Keyword: «primary school student»

The article analyzes the specifics of pedagogical support for the development of the structure of the value sphere of the personality of younger schoolchildren. Summarizes the experience of the pilot implementation of the comprehensive program of development of the structure of the value sphere of the personality of Junior schoolchildren "my Dear goodness" on the basis of social-pedagogical partnership of family, school and Church. The principles of organization of psychological and pedagogical support of the studied process are described.

The article reveals the methodology for the formation of ICT competence of primary school students in the classroom and in extracurricular activities. The author identifies the structure of information and functional competence from the point of view of the system-activity approach, concludes that the methodology of teaching and educating children of primary school age allows it to be combined in the best possible way with the methodology of forming ICT competence, and together they lead to the development of cognitive interest and motivation of younger schoolchildren.

The content of the article reveals the relevance of this process, its timeliness, in the conditions of increasing risks caused by the peculiarities of the modern society development due to globalization, informatization, technologization. In addition, the need to examine this problem is due to the psychological, pedagogical and age-related prerequisites for the development of children of primary school age. The purpose of the study is a theoretical study of the problem of pedagogical support for the emotional development of primary school children. The methodological approaches that served as the basis for considering the problem of pedagogical support for the emotional development of primary school children are: humanistic, personality-oriented, systemic activity-oriented approaches. The article describes the age characteristics of the emotional development of primary school students (impressionability, spontaneity, frankness of feelings expression, emotional instability, little experience in recognizing emotional states in other people and in themselves, etc.). As a result, the essence of the "emotions", "support" and "pedagogical support" concepts was clarified. In the modern primary school, pedagogical support for the emotional development of the student, as noted by the researchers, takes on new meanings, based on the idea that the implementation of any activity is ensured by the coherence of functioning, the unity of the intellectual and emotional spheres. The theoretical and practical significance of the study correlates with the requirements outlined in the provisions of the Federal State Educational Standard of Primary General Education, which indicate the need to search for directions, forms, methods of pedagogical support for primary school students, expanding the range of subjects participating in the process of emotional development of students (parents, teachers, classmates, peers), organized with taking into account such principles as targeting, personalization, timeliness, consistency, etc.

the article reveals the concept and characteristics of the emotional well-being of primary school children, describes the content of the work on identifying the level of the psychophysical state of primary school children as an indicator of the emotional well-being of the individual. Empirical data were obtained using the " SAN Methodology (well-being, activity, mood)", M. Yu. Mikhailina, Ya. K. Nelyubova. The sample of the study was made up of students of the fourth grade, in the number of 53 people from a rural school in the Krasnodar Territory. Recommendations for the prevention of emotional well-being of children of primary school age are proposed.

The article deals with the problem of developing the creative potential of primary school students, its characteristic features; substantiates the specifics and pedagogical conditions of the organization of extracurricular activities. The authors have identified the level of creative potential in primary school children based on the organization of extracurricular activities; developed and proposed a system of more effective methods, tools, and techniques for developing the creative potential of primary school children in extracurricular activities.