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.
Elena Samarina
Features of the formation and correction of the internal position of a primary school student
Child entering school and plunging into the school environment, solves its specific problems, implements its individual goals: develops the psyche and personality as a whole, socializes, makes new friends and gets a lot of new, useful things information.
New conditions into which the child is immersed school environment, are the basis for its development in all respects. But these same conditions impose specific restrictions on the child’s activities and, thereby, set certain paths to achieving what he wants. As a result, the child develops mentally, physically, mentally and socially, exclusively along the paths determined school environment.
Real the student’s position is formed not immediately and not as easy as it seems. Her formation, most often, it is difficult in the following cases:
When preschooler does not know how to analyze and limit his desires and overcome difficulties on his own, and school requires constant effort, then he may develop active resistance to learning;
If the child was not scared at home "Babaika"(for example, a school: "IN school you WILL be FORCED to behave", "IN school You will be ridiculed for this behavior.", “Your photograph will be hung on the board of SHAME because of your sloppiness.” etc., then he already has fear of school will develop. This can lead to an active reluctance to learn.
There are also opposite cases - a child is drawn school life in too rosy tones: describe future successes, exciting adventures, fascinating knowledge and many friends. When faced with reality, a child can be very disappointed. This will also cause a negative attitude towards school.
It can be considered that the student’s internal position is formed correctly, if belonging to school is perceived by the child as his personal need. He is passionate about his new life and every day he wants to go to school. The child gradually abandons exclusively gaming way of spending time. Thus, the child shows a positive attitude towards learning activities. Newly minted the student is impressed by the teaching, as a new serious and socially significant activity in which he is directly involved.
There are several types of readiness for schooling, on the basis of which it is built child's internal position:
Psychological readiness;
Personal readiness;
Intellectual readiness;
Willful readiness;
Moral readiness;
Specific features of thinking;
Emotional sphere and physical readiness for.
It also has a very strong influence on formation of the student’s internal position, have parental attitudes. If the parents’ demands are too high and the child’s normal average successes are interpreted by them as failures, and existing achievements are assessed low or not considered at all, then the result will be disastrous. As a result of this attitude, the child’s anxiety increases, the desire to achieve success decreases, self-confidence decreases and low self-esteem develops. Often parents increase the workload, give the child various additional tasks every day, or force them to rewrite work that was not completed several times. "Great", to improve existing average results. This further hinders its development in general and the development internal position in particular.
For corrections impaired development student's internal position caused by the influence of various negative factors, psychologists, teachers and defectologists are recommended to draw up non-individual correctional programs for all students primary classes, and programs designed for children with different levels of readiness for school, with an emphasis on various problems. This program is good because children help each other acquire new psychological skills.
This article offers an option correctional program aimed at creating socio-psychological conditions for formation of the position of younger schoolchildren to the situation of schooling and formation universal learning activities.
The main objectives of this program are:
1) Development of cognitive actions necessary for successful learning in elementary school.
2) Development of communicative actions necessary to establish interpersonal relationships with peers and appropriate relationships with teachers.
3) Formation of personal actions, in the background positive"I am concepts" children, stable self-esteem and low level school anxiety.
4) Formation regulatory actions.
5) Psychotherapeutic task: providing psychological assistance in understanding oneself, one’s possible successes and achievements, creating a safe environment for group interaction.
Games included in this correctional program, designed for 4 - 7 lessons (according to elongation). Each lesson lasts 30 minutes.
First of all, we carry out diagnostics. For started it is necessary to determine the character student's internal position. For this you can use "A conversation about attitudes towards school» T. A. Nezhnova.
Next, we identify the child’s general emotional attitude towards school using the original technique developed by M.R. Ginzburg. This technique contains eleven pairs of adjectives that characterize a person from the positive and negative side ( "good-bad", "clean-dirty", "fast-slow" etc.).
It is also necessary to conduct an orientation test school Kern-Jirasek's maturity, which includes, in addition to drawing a male figure from memory, two tasks - copying written letters and copying several groups of dots, i.e. working from a model.
