Taking into account the age and individual characteristics of schoolchildren. Age and individual characteristics of students, their role in the pedagogical process

Taking into account the age, gender and individual characteristics of students in education.
Personal development of a person bears the stamp of his age and
individual features that must be taken into account in the process
education. The nature of human activity is associated with age, features
his thinking, the range of his needs, interests, as well as social manifestations.
At the same time, each age has its own capabilities and limitations in
development. So, for example, the development of thinking and memory
most intensively occurs in childhood and adolescence. If
the possibilities of this period in the development of thinking and memory will not be in due
used, then in later years it is already difficult, and sometimes impossible
make up for lost time. At the same time, they cannot give the effect of trying to run
forward, carrying out the physical, mental and moral development of the child
without taking into account his age capabilities.
Many teachers drew attention to the need for deep learning and skillful
taking into account the age and individual characteristics of children in the upbringing process.
Moreover, some of them developed a pedagogical theory based on the idea of \u200b\u200btaking into account the natural characteristics of age development, although this
the idea was interpreted by them in different ways. Comenius, for example, in the concept
conformity to nature put the idea of \u200b\u200btaking into account in the process of educating those
patterns of child development, which are inherent in human nature, namely:
striving for knowledge, for work, the ability for multilateral development, etc.
Rousseau and then Tolstoy interpreted this issue differently. They proceeded from the fact that
the child is supposedly a perfect being by nature and that education is not
must violate this natural perfection, and follow it, identifying and developing
the best qualities of children. However, they all agreed on one thing: you need to carefully
study the child, know his characteristics and rely on them in the process
education.
Useful ideas on this issue are contained in the works of P.P. Blonsky,
N.K.Krupskaya, S.T.Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and other scientists.
Krupskaya stressed that if you do not know the peculiarities of the guys and the fact that
interests them in one age or another, it is impossible to carry out well
education.
In developmental and educational psychology, it is customary to distinguish the following periods
development of children and schoolchildren:
infancy (up to 1 year old),
early children's age (2-3 years),
preschool age (3-5 years old),
preschool age (5-6 years old),
junior school age (6-10 years old),
middle school age, or adolescence (11-15 years old),
senior school age, or early adolescence (15-18 years).

