Ауталипова Е.Н.

Personality development of young-school-age children

At present, one of the most problems of today is personality, and it’s not accidental since the interest to this issue is directly bound by the process of contemporary stage development of world society.

Personality is a complicated knowledge acquired in sociocultural surroundings in the process of interaction with people through collaboration and communication. Personal establishment stage is formed by different reason: biological, social cognitive, etc. The development is defined as quantitative and qualitative changes caused external and internal conditions. Thus famous psychologist B.G. Ananyev wrote: “Human development depends on many interaction factors: heredity, surroundings (social, biogenous, abiogenous), upbringning (or rather, many different types of impact referred to personality formation of society), personal practical activity. These factors don’t work separately but together to be complicated development structure.

Entering the first grade children pass on to the new period of childhood. Adoption of school, new way of life influence on further personality formation of child. Systemic method of approaching of personal development is supposed to simultaneous study of all-round children development, helping to understand correlation and interdependence. The main requirement of systemic approaching is that the children are considered to be integral essence in the most diverse attitude to surrounding world – to family, friends, school and other social institutes [1].

Special care should be taken to distinguishing and underlining the interest meaningfulness for cognition process. By L.I. Bozhovich research, in preschool age little researchers are notable for their seeking to discover the world. Manifestation of such children interest means their constant cognitive activity without any stimulus. It is reported that children give pleasure for the process of cognition with forcibly expressed interest. At present effective program for primary school provided for children for their high level of intellectual development, and aiming to awake their interest to the cognition process as to significant one in educational structure motives for junior schoolchild. So, diverse motive studies, their causes, and accordingly constant teacher work on development of positive and social meaningful study motives are the paramount factors in personal development of junior schoolchild [2].

D.B. Elkonin noted that in primary school age motive behavior is substantially developed, and is started to characterizing pupil’s personality as well. One of the moral behavior motives of junior schoolchild is ideals. By psychological research, it was revealed that such ideal is having quite a few features. Firstly, they have specific character. As in preschool age usually heroic personalities are become ideals whom children heard about by radio, watched in movies, or read in books. Junior schoolchild ideals are unstable, quickly changed under the influences of new and vivid impressions. One more peculiarity typical for his ideals are revealed in his ability to set himself an aim to imitate his heroes, but only in his facing actions. Even properly analyzing made action, junior schoolchild not always able to correlate it to his behavior [3].

Junior schoolchild personality is forming and becoming apparent in communication with society. For L.C. Vygotsky, social development in junior schoolchild wasn’t the only cause but also the consequence of psychic development of child. Child focuses on notion of relationships. Communication necessity is satisfied mainly in learning activity that defines its relationships. Being individual inherently, academic aspiration in his first educational stage complicates the formation of collective relations and interrelations. Comparing with the preschool age, the social network of junior schoolchild is narrowed. First of all, personality of teacher who brings child in learning activity is meaningful for him. Teacher for child is the main and absolute authority. Firstly, junior schoolchild is mainly pointed at communication with teacher. In the first stage of education child welcomes his classmates “through teacher” and pays them attention when teacher during lessons evaluate them, emphasizing their success and failure. In the second-third year of education, schoolchild’s attitude to his class collective is changing. These changes, first of all, connected to new relations for education and teacher personality, though the teacher personality is less meaningful, but the close relations with friends, classmates, whom he acquires knowledge with, participates in social life with, connected with games, competitions, walking trips. Gradually in class collective business affiliations and interrelations are starting to reinforce by moral estimate of each children behavior. They start deeply realizing of different peer personalities [4].

Moral personality sphere cuts in figure of personality development features of junior schoolchild. Thank to the researches of J. Piazhe, we have a taste of how children of different ages estimate moral norms, and what moral valuation judgments they keep. It’s settled, for instance, that within the period of 5 and 12 years child notion about morality are changing from moral realism into moral relativity. Moral realism, in understanding of J. Piazhe, is firm, steadfast and rather unique comprehension of good and evil, dividing all the existence only into two categories good and bad, unnoticing any penumbras of moral valuation. Moral relativity, appearing in child approximately at 11 year, settled on persuasion that each person has right for fair and respectful self-concept, and in each action there’s possibility to discover morally justified and condemned things. Realist thinks by authority categories and considers that the law of morality is formed by power authorities and stable in its absolute and with no exceptions to be amended. Child, moral realist, in dilemma usually finds for thoughtless obedience and absolute subordinancy to adult, even if his orders are separated by moral norms [5].

