Elena Kapitanec

The changes taking place everywhere require the ability to have non-standard, creative thinking, the skill to solve complex problems quickly, as well as to adapt to rapidly changing conditions. In this regard, the society is forming a socio-economic demand for the formation of a creatively active imagination from an early age. In response to this highly relevant request, the influence of imagination on the development and formation of the child's personality, including his aggressiveness, is more and more discussed in the pedagogical literature. The purpose of the study: to identify the influence of imagination on the aggressiveness of older preschoolers and to substantiate the methods of its pedagogical correction. Research stages: search and preparation (the psychological and pedagogical literature on the research problem was studied; methods and techniques for further empirical study were selected); experiment (selection of an experimental site – educational institution Kindergarten No. 332, Chelyabinsk); selection of participants in the experiment and their preparation (n = 65); measures were worked out for conducting an ascertaining experiment; control and generalization - the results were interpreted according to P. Torrance's method of identifying the level of imagination "Draw a picture" and the method of diagnosing aggressive behavior by O. Ilenko; mathematical and statistical processing of the results was carried out using rs-coefficient of Spearman's rank correlation. As a result, it was found that 25% of preschoolers have a high level of imagination and 25% have a low level of aggressiveness in behavior; 60% have an average level of imagination and 60% - an average level of aggressiveness in behavior; 15% have a low level of imagination and 15% - a high level of aggressiveness in behavior. The calculation of the Spearman's coefficient confirmed a significant relationship between imagination and the level of aggressive behavior in older preschoolers. The novelty of the study can be seen in the original sample of preschoolers, in the time of their special development during the COVID-19 pandemic, in the selection of methods for studying the problem. In addition, there were no exceptions in the sample caused by childhood psychopathology and functional disorders, which are predicted by irritability of preschool age. The main conclusions are combined into two groups, and they are reflected in the selection of existing methodological recommendations for teachers and parents: firstly, this is a clarification of the conclusions about social interaction, and secondly, this is a clarification of the conclusions about preventive measures and pedagogical correction of aggressiveness in preschool age children. The provisions relating to the issues of correcting the imagination and aggressive behavior of preschoolers took a special place in the process of compiling recommendations.

The priority goal of education in a modern school is the development of a person with highly developed interrelated cognitive processes. Purpose: to identify the characteristics of the relationship between the properties of attention and the academic performance of fourth grade students, conditioned by the educational process in the context of the COVID-19 pandemic, to work out a program for the development of attention and draw up appropriate methodological recommendations. The ascertaining experiment was carried out on the basis of the secondary school No. 21 in Ozersk, Chelyabinsk region (N = 70 people, of which 28 students of the fourth grade: 15 girls, 13 boys) using three tests (“Remember and dot” by R. S. Nemov, Pieron-Ruser test, “Schulte Tables”), diagnostics of academic performance in the electronic journal and report card, rank correlation coefficient by Ch. E. Spearman. The results show that more than a third of students (36%) have low and below average levels of concentration, stability and attention span. The calculation of the rank correlation coefficient by Ch. E. Spearman confirmed direct correlations (high level of attention properties correlates with high academic performance). Carrying out an ascertaining experiment and subsequent analysis of the results obtained made it possible to work out a program (20 lessons, 2 lessons per week) and draw up psychological and pedagogical recommendations for the development of the attention properties of fourth-grade students. The purpose of the program: the development of the attention properties (stability, concentration, span) of fourth-grade students. The objectives of the program: to develop the properties of attention, mental skills, fine motor skills of the hands, perseverance and the ability to concentrate. The content of the program is determined on the basis of following after the content of the same program for preschoolers. Methodological recommendations include several integrative areas of pedagogical activity (selection of exercises, creation of pedagogical conditions for their implementation, creation of a favorable psychological climate, individual work with students, organization of complex joint work of teachers and parents).

Interethnic relations in the educational environment are characterized by complex social processes that include interaction, mutual understanding and interpersonal relations among students of different nationalities. Therefore, educational organizations require systemic psychological and pedagogical support of the process of interethnic interaction, so that relations are established not on suspicion, isolation and hostility, but on the basis of a desire for cooperation and mutual understanding. All this determined the purpose of the study: to theoretically substantiate and experimentally examine the interethnic relations of older adolescents in the conditions of the multicultural environment of the educational organization. The study was divided into three stages: search and preparatory, experimental, control and generalizing. The following research methods were used: analysis of scientific literature, generalization, synthesis, experiment, observation, test, and survey. The following methods used for studying interethnic relations of older adolescents are also presented: diagnostics "Acceptance of others" (W. Fey); express questionnaire "Index of Tolerance" (G. Soldatova, O. Kravtsova, O. Khukhlaev, L. Shaigerova); method "Diagnostics of interpersonal relations" (T. Leary). To calculate and test the hypothesis of the research work, we took the Mann-Whitney U-test. All methods were selected in accordance with the age of the subjects. The experimental study was carried out on the basis of the "South Ural Multidisciplinary College" (metallurgical complex) in the city of Chelyabinsk. 26 1st-year students aged 16-17 years trained in the specialty "Processing of metals by pressure" took part in it. Three used methods showed that adolescent migrants and adolescent citizens of the Russian Federation have practically the same level of interethnic relations and tolerance. According to the results of mathematical and statistical calculation using the first method, the level of acceptance of others among adolescent citizens of the Russian Federation is not lower than that among adolescent migrants. According to the second method: the level of tolerance among adolescent migrants is not lower than the level of tolerance among adolescent citizens of the Russian Federation. There are no statistically significant differences in the level of acceptance of others between adolescent citizens of the Russian Federation and adolescent migrants. Both categories of adolescents have an identical level of tolerance, despite their ethnic diversity.

The article is devoted to the phenomenon of self-concept, its formation and development in young adolescents with impaired mental function. The results of research on techniques Dembo-Rubinstein, M. Rosenzweig, G. N Kazantsevoj.

The article examines theoretical aspects of the problem of motivation of teaching first-graders with impaired mental function. The definition of impaired mental function, the analysis of sources on the issue. Some features of motivation of teaching first-graders with impaired mental function.