Features of the development and education of younger students.
An increase in muscle strength and general development of the motor apparatus
due to the great mobility of primary schoolchildren, their desire to
running, jumping, climbing and the inability to stay in one
and the same pose. In this regard, it is very important to practice in the classroom various
types of educational work (alternate writing with reading, with exercises and
other practical exercises, apply visualization, methods of explanation
combine with conversation, etc.), exercise pauses, etc.
Of great importance for the mental development of younger students is the correct
organization and improvement of their cognitive activity. Primarily,
it is important to develop those mental processes that are associated with the direct
knowledge of the surrounding world, that is, sensation and perception.
However, their perceptions are characterized by insufficient differentiation.
Perceiving objects and phenomena, they admit inaccuracies in determining their
similarities and differences, often focus on minor details and
do not notice significant signs. For example, when writing, they often confuse
letters "z" and "e", numbers "6" and "9".
The successful organization of the educational work of primary schoolchildren requires constant
worries about the development of their voluntary attention and the formation of volitional efforts
in overcoming the difficulties encountered in the acquisition of knowledge. Knowing that u
children of this age group are dominated by involuntary attention and that they
work is focused on the perception of "uninteresting" material, teachers
strive to use various pedagogical techniques to make
school teaching is more entertaining.
However, one should not forget that not everything in the teaching has an external
fun and that children need to develop an understanding of their school
responsibilities.
It is very important to develop the moral consciousness of children.
and enrich them with vivid moral ideas on various issues
behavior. At the same time, moral exercises should be skillfully used.
to develop and consolidate stable forms of behavior in children.
In the upbringing and development of junior schoolchildren, personality is of great importance
teachers as well as the influence of parents and adults. Their sensitivity, attention and skill
stimulate and organize both collective and individual
the activities of children to a decisive extent determine the success of education.
Features of the development and education of middle school (adolescent) students.
Adolescence is usually called transitional age, since during this period
there is a transition from childhood to adolescence. Physical
the development of secondary schoolchildren is characterized by greater intensity,
irregularity and significant complications associated with the onset
puberty.
Teenagers are characterized by significant shifts in thinking, in cognitive
activities. Unlike younger students, they are no longer satisfied
external perception of the objects and phenomena being studied, but strive to understand them
essence, the causal relationships existing in them. Striving for
comprehension of the deep reasons of the studied phenomena, they ask many questions when
studying new material (sometimes tricky, "with a cunning"), require
teachers of greater argumentation of the positions put forward and convincing
evidence. On this basis, they develop an abstract (conceptual)
thinking and logical memory. The natural character of this feature of their
thinking and memory is manifested only with appropriate organization
cognitive activity. Therefore, it is very important to pay attention to
giving the learning process a problematic nature, teaching adolescents themselves
find and formulate problems, develop analytic
synthetic skills, the ability to theoretical generalizations. No less
an essential task is to develop skills in self-study
work, the formation of the ability to work with a textbook, to show independence
and getting creative with homework.
The process of moral education should be different than in the lower grades.
Adolescents find it difficult if their behavior is determined by external regulation. They are
more willingly follow the rules of conduct if these rules are well understood by them and
act as their own moral principles. This is why the deep
explanation of moral norms and rules and the formation of moral
views and beliefs should be an essential feature of the moral
upbringing.
Teens tend to be different
collectivism, they are attracted by common interests and joint activities, although
during periods of mood recession and withdrawal into internal experiences, they notice
and a certain tendency towards isolation.
An essential age feature of adolescents is the desire to assert
his dignity and prestige among his comrades.
An essential feature of educational work with adolescents is
vocational guidance.
Features of the development and education of older students.
High school age is a period of early adolescence characterized by
the onset of physical and mental maturity. However, the process of personal
the formation of students of this age does not proceed smoothly, has its own
contradictions and difficulties that undoubtedly leave an imprint on the process
education.
Schoolchildren are distinguished by a fairly high physical performance, relatively less fatigue, which sometimes leads to an overestimation of their strengths,
inability to more deliberately approach their physical capabilities.
The development of the nervous system rises to a higher level,
determining a number of specific features of cognitive activity and
sensual sphere. Prevalent in cognitive activity
takes abstract thinking, striving to understand deeper the essence and cause-and-effect relationships of the studied objects and phenomena.
In their thinking, analytical-synthetic activity prevails, the desire for
comparisons, and the categorical judgments inherent in adolescents give way to
hypothetical assumptions, the need to understand the dialectical essence
studied phenomena, to see their contradictions, as well as those interrelationships,
which exist between quantitative and qualitative changes.
The development of feelings and
volitional processes. In particular, they increase and become more conscious
feelings associated with social and political events. Public
experiences and feelings have a strong impact on the moral
formation of senior ¬ graders. It was at this age on the basis of moral
knowledge and life experience, certain moral views and
the beliefs guided by young men and women in behavior. That's why
it is so important that the civil and moral
education, discussions were held, and students were systematically involved in
social work.
Taking into account the individual characteristics of students in education.
Organization of the account process taking into account the individual characteristics of students; allows you to create optimal conditions for the realization of the potential capabilities of each student. Individualization of training is carried out in a collective study. work within the framework of general tasks and training content. And about. aims to overcome the discrepancy between the level of academic. activities, to-ry set programs, and the real capabilities of each student. Individualization of teaching does not mean that each student is taught individually, independently of the others, although in principle such teaching is possible. In particular, programmed learning (as a learning system, not an episode) is by its very nature individualized. As we have already seen, each student works with a teaching machine or a programmed textbook, each learns individually, advancing at an unequal speed and, in a sense, in a different way (depending on how he copes with the "steps") - the machine or textbooks will not give the student move on until he proves that he has mastered the previous material. The pace of progress with this system of work is not only individual, but also optimal for each student.
Individualization of training means that it focuses on the individual psychological characteristics of the student, is built taking into account these characteristics.
The class consists of students with unequal development and degree of preparedness, different academic performance and different attitudes to learning, different interests. A teacher cannot, in the traditional organization of teaching, be equal to everyone at the same time. And he is forced to teach in relation to the average level - to average development, average preparedness, average performance - in other words, he builds training, focusing on some mythical "average" student. This inevitably leads to the fact that "strong" students are artificially restrained in their development, lose interest in teaching, which does not require mental exertion from them, and "weak" students are doomed to chronic lagging behind, they also lose interest in learning, which requires too much mental strain. Those who belong to the "average" are also very different, with different interests and inclinations, with different characteristics of perception, memory, imagination, thinking. One needs a solid reliance on visual images and representations, the other needs it less; one is slow, the other is distinguished by the relative speed of mental orientation; one learns quickly, but not firmly, the other - slowly but productively; one is accustomed to work in an organized manner, the other works according to his mood, nervously and unevenly; one is engaged willingly, the other is forced.
The psychological foundations of differentiation and individualization of training are:
the level of training and learning;
the level of general mental ability;
assimilation rate;
individual style of mental activity;
psychophysical characteristics of students.
The goals of individualization of training:
1. Teaching everyone at the level of his capabilities and abilities.
2. Adaptation (adaptation) of teaching to the characteristics of various groups of students, and this is most important at the present stage, since Excessive loads, according to scientists, are the reason for the decline in the health of students.
The basis of the differentiated approach is knowledge of the child's health status in the broad sense of the word, including not only physical, but also mental health, as well as social well-being and social adaptation of the child. In the learning process, it is necessary to keep in mind his temperament, intellect, memory, attention, perception, which manifest themselves to varying degrees and in various combinations, creating an integral property that determines the success of the entire pedagogical process. Educators and psychologists call this “learning ability”, understanding by “learning ability” an ensemble of human intellectual properties, on which, other things being equal, the success of learning depends.