Similar to the previous task to identify school maturity, such techniques How:
Methodology of N. I. Gutkina "House"(children draw a picture depicting a house made up of elements of capital letters);
Assignments by A. L. Wenger “Complete the mice’s tails” And “Draw handles for umbrellas” (and mouse tails and handles also represent letter elements);
Exercises: D. B. Elkonin and A. L. Venger - "Graphic dictation" And "Pattern and Rule".
After diagnostics, you can proceed directly to the following corrective games and exercises.
"Officer Soldier"
The child must follow the commands correctly "officer" within a certain time period (for example, starting from a certain move, give an oral report on the actions being performed, take the role of an officer. It is very important for a child in this game to be able to manage the game situation.
"Buttons"
(scheme) and real (mannequin or one of the players) spaces, correctly remember the colors and locations of buttons. Tasks are completed in competition mode. As a result, the memory capacity increases.
"Find the treasure"
The child must accurately navigate the conventional (plan/map) and real (office/gym/ school) spaces; quickly find the treasure. A very important skill will be to independently fix the floor plan on a piece of paper and retain it in memory for a long time. Develops children's desire for competition and victory, through the need to quickly and masterfully hide the treasure so that the enemy searches for it as long as possible, and the development of spatial orientation, through the search for treasure hidden by the enemy.
"Fair"
During the game, the guys perform a number of exercises. For the correct completion of each task, a chip is issued, the color of which corresponds to the type of task. This is a very active and fun game. It should maintain a good mood through creating a situation of success.
"Color City"
1) To develop spatial relationships and corresponding vocabulary, the children will have to work with a color map of the City, the areas of which are painted in different colors, and the paths to finding objects are confusing. During the game, the child will gain experience of free spatial orientation in a conventional (on the diagram) and on a mental level, will master schematic writing.
"Cheerful Athletes"
2) During the game, the child must fill out sets of small and large checklists, without errors, correlate the drawn person with his location in real life (on the map) and in conditional (on check sheet) gym, without errors, use colors that correspond to any athlete’s figure. This will help formation of substitution actions: figure - diagram - color.
« Drivers school»
With the help of this game, the child’s independent actions are updated. His memory expands the set of traffic signs and objects. The child’s memory also improves, which allows him to remember complex routes and their correct passage. (by signs).
List of used literature:
1. Andrushchenko, T. Yu. Crisis of development of a child of seven years: psychodiagnostic and correctively-developmental work psychologist: Uch. village for university students / T. Yu. Andrushchenko, G. M. Shashlova. – M.: Academy, 2003. - 96 p.
2. Gutkina, N. N. Diagnostic program for determining the psychological readiness of children 6 - 7 years old for schooling / N. N. Gutkin // 3rd ed., revised. and additional - M.: MGPPU, 2002. - 68 p.
3. Nezhnova, T. A. « Internal position of the student» - concept and problem // Formation personality in ontogenesis. Sat. scientific works / Ed. I. V. Dubrovina. - M.: APN USSR, 1991. - P. 51 - 62.
Additional literature for reference on this topic problem:
1. Bozhovich, L. I. Personality and its formation in childhood / L. I. Bozhovich. - SPb.: PETER, 2008. - 400 p.
2. Wenger, L. A. Psychological issues of preparing children for education in school / L. A. Wenger. - M.: Education, 2009. - 289 p.
3. Gutkina, N. N. Stimulus material for the “Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling».
Page 1
The internal position of a schoolchild is a psychological new formation; it arises at the turn of preschool and primary school age, or during the crisis of 7 years, and is a fusion of two needs - cognitive and the need to communicate with adults at a new level. It is the combination of these two needs that allows the child to be involved in the educational process as a subject of activity, which is expressed in the conscious formation and fulfillment of intentions and goals, or, in other words, the voluntary behavior of the student. (L.I. Bozhovich).
D.B. Elkonin (1978) believed that voluntary behavior is born in role-playing play in a group of children, allowing the child to rise to a higher level of development than he can do in a game alone, because In this case, the team corrects violations in imitation of the proposed model, while it can be very difficult for the child to independently exercise such control.
