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 doesn't 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
is 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 to
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, 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 small schoolchild 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 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.
Personal readiness for schooling.
The classroom-lesson education system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers develops at the very beginning of schooling.
Personal readiness for school also includes a certain attitude towards oneself. Productive educational activity presupposes an adequate attitude of 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 the attitude of my parents towards me) and the ideal self (what kind of me, how good can I be?) are differentiated more clearly.
There is further development of the cognitive sphere of the preschool child’s personality.
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:
Sense of beauty;
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, with excessive severity or a negative attitude, blocks the child’s development of a 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.
The moral development of an older preschooler largely depends on the degree of adult participation in it, since it is in communication with an adult that the child learns, comprehends and interprets moral principles! norms and rules. It is necessary to form the habit of moral behavior in a child. This is facilitated by the creation of problematic situations and the inclusion of children in them in the process of everyday life.
By the age of 7, children of senior preschool age have already developed a fairly high competence in various types of activities and in the field of relationships. 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, he uses an agreement, knows how to take into account the interests of others, and to some extent restrain his emotional impulses.
The development of volition 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.
Attempts to independently come up with explanations for various phenomena indicate a new stage in the development of cognitive abilities. The child is actively interested in educational literature, symbolic images, graphic diagrams, and 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 one’s own life is formed, empathy and compassion develop.
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 activity, 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.
Formation of the internal position of a junior school student
Younger schoolchildren develop a new level of self-awareness, most accurately expressed by the phrase “internal position"(L.I. Bozhovich). This position represents the child’s conscious attitude towards himself, towards the people around him, events and deeds - an attitude that he can clearly express in deeds and words. The emergence of an internal position becomes a turning point in the future fate of the child, determining the beginning of his individual, relatively independent personal development. The fact of the formation of such a position is internally manifested in the fact that a system of moral norms stands out in the child’s mind, which he follows or tries to follow.
Thanks to research conducted by J. Piaget, one can have an idea of how children of different ages judge moral standards. It has been established that during the period of life from five to twelve years, a child’s ideas about morality change from moral realism to moral relativism. Moral realism, in the understanding of J. Piaget, is a firm, unshakable and very unambiguous understanding of good and evil, dividing everything that exists into only two categories - good and bad. Older children, who have risen in their development to the level of moral relativism, believe that sometimes it is possible to ignore the opinion of an adult and act in accordance with other moral standards. Younger people, for example, believe that you should never tell a lie; elders believe that in some cases it is acceptable.
In parallel with the motivation to achieve success and under its influence, at primary school age a number of other personal qualities of the child are improved: hard work, independence, responsibility, etc.
Hard work During the initial period of schooling, it develops and strengthens in learning and work. A reasonable, well-thought-out system of rewarding a child for success plays a big role in the development of this important quality. It should focus not on those achievements that are relatively easy and depend on the child’s abilities, but on those that are difficult and are completely determined by the efforts made. The incentives that reinforce success in school and work should be those that generate positive emotions in younger schoolchildren. From the first days of schooling, it is extremely important to ensure that the child completes his homework and chores independently, with the necessary minimum assistance from adult family members.
It should be noted that the ability for independent and creative work is manifested specifically in students in grades 1-2. This is in good agreement with the fact that in the educational activity leading for a given age, the basics of labor and intellectual social experience, skills and abilities are mastered.
IndependencePrimary school children are combined with their dependence on adults, and this age can become a turning point, critical for the formation of this personality quality. On the one hand, gullibility, obedience and openness can make a child dependent, dependent, and delay the development of this personality quality. On the other hand, too early an emphasis only on autonomy and independence can give rise to disobedience and closedness. Therefore, it is necessary to ensure that the education of independence and dependence is mutually balanced.
Personality is also characterized by the measureresponsibilitybefore other people, responsibility for the activities performed. Adults must systematically form in children a responsible attitude towards the activities they perform. ButResponsible performance of activities presupposes not only positive motivation in the child - the desire to do something, but also the ability to realize existing intentions. Responsibility awakens a sense of involvement in a common cause, a sense of duty.