The degree of learning determines the degree of effort that is required by the body and which it “pays” for success and failure. If the load is excessive, and the “price” exceeds the limit of the body's functional capabilities, this inevitably leads to a health disorder.
Individualization of education is carried out through:
Content variability:
base component;
school component;
personal component of education (DOW) - a variety of subjects, courses, topics at the request of students.
Organization of the educational process:
individual lessons;
lessons;
individual plan (master classes);
intensive (English);
individual training (Nikitin Stepan);
seminars;
workshops;
lectures;
consultations;
excursions;
trainings.
Forms of the educational process:
collective;
group;
individual;
independent
brigade.
Methods of the educational process:
problem-search;
problematic;
experimental;
design;
analytical;
independent;
frontal.
Each person is the one and only in his individuality. In the process of training and education, we must take into account the individuality and uniqueness of each student.

Taking into account the gender characteristics of students in education.
One of the main tasks of sex education is the formation of masculinity (for boys) and femininity (for girls).
The formation of masculinity in boys is considered through the education of endurance, masculinity, courage, courage, courage. The formation of femininity in girls involves the development of caring, tenderness, goodwill.
There are several ways of sex education:
family;
school;
peers;
literature and art;
MASS MEDIA.
The man in the boy and the woman in the girl should be brought up from early childhood. Otherwise, deviations are almost inevitable in the formation of their personality, which creates serious obstacles for them in life. Psychosexual development is a long and difficult journey. Children should be aware of themselves as representatives of one or the other sex, behave in accordance with it. And this is possible with the correct assimilation of sex roles: male and female. Under the influence of upbringing, children and adolescents master a moral culture in gender relations, moral and cultural-historical traditions of the society in which they live and are brought up.
During school years, children spend less and less time with their parents, so the role in the formation of masculinity and femininity smoothly passes to school.
In anatomy lessons, children learn for the first time about the structure of the human body, sexual reproduction; in literature lessons, children learn about the relationship between a man and a woman; in the Law and Politics lessons, schoolchildren are introduced to the concepts of marriage and the family code.
Great opportunities for the implementation of sex education are provided in extracurricular and extracurricular work with students.
The greatest effect in sex education can be achieved by combining the efforts of the school and family.
The upbringing and education of children in school largely depends on how children of one gender or another are perceived by the teacher, what roles he assigns to boys and girls, and most importantly, whether he takes into account gender characteristics when presenting educational material.
It should be noted that with the onset of sex education, the differences between boys and girls in the manifestation of such qualities as courage and decisiveness become more and more distinct: they are higher in boys. This is due to the greater severity of risk appetite in boys.

As for interests, the focus of girls' attention, from an early age, is on a person and the sphere of his immediate being, while for boys, interests are directed towards relatively distant objects and phenomena. Boys have an advantage in knowing something special, rarer, special, but inferior to girls in knowing more simple and common objects and phenomena. In general, the range of interests of boys is wider than that of girls.

Boys most highly value active, energetic games associated with wrestling and competition, followed by skill games and adventure games. Logic games are the least loved. Girls prefer family-related games; They like skill games, logic games, adventure games and those related to wrestling and competition least of all. Boys' interests are more expressed in such activities as technical, practical, scientific and technical and scientific-theoretical, sports; and the interests of girls relate to a greater extent to theatrical and artistic, natural history, agricultural, social activities.
When teaching boys and girls, the teacher should know the features of cognitive processes. More often, when performing tasks for attention, girls are guided by speed, and boys are guided by accuracy of work.
As for memory, girls are better at remembering numbers, letters, words, and shapes. Much depends, however, on what interests boys and girls. So, information about physical, chemical, or mechanical characteristics is better remembered by boys, and toilet accessories are more quickly and more firmly imprinted in the memory of girls. Revealed, girls learn better. This is due to exemplary behavior, accuracy, composure, restraint, which is so lacking in the stronger sex.

All of the above sexual characteristics of boys and girls take place in the interaction "teacher-student". Given these features, a teacher can achieve significant success in his professional activity, namely, to interest students and remove possible difficulties in the process of mastering a particular subject.

***
The nature of a person's activity, the peculiarities of his thinking, the range of his needs, interests, as well as social manifestations are associated with age. At the same time, each age has its own capabilities and limitations in development. For example, the development of thinking abilities and memory most intensively occurs in childhood and adolescence. If the possibilities of this period in the development of thinking and memory are not properly used, then in later years it is already difficult and sometimes impossible to make up for lost time. At the same time, attempts to run too far ahead, realizing the physical, mental and moral development of the child without taking into account his age capabilities, cannot give effect.
In developmental and educational psychology, it is customary to distinguish the following periods of development of children and schoolchildren: infancy (up to 1 year), early childhood (2-3 years), preschool age (3-5 years), preschool age (5-6 years), younger school age (6-10 years old), middle school age, or adolescence (11-15 years old), senior school age, or early adolescence (15-18 years old).