In special experimental studies on the study of neoplasm (L.I. Bozhovich, N.G. Morozova, L.S. Slavina, 1951) it was found that when playing school, children characterized by the presence of an “internal position of a schoolchild” prefer the role of a student, not teachers and want the entire content of the game to be reduced to real learning activities (writing, reading, solving examples). On the contrary, in cases where this education is unformed, children prefer the role of a teacher rather than a student, and also, instead of specific educational activities, playing “recess” and acting out “coming” and “leaving” from school.
Thus, the “internal position of the student” can be revealed in the game, but this path is not suitable, because takes too long. Let’s replace it with a technique that allows us to identify the characteristics of a child’s voluntary behavior. Good quality of performance of the task assumed in the method of studying voluntariness indirectly indicates the existence of educational motivation that allows the child to cope with the task.
The “House” technique is a task of drawing a picture depicting a house, the individual details of which are made up of elements of capital letters. The task allows us to identify the child’s ability to focus his work on a model, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.
The technique is designed for children 5.5-10 years old; It is clinical in nature and does not imply obtaining normative indicators.
Entering school and the initial period of (adaptation) education cause a restructuring of the child’s entire pattern of life activity. This period is equally difficult for children entering school at both 6 and 7 years old. Observations show that among those entering first grade, they only partially cope with the curriculum.
Educational activities require a certain amount of knowledge about the world around us and the development of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks are important. Equally important are verbal communication skills, developed fine motor skills and hand-eye coordination.
Therefore, the concept of “Child’s readiness for school” is complex, multifaceted and covers all areas of a child’s life; depending on the understanding of the essence, structure and components of the child’s readiness for learning, its main criteria and parameters are identified.
Modern schools are in search of learning models that can ensure the diversified development of individuals, taking into account their individual psychophysiological and intellectual capabilities. The most effective form of individualization of the educational process, providing the most comfortable conditions for the child (when selecting appropriate content, observing the didactic principles of accessibility and feasibility), is differentiated education, which is based on the formation of classes of levels 1, 2, 3 on the basis of deep psychophysiological and psychological and pedagogical diagnostics.
Below are methods for diagnosing children when entering school. They will help the kindergarten teacher and primary school teacher determine the degree of maturity of the child.
Children's readiness for school can be determined by parameters such as planning and control. Level of intelligence development.
1. Planning
– the ability to organize one’s activities in accordance with its purpose:
Low level – the child’s actions do not correspond to the goal;
Medium level – the child’s actions partially correspond to the content of the goal;
High level – the child’s actions fully correspond to the content of the goal.
Foreign studies of school maturity are mainly aimed at creating appropriate tests, while in the works of Soviet psychologists L.I. Bozhovichi D.B. Elkonin contains a deep theoretical study of the issues of psychological readiness for school from the point of view of substantive justification for the necessary and sufficient lower level of actual development of a first-grader.
The student’s internal position and motives for learning
In the theoretical works of L.I. Bozovic's main emphasis was on the importance of the motivational sphere in the formation of a child's personality. From the same perspective, psychological readiness for school was considered, that is, the motivational plan was recognized as the most important. Two groups of teaching motives were identified:
1) broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to take a certain place in the system of social relations available to him”;
2) motives related directly to educational activities, or “the cognitive interests of children, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972, With. 23 - 24).
A child who is ready for school wants to study both because he wants to take a certain position in human society, namely a position that opens access to the world of adulthood, and because he has a cognitive need that he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic "the inner position of a schoolchild" (1968). This neoplasm L.I. Bozovic attached great importance, believing that the “internal position of the student” can act as a criterion of readiness for schooling. But it should be noted that both the “inner position of the student” and the broad social motives of learning are purely historical phenomena. The fact is that the existing system of public education and training in our country involves several stages of growing up: 1) nursery, kindergarten - preschool childhood; children are treated like babies; 2) school - from upon entering school, a child enters the first stage of growing up; here his preparation for an independent adult life begins; This is precisely the importance attached to school in our society; 3) High school or work - adults. Thus, school is the link between childhood and adulthood, and if attendance at a preschool institution is optional, then attendance at school has until now been strictly mandatory, and children, reaching school age, understand that school gives them access to adult life. This is where the desire to go to school arises in order to take a new place in the system of social relations. This, as a rule, explains the fact that children do not want to study at home, but want to study at school: it is not enough for them to satisfy only the cognitive need, they also need to satisfy the need for a new social status, which they receive by being included in the educational process as a serious activity , leading to a result that is important both for the child and for the adults around him.
