Keyword: «primary school age»

The article examines the age-specific characteristics of primary school children as a key resource for developing their research activity. It provides theoretical justification that psychological characteristics of primary school age, such as cognitive activity, the predominance of visual-figurative thinking, and the development of voluntary regulation, internal plan of action, and reflection, create a favorable foundation for engaging children in research activities within the educational process in primary school. Drawing on L.S. Vygotsky's cultural-historical approach and the theory of learning activity by D.B. Elkonin and V.V. Davydov, the article demonstrates that research activity not only aligns with the mental development of primary school children but also serves as an effective means for developing their cognitive abilities and personal qualities. Practical approaches for utilizing the age-specific characteristics of primary school children in primary general education are proposed, including examples of tasks aimed at developing research skills and a tiered approach to their organization. The conclusion emphasizes the necessity for primary school teachers to transition from the traditional role of knowledge transmitters to that of organizers of research activity.

The relevance of this study stems from interest in autobiographical memory as a resource for identity formation and socialization. Its structural and emotional analysis helps understand the mechanisms of children's personal development. The aim of the article is to identify the relationships between autobiographical memory characteristics and levels of socialization in primary school children. It was found that the total number of memories, their positive focus, and high emotional amplitude are significantly associated with higher rates of social adaptation, autonomy, and morality.

This article examines the problem of maintaining and developing the emotional well-being of primary school-age children in a supplemental education community. It substantiates the relevance of developing a systemic approach to this problem, driven by modern challenges and the specific psychoemotional developmental characteristics of children at this age. The author presents a structural and functional model of psychological and pedagogical support, comprising conceptual, substantive, organizational, and performance-based components. The novelty of this study lies in its integration of interdisciplinary, activity-based, and integrative approaches to create a coherent system. The results, expressed as specific criteria and levels of emotional well-being, can be used by supplemental education teachers, psychologists, and methodologists to design and implement programs aimed at harmonizing the emotional well-being of primary school children.

The article raises the issue of ensuring the social adaptation of primary school students. It substantiates the need to study the causes of increased anxiety among primary school students and to study the family history of the child in a tolerant manner. The authors suggest that the primary cause is the trauma of attachment that occurs within the family system between the child and the mother. This trauma can be exacerbated in the school environment, where the teacher acts as an adult who requires compliance with certain social rules and evaluates and imparts knowledge, values, and experiences. The article emphasizes the need to investigate all aspects of the trauma of attachment in primary school relationships.

The article discusses the main psychological and pedagogical aspects of the development of empathy in primary school children. Several techniques for developing empathy in primary school students have been identified and described. In addition, we have analyzed various models of empathy and the influence of socio-cultural factors on the manifestation of empathy. The opinions of psychologists and scientists on the importance of developing empathy in primary school age are given.