Autonomous institution of additional education for children

City House of Children's Art

Report on the topic:

"Taking into account age and individual characteristics is the basis for differentiated education of children."

Prepared by: preschool teacher

Kazieva B.B.

Rainbow 2014

1. Introduction.

2. The principle of taking into account the age characteristics of children in additional education classes:

Senior preschool age;

Junior school age (stage 1).

The principle of taking into account the individual characteristics of children in the classes of additional education.

The concept of "individualization" of training. The essence of learning differentiation.

The use of an individually differentiated approach in teaching children (preschool and primary school age).

Conclusion.

List of used resources.

1. Introduction. (1 slide)

An individual approach to teaching children, as we know, should be based on knowledge of the anatomical, physiological and mental, age and individual characteristics of students . (2 slide).

Scientific research has proven that there is a direct relationship between the physical, mental and moral development of a person.

The implementation of an individual approach to children during all types of their activities must be considered as a certain interconnected system.

2. The principle of taking into account the age characteristics of children in additional education classes. (3 slide).

Taking into account age characteristics is one of the fundamental pedagogical principles. Relying on it, the teacher regulates the workload, establishes reasonable volumes of employment in various types of work, determines the most favorable daily routine for development, the mode of work and rest. Age characteristics oblige to correctly solve the issues of selection and location of training sessions. They also determine the choice of forms and methods of teaching and educational activities.

- Senior preschool age 5-6 years. (4th slide).

In older preschool age, there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child did not observe directly is expanding. Children are interested in the connections that exist between objects and phenomena. The child's penetration into these connections largely determines his development.

the driving forces of the development of the preschooler's psyche are contradictions that arise in connection with the development of a number of the child's needs. The most important of them: the need for communication, through which social experience is assimilated; the need for external impressions, as a result of which there is a development of cognitive abilities, as well as the need for movements leading to the mastery of a whole system of various skills and abilities.

In the process of joint activities, children acquire the experience of leading other children and the experience of submission. The leading activity of a preschooler is role play, in which behavior, mediated by the image of another person. Also of great importance and influence on the mental development of a preschooler is learning, in which the distribution of functions between the participants in the learning process plays an important role.

- Junior school age(7-11) years old. (5 slide).

The development of the psyche of children of this age is carried out mainly on the basis of the leading activity - learning. Teaching for a younger student acts as an important social activity that is of a communicative nature. In the process of educational activities, the younger student not only assimilates knowledge, skills and abilities, but also learns to set educational tasks (goals) for himself, find ways to assimilate and apply knowledge, control and evaluate his actions.

The concept of "individualization" of training. The principle of taking into account the individual characteristics of children in the classes of additional education. (6 slide).

In teaching children of all ages, taking into account their individual characteristics is of great importance. Each personality has its own peculiarities of thinking, manifestation of feelings, interests and abilities, ideals, character traits, etc. In this regard, there is the problem of an individual approach as the most important pedagogical principle in teaching and upbringing. The individual characteristics of a child are primarily determined by the type of nervous system ... There are 4 main types of the nervous system: FLEGMATIC, SANGVINIC, CHOLERIC AND MELANCHOLIK. Let's dwell on them a little.

PHLEGMATIC PERSON. (7 slide).

Strong, balanced, sedentary type. A child with this type of nervous system is characterized by great efficiency, but is slow both in work and in conversation with other people. Emotionally arouse weak, but deep constant feelings.

The upbringing of a child with this type of nervous system should be aimed at consolidating the positive traits of his character: perseverance, conscientiousness, endurance. If adults constantly reproach the child for slowness, he may withdraw, begin to show indifference, and sometimes rudeness.

When working with children of this type, one must have patience and endurance. Children should be encouraged for being active and quick in movement.

RULES OF INTERACTION WITH FLEGMATIC

Demonstration of the practical result of the work performed.

Control of the work performed (at each stage of the activity).

Using positive methods of influence.

Supporting the child's beginnings, showing him his own initiative.

Working with him, you need to: teach to hurry up in everything, to fantasize.

SANGUINIC (8 slide).

Strong, balanced, agile type; characterized by great efficiency, quick inclusion in any work. A child with this type of nervous system is mobile, with expressive facial expressions, does everything quite quickly, can quickly switch from one type of activity to another. Often he gives up the work that requires patience and endurance. When raising a child of this type, it is necessary to maintain in him such positive traits as cheerfulness, sensitivity and responsiveness, the ability to live and work in a team. But if a child with this type of nervous system is not taught to bring the work started to the end, a superficial person may come out of him, without special interests, indifferent to his failures. A child of this type can hardly endure a harsh conversation, and a sharp emotional tone can cause him overexcitement, anger. Encouraging children of this type excites their creative activity, increases their efficiency. But it is important not to overestimate them, as they tend to overestimate their abilities by nature.

RULES OF INTERACTION WITH SANGUINIK

Clear setting of business goals.

The opportunity for the child to demonstrate his achievements.

Adult approval and support.

Taking into account the interests of the child in the assigned case.