The very concept of “the internal position of a schoolchild” was introduced by L. I. Bozhovich in the early 50s. last century. L. I. Bozhovich considered the internal position of a schoolchild to be the core of the personality of a 6–7 year old child, in which all lines of previous personal development are integrated. The internal position of the schoolchild was understood as a new attitude of the child to the environment, arising as a result of the close interweaving of two basic unsatisfied needs - cognitive and the need to communicate with adults. Moreover, both needs appear here at a new level. After this, many works on younger schoolchildren use this concept, which describes the child’s personal authority, which acts as an internal determinant of learning (M. R. Ginzburg, N. I. Gutkina, D. V. Lubovsky, T. A. Nezhnova, etc.). Thus, N.I. Gutkina explains the emergence of a schoolchild’s internal position through the child’s need not just to learn new things, but as a result of the need to enter into new social relationships with an adult when fulfilling a cognitive need. And this is possible for the child through inclusion in educational activities. Academic success increases the child’s social status and provides a new level of relationships with adults.
The “internal position of a schoolchild” is defined by many researchers as a psychological new formation that arises towards the end of preschool age. It is included in the characteristics of a child’s readiness for school, which is expressed in the form of a conscious desire to accept the new social role of the student, a full-fledged interest in communicating with other adults, stable cognitive needs, and a willingness to communicate meaningfully with peers. The emergence of a schoolchild’s internal position is largely determined by the presence of an adequate social developmental situation, including in the play activity of an older preschooler, when the child acts as an active subject of activity in a role-playing game.
The internal position of the student allows the child to be involved in the educational process as a subject of activity. This is expressed in the conscious formation and execution of intentions and goals (voluntary behavior of the student).
Research from the laboratory of L. I. Bozhovich showed that the internal position of a schoolchild is short-lived for a number of reasons. Already in the 3rd grade of primary school it is weakly expressed and then disappears. Recent studies show that more and more often children come to school with a poorly formed internal position of the student or it disappears before the 3rd grade. The key reason for the disappearance of a student’s internal position is the high regulation of the educational process and ignoring the characteristics of the child’s motivation.
Research on the internal position of a schoolchild, conducted in the laboratory of N.I. Gutkina, showed that when a child enters school, the internal position of a schoolchild is practically not formed, if it has not been formed before that moment. And in the case of initial formation, it disappears quite quickly. Currently, the reasons for this situation can also be attributed to improper work with children before school. Excessive load on children in senior preschool age in early development programs built according to the scheme of educational activities, as well as the gradual disappearance of role-playing games from the children's subculture lead to the fact that learning is no longer interesting. The fact that many children today come to school already knowing how to write, read, and count does not always have a positive impact on their future studies. For readiness for school, cognitive and educational motivation and the student’s own formed internal position are of greater importance.
The study by M. S. Grineva traced the age-related dynamics of personal readiness for school in the period from 5 to 7 years, which is characterized by the following logic: children emotionally begin to discover school reality for themselves by the age of 6, and at 7 years there is a correlation between expectations and real life practice student and it becomes possible for them to realize the role of a student. In the period from 5 to 7 years, a structural restructuring of personal readiness for school occurs. At 5 years old, the internal position of a schoolchild is associated only with the child’s ability to accept and maintain a role in the process of solving a social problem; components of self-awareness, motives for learning and emotional attitude towards school are not associated with the idea of oneself as a student. In 6–7-year-old children, a relationship appears between the student’s internal position and the sphere of self-awareness, which is mediated by the motivational aspects of the attitude towards school. In older preschool age, gender is significant for the development of learning motives: in most girls, the development of learning motives is higher than in boys of the same age. In the process of developing personal readiness for school in children aged 5 to 7 years, there is a gap in the formation of cognitive and social motives for learning; In children with an average level of development of the schoolchild’s internal position, the development of the cognitive motive outstrips the development of the social one.
