Keyword: «primary school age»

The article gives an interpretation of the concept of «social responsibility» as the most important characteristic of a person. The cognitive, motivational and behavioral components of social responsibility and the need for their formation in children of primary school age are determined. The possibilities of extracurricular activities in the formation and development of social responsibility of younger schoolchildren are revealed.

The article is devoted to identifying the relevance of the problem of the development of logical memory of younger schoolchildren. The role of literary reading lessons in the formation of students' semantic memory is determined. The possibilities of using the technique of drawing up a plan of a work of art in the lessons of literary reading are described.

This article discusses the features of anxiety of primary school age with different types of academic performance. To date, the degree of anxiety in the current stressful and environmentally negative external conditions is becoming one of the important factors in the formation of a child's personality. Parents and teachers have long known that it is more difficult for anxious children to learn. The student's anxiety has a detrimental effect on cognitive abilities, thinking, memory, imagination.

This article provides information about the phenomenon of educational success in primary school age. We examined in detail the concept of "learning success", characterized the features of primary school age and the criteria for the development of educational success in primary school age. As a result of the work, we concluded that academic success is not just the acquisition of certain knowledge, skills and abilities, but also the formation of UUD, the personal development of the student.

The article describes the results of diagnostics and features of the manifestation of giftedness, factors and conditions that affect the giftedness of children. It has been proven that a developing personality is influenced by external and internal factors, such as: the uneven age development of gifted children, the family of a gifted child, the relationship of a gifted child with peers and adults, and an important role is played by competent teachers who are able to develop children's giftedness.