Working with such a child, you need to know that the main approach in raising a sanguine child is the principle that can be conventionally called "TRUST BUT CHECK".

CHOLERIC (Slide 9).

Strong, but unbalanced type. A child with this type of nervous system is characterized by high efficiency, quick reaction to what is happening around him, and a large supply of vital energy. His process of excitement prevails over the process of inhibition. Such a student does not always know how to restrain his feelings, has mobile facial expressions and gestures, his movements are sharp assertive.

The upbringing of such a child should be aimed at developing endurance, the ability to think over their actions and deeds, to analyze them. Frequent praise of such a child develops arrogance and vanity in him. It takes a lot of tact in the application of rewards and punishments.

RULES OF INTERACTION WITH CHOLERIC

Calm, even tone of an adult.

Making clear and reasonable demands.

Demonstration of business prospects.

A positive assessment of the student's activities.

Working with him, it is necessary: \u200b\u200bto teach to think, and then to do. He cannot be scolded in front of others. It is necessary to understand him and help him to control himself.

MELANCHOLIK (10 slide).

Weak type of nervous system. A child with this type of nervous system gets tired quickly, not confident in himself, shy, easily injured, silent, uncommunicative. Feelings are deep, but outwardly weakly manifested. The upbringing of such children requires support for his undertakings, encouragement during work, encouragement with a kind word. Children with a weak type of nervous system can hardly tolerate a harsh assessment of their work and punishment. As an incentive, it is better to use approval, praise, but in moderation.

Children of this type of nervous system react painfully to a sharp, loud tone. This can lead to complete lethargy, severe depression and depression.

Thus, based on the characteristics of each type of the nervous system, it is possible to adjust communication with the child and act in the right direction.

RULES OF INTERACTION WITH MELANCHOLIK

Creation of conditions for performing joint group work.

Demonstration of the child's achievements.

An objective assessment of the contribution of his actions to the common cause.

remember that he needs special attention, warm relationships, and help. To be gentle and gentle with him.

The concept of "individualization" of training. (11 slide).

To use an individually differentiated approach in teaching children

it is necessary to clarify the content of the concepts of “individualization” and “differentiation of learning”. The concept of "individualization" is defined as the organization of the educational process, in which the choice of methods, techniques, pace of learning takes into account the individual differences of students, the level of development of their learning abilities.

The individualization of learning is caused by the fact that the level of preparation and ability to learn is not the same for all students. Some of them are not sufficiently developed for a given age flexibility, mobility of thinking, the ability to generalize, creatively approach the solution of certain problems, as a result of which they begin to lag behind in learning. At the same time, strong students are forced to work not to the fullest extent of their capabilities due to the fact that the teacher conducts training, focusing on the "average" student. Therefore, the task of achieving the highest possible performance by each student can be solved only on the basis of studying the individual characteristics of students with a differentiated approach.

The essence of learning differentiation. (12 slide).

Differentiation is translated from Latin "differentia"means dismemberment, division, stratification of the whole into parts, forms, steps. In relation to the learning process, differentiation is like an action, the task of which is to separate students in the learning process, taking into account the characteristics of each of them and achieve the main goal of learning - gaining knowledge, the ability to use it in practice. At the same time, we know that the development of each student is uneven: sometimes slow, then leaps and bounds. Uneven development, as studies have shown, is manifested in the more rapid development of some functions with a slight slowdown in the development of others. Any school class consists of students with unequal development and degree of preparedness, a specific attitude towards learning and extraordinary interests and abilities. The teacher is often forced to teach in relation to the average level of development and learning of children. This invariably leads to the fact that the "strong" students are artificially constrained in their development, lose interest in learning, and the "weak" are doomed to chronic lagging behind, especially since "those who belong to the" average "are also very different, with different interests and inclinations, with different characteristics of perception, memory, imagination, thinking. " Consequently, the goal of differentiation is to educate everyone at the level of his capabilities and abilities.

Using an individually differentiated approach in teaching children (preschool and primary school age). (13 slide).

Various modifications of differentiation can be distinguished:

1. By the level of age opportunities.

Taking into account the differences between the passport and biological ages of the child. It is known that some children are "older" than their peers, while others, on the contrary, are "younger". For example, boys at the age of six, on average, are almost a whole year "younger" than their girls of the same age, but children are admitted to school according to their passport, not biological age (reaching a certain degree of development of the musculoskeletal, nervous system, etc.). This means that children are not on an equal footing.

2. By the degree of training, the level of skills developed (knowledge of letters, the ability to read, count, etc.).

3. By the nature of the cognitive activity of schoolchildren:

reproductive type (students are required to reproduce knowledge and apply it in a familiar situation, work according to a model, perform training exercises);

productive or creative type (students have to apply knowledge in a changed or new, unfamiliar situation, perform more complex search and transformative mental actions, compose a new product).

4. By the nature of neuropsychological features: (Slide 14).

"left hemispheres", based on the perception and thinking of the left, rational, analytical hemisphere (verbal, abstract, discrete, rational, inductive thinking is more connected with the perception of the future tense);

"right hemispheres", realizing to a greater extent holistic, panoramic, emotional-figurative perception and thinking (emotional, non-verbal, spatial, simultaneous, continuous, intuitive, deductive).