L.I. Bozhovich presents educational activity of junior schoolchild. In this age it influences on child development, defines the appearance of new formations. Not only mental abilities but moral personality sphere is developed as well [6].

A.N. Leontyev points out that the important moment in junior schoolchild age on a base of established educational, gaming and labor experiences, premises for settling achievement motives are emerged. Approximately between six and eleven years child has an idea that the lack of abilities can reimbursed by increasing his effort and vice-versa. More exceptive cases (explanations of different results for the combination of efforts and abilities) are noted only in causal thought scheme of ten – twelve year old children. Consequently, the age of the educational beginning in school (I-IV grade), can be considered as a period of origin fixing for important personality features of child, and becoming enough steady to identify his success in different types of activities [7].

In parallel, with the achievement motivations and under the influences in junior school age two other personality features are improved: diligence and independence. Diligence is a result of repeated success in making every effort and receiving encouragement in childhood for that effort, especially when he showed persistence in his achieving goals. Diligence in the primary school stage develops and strengthens in labor studying.

Favorable conditions for schoolchild diligence development creates the circumstance that in the beginning of educational activity presents itself in great difficulties for children to be got over. It is an adaptation for new life conditions (daily routine, obligations, and requirements), and the child problems connected with reading education, counting, letters, and new issues which are usually emerged at school and at home. In formation of this important features, reasonable and productive encouragement system for success of children is played the main important role. They must be oriented on to those achievements which are relatively easy and depends on the existing children abilities, but not those ones which are difficult and fully defined by applied efforts. The most important one for the personality development is a faith of child into his success. It should be permanently inspired and encouraged by teacher, and the lower self-appraisal and aspiration level of child the more persistent should be corresponding actions of people who is upbringing children.

Diligence appear when child gets pleasure from his work. It’s mainly depends on how much the education and diligence of junior schoolchild capable with its results to satisfy needs, which is typical for this age children. The most important incentive for success in these activities it is a junior schoolchildren’s positive emotions.

As incentives, supporting of success in these activities should serve those Independence of junior schoolchild age combined with their adult dependence, and this age can be critical for formation of independence feature. On the one hand, if trustfulness, obedience and openness are excessively expressed, then it can lead to a dependent , and keep longer the development of this personality feature. In order to neither of the two undesirable tendency wouldn’t revealed, it’s necessary to keep balance in teaching child of independence and dependence [8].

Those psychological features which started to be seemed by child in the last years of preschool childhood, before entering the school, within the first four years of school education children gets development, reinforcing them and at the beginning of adolescence the most important personality traits are already established. The child individuality of this age is revealed in cognitive processes as well. The substantial determination, knowledge improvements, child upgrading skills and abilities are occurred. This process is progressing and to III-IV grade most of the children reveals general and special skills to different sorts of activities [9].

Junior schoolchild age is called top childhood. Child preserve many childish qualities, such as, light-mindedness, naivety, looking up and down. But child already starts losing childish spontaneity in behavior, another type of logic thought is appeared. Skills are his meaningful activity. At school child acquire not only new knowledge and skills, but specified authority as well. The value interest of children is changing , his entire way of life - all these discovers child personal feature.

Literature

1. Ananiev, BG Selected psychological works: in 2 Vols T. II. - M., 1980. - 44 p.
2. Bozovic LI Personality and its development in childhood. - Peter, 2008. - 197 p.
3. Characteristics of the psychological development of children 6-7 years old / / pod.red. DB Elkonin, AL Wenger. - M., 1997. - 36 p.
4. Vygotsky, LS Collected Works, Volume 4. M., 1982. - 225 p.
5. Abramenkova VV The notion of good and evil in the world picture of modern child / / Proceedings of the All-Russian scientific-practical conference "The child in society." - Moscow: Moscow State Pedagogical University, 2007. - 98 p.
6. Bozovic, LI On the moral development and education of children / / Questions of psychology. - M.: Education, 1975. -52 P.
7. Leontiev, AN Activities. Consciousness. Personality. M., 1975. - 95 p.
8. Volkov BS Psychology junior student: A Textbook. allowance. M., 2000. - 190 p.
9. AN Leontiev and modern psychology / pod.red. AV Cossacks, VP Zinchenko, OV Ovchinnikova, DC Tikhomirov - M., 1983. - 220 p.