Arbitrariness of behaviorat primary school age it extends to the area of feelings. In children of grades III–IV, the first attempts to restrain emotions, immediate impulses and desires are noted. Along with this, starting from about third grade, younger schoolchildren can demonstrate the manifestation of perseverance as a strong-willed character trait. Another very important feeling for a developed personality is empathy to another, disposition towards other people is a positive quality of social development.
It is worth noting that the younger student knows aboutbelonging to one gender or another. The boy knows that he must be brave, not cry, he is already looking at male professions. The girl knows that she should be friendly and kind, and she gets involved in homework. However, primary school age is relatively calm in terms of pronounced fixation on gender-role relationships.
Thus, junior school age is the beginning of school life. By entering it, the child acquiresstudent's internal position, learning motivation. The child is involved in socially significant educational activities, the results of which are highly or lowly assessed by adults and peers. By the end of primary school age, reflection appears and thereby creates new opportunities for the formation of self-esteem of achievements and personal qualities.
At primary school age, the child’s character is formed, his main features are formed, which subsequently influence his practical activities and his communication with people, and the initial formation of worldview and morality occurs. All this taken together forms the child’s individuality and makes him a person different from other children not only intellectually, but also motivationally and morally.
The concept of internal position, introduced by L.I. Bozhovich, paradoxically, is both one of the most well-known and least developed concepts in Russian developmental psychology. 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. Bozhovich development of theoretical principles 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 of learning” in relation to school life), self-awareness, as well as attitude towards oneself in 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. The internal position of the individual is not a choice imposed by the external environment, but a person’s choice of his 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.
The main methodological problem that 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 the 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, formulated a number of parameters for units of personality analysis. When creating a new personality theory, 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 forms (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 emergence of these units, their social determination, and, thereby, their connection with the ontogenesis of the individual, the history of the development of society and the phylogeny of the human species will not be revealed. The position about the genesis of personality units in the three aspects indicated above found, for example, its expression in the analytical psychology of 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 to the study of personality structure, the idea of the existence of a hierarchical level relationship between them has been put forward. 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 spheres must be overcome. 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 allow us to identify the phenomenological manifestations of this unit, and thereby, in a specific experimental and clinical study, 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 to consider an action as an external manifestation of an 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 its 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, the ideas about the structure of the internal position (hereinafter referred to as VP), formulated by T.A., were of great importance. 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 is of significant research interest, since it is 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 - a positive attitude towards 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, show increased anxiety, and are dependent on the opinions of others. This study leaves many questions open, in particular, the question of the structure of EP 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 EP and its age-related 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.
Thus, in the dissertation research of V.S. Lukina (2004) used the concept of VP to analyze the professional self-determination of music school students during professional training from the first to the third year.
Since the theoretical and practical aspects of professional self-determination are considered in conjunction with the general process of personal self-determination (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 a two-way process of interaction between a person and a profession, in which the personality is formed and developed in professional activity, while simultaneously transforming the activity itself, introducing personality traits into the work 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 to his future profession and to himself 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 the internal condition through which, according to S.L. Rubinstein, external influences are refracted (in this case, vocational training). The study showed the relationship between relatively stable and developing components of EP and made it possible to find a place for the formation of a time perspective in the changes that EP undergoes in early adolescence. 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 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 the boys and girls connect their future with music as the main professional occupation. 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 EP in schoolchildren 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
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Vygotsky L.S. Thinking and speech. /Collected Op. in 6 volumes, vol. 2. M., 1982.
Gordeeva N.D., Zinchenko V.P. Functional structure of action. M. publishing house of Moscow State University, 1982. – 208 p.
Krivets M.E. Dynamics of development of the internal position of a schoolchild among elementary school students. Thesis./M., Institute of Psychology and Pedagogy, 2004.
Lavrentyeva T.V., Lubovsky D.V. Creative development of the personality of a preschooler and the formation of an internal position // Technologies for the development of the creative potential of preschoolers. Conference materials. Murom, 10 – 11 Oct. 2002 M. - Voronezh, 2002.
Lukina V.S. Development of the internal position of a professional during vocational training in early adolescence (using the example of music education) Abstract. diss. ...cand. psychol. Sci. M., 2004.
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