Conclusion. (15 slide).

Thus, it is obvious to every teacher that not all students can be taught equally easily. With any teaching method, with its best organization, some students will advance more successfully, others with more difficulty and slower. Some achieve high achievements, great successes without much expenditure of effort, in a relatively short time, while others, with all their desire, cannot rise as quickly to the same level. therefore, a differentiated approach at the individual (subjective) level is caused by, what no child is alike. Everyone has their own individual set of abilities, temperament, character, will, motivation, experience, etc. They develop, change, and are amenable to correction. This means that the age and individual characteristics of even an individual child cannot be fully taken into account when organizing educational activities.

List of used resources.

Aidarova L.I. Psychological problems of teaching Russian to primary schoolchildren. - M., 2007.

Aizman R.I., Zharova G.N., Aizman L.K., Savinkov A.I., Zabramnaya S.D. Preparing your child for school. - M., 2002.

Akimova M.K., Kozlova V.P. Students' individuality and individual approach. - M., 2002.

Basova N.V. Pedagogy and Practical Psychology. - Rostov - on - Don., 1999.

Bogdanova T.G., Kornilova T.V. Diagnostics of the child's cognitive sphere. - M., 2004.

Bozhovich L.I. Personality and its formation in childhood. - M., 2000.

A.A. Budarny Individual approach to teaching // Primary school 2005. №7.

Butuzov I.T. Differentiated teaching is an important didactic tool for effective teaching of schoolchildren. M., 2000.

Venger A.L., Tsukerman N.K. Scheme of an individual examination of primary school children - Tomsk., 1993.

Age possibilities of assimilation of knowledge / Ed. D.B. Elkonina, V.V. Davydov. M., 1966.

In connection with the peculiarities of human growth and development, the following age periodization has been adopted in pedagogy: from birth to 1 year - infancy, from 1 to 3 years - preschool, from 3 to 7 years - preschool age, from 7-8 to 11 years - junior school age, 11 to 14 middle school age, 15-16 to 17-18 years old - senior school age.
Each age group corresponds to a certain level of physical and mental development. The anatomical, physiological and psychological characteristics characteristic of a particular age period are called age characteristics.
Due to the fact that the child's development is influenced by his active interaction with the environment and the people around him, the boundaries of age characteristics are mobile. A particular child may be ahead of the development of the age group to which he actually belongs, or, conversely, lag behind it. Knowledge of the general age characteristics helps the educator to determine the measure of the strength and capabilities of his pupils and to present such requirements that will ensure further development in the right direction.
It should be borne in mind that in close connection with age characteristics are individual characteristics.
Individual characteristics are understood as stable and essential features of the orientation of a person, her interests, character, mental and motor activity, inherent in a particular person and distinguishing him from others.
The rapid development of the body requires the creation of appropriate conditions: proper nutrition, adequate and sufficient sleep, active stay in the fresh air, systematic bathing and constant good care.
In the first three years of life, the movements and sensory organs of the child develop intensively. Education during this period should provide the child with the possibility of free movements, manipulation of objects of various shapes and colors, the safety of the conditions of movement (crawling and walking), listening to musical sounds and different vocal intonations - everything that contributes to the development of movements and sense organs.
By the age of three or four, children tend to make great progress in language development. The care of educators is the consistent increase in the child's vocabulary with a simultaneous expansion of his feelings and ideas.
In a four-year-old child, you can consciously form the elementary norms of morality: kindness, obedience, restraint, truthfulness. Educators should create role models and provide motives for mastering useful (socially significant) norms of behavior.
During the preschool age, the regulatory function of the child's cerebral cortex increases more and more. The teacher's word gradually becomes the main factor in the process of managing all his behavior, the possibilities of using verbal methods of education are increasing. An explanation of the basic moral concepts is quite accessible to a 5-6 year old child: good and bad. Explanation should be accompanied by exercise and supported by encouragement or punishment.
Specially organized play activity takes an important place in the upbringing of a preschooler. For the development of the child, didactic (educational) and collective (teaching to joint actions) games are used.
Difficulties in educating preschoolers are associated with manifestations of stubbornness and unmotivated resistance to the will of adults. The reasons for stubbornness are mostly associated with the behavior of adults around them: inconsistency in words and deeds, irritability, lack or lack of attention to children. Stubbornness at this age is removed by such techniques as switching attention, distracting the child, as well as deliberately ignoring these manifestations. Suggestion by word and sight is successfully used.
Special classes with preschoolers can purposefully develop the basic mental functions: attention, observation, memory, thinking, speech. This ensures preparation for schooling.
In the preschool period, children can and should be taught foreign languages. Many teachers believe that such training can begin as early as the age of two, using special methods. In particular, English for the smallest provides for the natural development of bilingualism in young children, i.e. bilingualism, and general development. Bilingualism is achieved by creating an environment, an environment built in English, which includes communication, games, various types of art and much more. General development lays the foundation on which the child's knowledge is built in the future. And the broader and more diverse the inherent knowledge, the more successful and easier it will be for young children to study at school.

