Keyword: «primary school age»

The article presents a comparative theoretical analysis of approaches to correcting dysorphography in primary school students. The main features of the manifestation of dysorphography as a special form of writing disorders are considered. The main strategies for overcoming the lack of mastering spelling skills have been studied. The advantages and disadvantages of both traditional (O.I. Azova) and more modern (O.V. Yeletskaya, A.V. Kitikova) approaches to correcting dysorphography in speech therapy and neuropsychology are analyzed. The article emphasizes the importance of an integrated, systematic and differentiated approach to overcoming dysorphography, which is a key factor in the success of speech correction work to improve the level of learning spelling skills and prevent further difficulties in mastering the educational program. Conclusions are drawn about the need to develop innovative methods, techniques, and means of correcting this speech pathology in primary school students.

The article examines the problem of developing the visual abilities of children aged 7–8 through the use of didactic material. Based on a theoretical analysis of psychological and pedagogical literature, the specificity of visual activity in primary school age is revealed, and key indicators and stages of the formation of visual skills are identified. Particular attention is paid to didactic material as a pedagogical tool: its types, advantages, and limitations are described, and criteria for selection and organization are formulated. The scientific novelty of the work lies in the systematization of pedagogical conditions for the effective use of didactic means to develop creative imagination, technical skills, and aesthetic perception in students. The practical significance of the study lies in the possibility of applying the identified conditions in the educational process of primary school. The author substantiates the need to combine structured tasks with the child’s creative freedom, which contributes to the harmonious development of visual abilities.

the article presents the results of an empirical study of the relationship between the type of attachment to the mother and the level of self-esteem in primary school children (N=121). The study used the E. V. Pupyreva questionnaire to diagnose the type of attachment and the V. G. Shchur ladder technique. The study revealed the distribution of attachment types (secure, moderately secure, and insecure) and levels of self-esteem (high, adequate, low, very low, and extremely low). Using the Spearman rank correlation coefficient, a statistically significant negative relationship was found between the average attachment security score and the level of self-esteem development (ρ = - 0.439; p < 0.001).

The article analyzes the age-related features of problems in communication with peers, from preschool to adolescence. It examines the psychological causes of communication disorders (family factors, personality traits, and the influence of the virtual environment) and their consequences: social isolation, depression, and deviant behavior. The article proposes a comprehensive approach to prevention and correction, including anti-bullying programs, training, family support, and psychotherapy. The authors emphasize the importance of developing emotional intelligence for the successful socialization of the younger generation.