland").
Bortnikova L.G. Dynamics of development of reflexivity and validity of self-esteem depending on the characteristics of the student’s internal position. Abstract. ...diss. Cand. psychol. Sci. M., 2000
Vygotsky L.S. Thinking and speech. /Collected Op. in 6 volumes, vol. 2. M., 1982.
Gordeeva N.D., Zinchenko V.P. Functional structure actions. M. publishing house of Moscow State University, 1982. – 208 p.
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Motivation for learning. Difficulties that arise in a child at school may be caused by the lack of formation of the student’s internal position (4; 5). Shown. that educational activity proceeds successfully if it is stimulated both by motives coming from the educational activity itself and by motives caused by the student’s position.
In children with a developed schoolchild position, activities related to the fulfillment of student responsibilities evoke positively colored emotional experiences, and the games and activities that interested the child in preschool childhood, lose their attractiveness, depreciate. However, cases are common when children (especially in the first grades, but often later) remain stronger gaming motives. This is manifested, in particular, in the fact that while performing tasks the child is often distracted and gives the impression of being extremely inattentive, while in the game he can be very focused.
To form in such children educational motivation requires special pedagogical work. Depending on the child’s developmental characteristics, the school psychologist may recommend that the teacher, for example, build relationships with the child much like preschool ones, based on direct emotional contact. Special attention should be given to developing a child’s sense of pride in being a schoolchild and experiencing the immediate emotional appeal of school. It is necessary to develop the child's ability to learn, cognitive interests and the desire to master school skills no worse than peers. As mentioned above, the famous American psychologist Erikson identifies precisely the feeling of competence (or when distorted development- inferiority). Stimulating the competence motive is important factor personality formation during this period.
More difficult are cases when the child has a clearly expressed negative attitude towards school and a reluctance to learn, when he actively resists learning. Practice shows that this most often happens in three cases.
· Firstly, when a child in preschool childhood is not accustomed to limiting his desires, overcoming difficulties, and he has formed a peculiar attitude towards “refusal of effort.” Since school requires constant effort from the child and overcoming difficulties, he develops active opposition to learning.
· Secondly, an active reluctance to learn occurs among those children who have previously formed a fear of school at home (“When you go to school, they will show you!”).
·And finally, thirdly, for those who, on the contrary, drew school life(and the child’s future successes) in bright colors. Facing reality in these cases can cause such strong disappointment that the child develops a sharply negative attitude towards school. The most difficult cases are when reluctance to learn arises against the background of the child’s general pedagogical neglect. All these cases require individual analysis and not only pedagogical, but also psychological correctional work.
The last thing we should focus on when talking about learning motivation concerns the effectiveness of the student’s internal position. It is known that by the end of primary school age, and often even earlier, the motivational function of the internal position is, as it were, exhausted, it loses its motivating power. In other words, fulfilling the duties of a schoolchild loses its immediate appeal and becomes a tedious and sometimes unpleasant task.
Explaining this phenomenon, the famous Soviet psychologist L.I. Bozovic notes that initially the child fulfills his school duties in the same way as he previously fulfilled the rules of the role taken on in the game. The desire to be at the level of the requirements that the student’s position places on him is directly stronger than all others. This “childish arbitrariness” disappears when the child gets used to the position of a schoolchild, and the experiences associated with it lose their immediate positive emotional charge. In place of this “childish voluntariness,” a higher type of voluntariness must be formed, corresponding to the characteristics of educational activity as a child’s daily duty, and an activity that is increasingly complex. However, as noted above, special work on the formation of such more high type arbitrariness is usually not carried out in school, it develops spontaneously, not for all students, and is often replaced by stereotypical adaptation to school conditions and tasks.
Function school psychologist in terms of development in children this is more high level arbitrariness, in addition to those developmental activities mentioned above, may include consulting teachers and parents on developing in children the ability to overcome directly more strong desires for the sake of less strong, but socially more significant ones, to act in accordance with the accepted intention, the goal set for oneself, to develop those personality qualities that can be the basis of volitional behavior.
Chapter 2. Main directions of work with younger schoolchildren(A.M. Parishioner)
As a rule, all children entering school want to study well and no one wants to be underperforming student. However varying degrees readiness for schooling, conditioned different levels mental development of children does not allow all students to immediately successfully master school curriculum. Therefore, the task of a school psychologist is to working together with teacher - create favorable conditions for the development of each child, to provide from the very first days of his stay at school individual approach to him. But the implementation of the latter requires good knowledge features of children's development. In this regard, the psychologist should get to know future first-graders already at the stage of enrolling them in school.