Features of primary school age.

The chronological framework of this age group is variable due to the different beginning of education - from 6 to 7 years old. Systematic learning changes the whole way of life of a child and makes new demands on him.
At primary school age, against the background of general maturation of the body, the motor sphere of children is intensively developing. This period is very favorable for active physical culture and sports. The intensity of physical development (rapid growth of the skeleton, the formation of bends of the spine, especially the development of the cardiovascular system) requires constant medical supervision and reasonably organized both the motor and the entire life regime of children. The proportionality of furniture and tools, correct seating at the table and desk, observance of visual distance are important conditions for the normal physical development of a child, his posture and performance. It should be borne in mind that children of this age are more capable of sweeping, strong movements than small ones that require precision.
In general, they are characterized by high mobility, which requires a special, intelligent organization, and correct forms of motor behavior. In the formation of the balance of the processes of inhibition and arousal, an important role is played by the systematic requirements of adults, accustoming to perseverance and endurance. The beginning of schooling, with the correct organization of children's lives, has a very favorable effect on the development of the sense organs and complex forms of behavior: efficiency, discipline, perseverance and other valuable qualities.
Of particular importance is the education of socially significant motives of learning, the development of curiosity, observation, purposefulness and planning, perception, logical thinking and memory.
One of the main tasks of upbringing is the development of arbitrariness as a special quality of behavior, expressed in the ability to consciously set goals for actions, find means of achieving them, and overcome difficulties and obstacles on the way to the goal.
Younger schoolchildren continue to be characterized by the desire for imitation and compliance with educational influences. The educator should use this feature to form useful habits and skills of cultural behavior in children. In primary school age, a tendency towards social activity is revealed, and the formation of collectivist feelings is progressing successfully. These manifestations are favorable for the inclusion of children in socially useful work, in the work of various school organizations, in the system of public assignments. Spontaneously forming groups of children require pedagogical control. The process of upbringing younger schoolchildren is significantly complicated by the expansion of the tasks of physical, mental, moral, labor and aesthetic education.

Features of middle school age.

Middle school age is characterized by further growth and strengthening of the musculoskeletal system and deep restructuring of the functioning of internal organs and body systems. This is the period of puberty and intense personality formation.
The intellectual development of adolescents is influenced by the nature of training and education, the methods and means used in them. The adolescent has a pronounced desire for independence, which requires reasonable satisfaction. The activities of a teenager (educational, labor, sports) acquire a purposeful character. In connection with the beginning of the functioning of the gonads, the increased excitability of adolescents, a properly organized sex education, a healthy daily routine, the organization of intelligent activity, systematic exercise, etc., are essential.
Educational work in the middle grades becomes much more complicated, it requires from the adolescent maximum effort, new methods of mental work, significant volitional efforts. The huge energy consumption must be compensated for by a well-regulated lifestyle, alternation of work and rest, timely and adequate nutrition.
A teenager seeks self-affirmation, he is looking for opportunities to show his adulthood. Educators need to be advised on ways to wisely apply these aspirations and to prevent bad habits. The education of interests (cognitive, sports, readership, etc.) requires special attention.
Sometimes adolescents show rejection of the requirements of adults, unmotivated actions, rudeness, painful suspiciousness, flaunting their own shortcomings. Teenagers are very susceptible to the behavior of others, especially their comrades. The leading motive of behavior is to take a worthy place among the comrades. Therefore, they can be attracted by social activities, including sports. A critical attitude is shown towards the teacher and elders. Highly qualified teachers, fair exactingness, attention to their interests and experiences are highly appreciated by adolescents.

Features of senior school age.

In senior school age, there is a general maturation of the body. The ability to intense motor load appears, coordination of movements is significantly improved, especially as a result of training. The functional development of the brain continues, in particular, its higher section - the cerebral cortex.
The peculiarities of education in the senior grades and in special educational institutions are of great importance in the mental development of boys and girls. Their position in the school team and in society is changing. They are fully aware of the social meaning of learning and career choices. Their cognitive, sporting and other interests are becoming stable. At this age, cognitive processes (perception, memory, thinking, speech, imagination) are stabilized.
In the period of adolescence, under the influence of systematic training, a worldview is being formed. Under the influence of the environment, moral and political consciousness grows stronger, interest in moral and ethical problems increases. The moral feelings of young men and women are diverse and rich in content and orientation, they are much more conscious than among adolescents.
Youth is a time of varied and deep experiences, older students are able to manage their feelings well and regulate their external manifestations. At this age, the will is significantly strengthened, volitional activity, endurance and self-control develops. In adolescence, a tendency towards self-education and self-education is clearly expressed. Therefore, in the pedagogical influence, attentiveness, sensitivity, sincerity of relations, skillful direction of behavior without suppressing independence are necessary.
The teacher must constantly study the features of the educational, labor, playing and sports activities of his pupils, the level of their mental and physical development, character traits, attitude towards others and towards themselves. It is useful to keep a constant record of these features. On this basis, you should develop for yourself a program of educational work with each student.