M. S. Grineva notes that the period from 5 to 6 years is most favorable for the formation of learning motives, while after 6 years it is more effective to develop the sphere of self-awareness and cognitive motivation. Modern children (late 2000s) entering school are significantly different from their peers in the 1980s: these differences are found in the sphere of self-awareness, the content of the student’s internal position and the motivational aspect of activity. In modern children aged 6–7 years, the internal position of the schoolchild is enriched with knowledge about the content of school life and the need for learning as a social activity; for preschoolers - the idea of kindergarten as a form of preparation for school. The internal position of a schoolchild among modern first-graders is largely characterized by the desire to preserve preschool forms of relationships with adults. The period of formation of the early image of “I” in modern children is becoming longer.
Such a blurred boundary between ages can lead to destructuring of the preschool and primary school ages and to their change.
According to modern research, urban children by the age of 5 are already quite well informed about school. Most of them have a positive and attractive image of the school and the student. Although associations with school are associated more with specific paraphernalia - pens, briefcases, textbooks, desks, etc., which act more like gaming accessories. More complex elements of the way of school life (forms of education, system of rewards and punishments, features of communication with peers and teachers, rules of school life, form and content of lessons) are not yet understood by 5-year-old children. By the age of 6, children usually develop a stronger positive attitude towards school, often accompanied by a more concrete understanding of the way of school life. First of all, this is expressed in the awareness and acceptance of the group lesson form of work and the refusal of individual classes at home. When entering 1st grade, most children take a group lesson form of education. In the minds of first-graders, the image of school as a place for acquiring knowledge is being formed. At the age of 7, for a junior schoolchild, a mark becomes significant as encouragement for educational activities. At the same time, it is normal to understand that people do not go to school for grades, but that there are other meanings in studying that are gradually mastered by the student (to occupy a new socially significant status and join the world of knowledge).
The further development of the student’s internal position can be viewed through the prism of “positional self-determination” and the formation of self-esteem. The term “positional self-determination” was introduced by G. A. Tsukerman to designate the building and maintaining of differences between “I am the real” and “I am the ideal” and the establishment of a certain system of relations between them.
In a study by L.G. Bortnikova, a connection was experimentally established between the development of a student’s internal position and self-esteem. High, but not maximum, self-esteem, as a rule, corresponds to the optimal level of development of the student’s internal position.
A child of primary school age undergoes serious changes in their attitude towards themselves. The preschooler's attitude towards himself is predominantly emotional. At the age of 6–7 years, during the crisis of 7 years, the child develops stable ideas about the self-ideal, which act for him as a kind of norm, a value system with which he compares his behavior. Thus, the child’s process of self-evaluation becomes rational. As T.V. Arkhireeva notes, ideas about the self-ideal among children of primary school age change little, they are weakly individualized, and largely reflect social norms. From 1st to 3rd grade, children's level of self-criticism increases, especially in relation to those characteristics of theirs that are associated with success in school and with the assessment of school competence.
The combination of the rational and emotional components of self-esteem at primary school age leads to a gradual divergence between the “real self” and the “ideal self” and is associated with the gradual formation of such a subjective evaluative component as self-esteem. The younger schoolchild is gradually moving away from the “black and white” idea of self-esteem in the logic of “good – bad”. The child gradually, not at all simply, gains an understanding that there are differences in being “just good” and “a good student,” “just good” and “smart, capable, able to stand up for oneself, neat, etc.” . It is precisely at primary school age that awareness of such differences should normally occur. At the same time, the child’s real behavior, his qualities and actions do not always coincide with social norms and ideas about what he would like to be.
