Keyword: «aggressive behavior»

the article is devoted to the study of the level of aggressive behavior of younger students. The article reveals the concept of aggression, aggressiveness and aggressive behavior in domestic and foreign psychology, reveals the features of aggressive behavior of younger students. The article presents the results of a study of the level of aggressive behavior of younger students.

The article presents a study of the level of conflict and aggressiveness of adolescents who find themselves in a difficult life situation in comparison with adolescents living in a favorable family environment. The external factors and internal changes affecting the violation of human adaptation to life and the inability of the adolescent to realize basic life needs are described. The personal characteristics of adolescents in difficult life situations are analyzed.

The relevance of the study of children's aggression is established by the problems of public life. The growth of aggression in the school environment reflects one of the most significant social problems of our society, where cases with the use of physical stimuli have rapidly increased over the years. The fact of increasing aggression against the individual is disturbing, which is dangerous for both the aggressor and his victim.

The article examines the features of manifestations of aggressive behavior at different stages of a child's development. The psychological characteristics of adolescence, which contribute to the emergence of aggression, are disclosed in more detail. The social factors influencing the formation of the aggressive behavior of underage are also analyzed.

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.