"ACCOUNTING THE INDIVIDUAL AND AGE FEATURES OF PRESCHOOL CHILDREN IN UPBRINGING AND EDUCATIONAL WORK"

Preschool childhood is a large segment of a child's life. The child discovers the world of human relations, different types of activities and social functions of people. Preschool age is the beginning of all-round development and personality formation.

The mental development of preschool children is due to the contradictions that arise in them in connection with the development of many needs: in communication, play, movements, in external impressions.

The development and formation of his personality depends on how the needs of the child will develop (and the needs of the child are different at each age).

Age or age is a cycle of child development, which has its own structure and dynamics. The age period with its unique content - the features of the development of the child's mental functions and personality, the features of his relationship with others and the main activity for him - has certain boundaries. But these boundaries can shift, and one child enters a new age period earlier, another later.

The initial age periods form childhood - an entire era, which in essence is a preparation for adult life, independent work. The childhood of a modern child has stretched out even more in time and filled with complex activities.

Childhood development is a complex process, which, due to a number of its characteristics, leads to a change in the entire personality of the child at each age stage. In the development of a child, a moment comes when his increased capabilities, his knowledge, skills, mental qualities begin to contradict the existing system of relationships, lifestyle and types of activity. A contradiction arises between the new needs of the child and the old conditions for their satisfaction.

Development (according to LS Vygodsky) is the emergence of something new. Development stages are characterized by age-related neoplasms, that is, qualities and properties that were not previously available in a finished form.

The detailed structure of the psychological age is presented in table 1. "Psychological characteristics of preschool children."

Table 1 "Psychological characteristics of preschool children"

Each age is characterized by its own social developmental situation; leading activity, in which the motivational-need-based or intellectual sphere of the individual is mainly developed; age-related neoplasms that form at the end of the period, among them the central one stands out, the most significant for subsequent development. The boundaries of ages are crises - turning points in the development of a child.

The existence of individual differences between people is an obvious fact. The need for an individual approach is caused by the fact that any impact on a child is refracted through his individual characteristics, through "internal conditions", without which a truly effective educational process is impossible.

An individual approach is the most important psychological and pedagogical principle, according to which in the upbringing and educational work with children, all the individual characteristics of each child should be taken into account. The very problem of the individual approach is creative in nature, but there are key points in implementing a differentiated approach to children:

Knowledge and understanding of children;
- love for children;
- a solid theoretical balance;
- the teacher's ability to think and analyze.

The teacher should not forget that the child is the subject of his own development, he is an end in itself. But children should always feel the support of the teacher.

The personal development of a person bears the stamp of his age and individual characteristics, which must be taken into account in the process of education. Each has its own capabilities and limitations in development.

The purpose of education is to educate a comprehensive, harmoniously developed personality with creative thinking, willpower, with a striving for everything beautiful.

And an individual approach ensures this personal peculiarity of the development of children, makes it possible to maximize the development of all the characteristics of the child. Without taking into account the individual characteristics of children, any impact may have on them not at all the effect for which it was designed.

Among the individual characteristics of a person, which clearly characterize the dynamic features of her behavior, activity, communication, mental processes, a special place belongs to temperament. Children from an early age clearly show significant differences in general reactivity, depth, intensity, stability of reactions, emotional impressionability and its modal orientation (anger, fear, joy, pleasure), energy and other stable dynamic characteristics of cognitive, emotional, volitional spheres and behavior. generally.

Temperament is an innate quality, and it is impossible to change it !!!

The properties of temperament are linked into certain structures that form types of temperament:choleric, sanguine, phlegmatic, melancholic. However, "pure" types of temperament are quite rare. Most often, a person combines features of different types, although the properties of the temperament of one or the other prevail.

With any temperament, there is a danger of developing undesirable properties: for a sanguine person, there is a dispersion of interests; in a choleric person - incontinence, harshness; in a phlegmatic person - lethargy, indifference to the environment; in a melancholic - isolation, insecurity, excessive shyness.

Detailed characteristics of the types of temperament of children are presented in table 2 "Psychological characteristics of types of temperament."

Table 2 "Psychological characteristics of types of temperament"

The task of adults is to create conditions for the full development of specific children's activities of a child in kindergarten on the basis of developing an individual approach to each child, and for this it is necessary to know and rely on the age and individual characteristics of children.

Remember: there are no bad children, some negative traits are the result of improper upbringing. It is better to emphasize positive qualities and thereby reinforce them, promoting the development of the child's self-esteem.

With the help of an individual approach, we will find the "key" for each child.

List of used literature

1. Preschool psychology / Uruntaeva G.A. - M., 1998.
2. An individual approach to raising a child / Kovalchuk Ya.I. - M., 1981.
3. Organization of the activities of the Center for Play Support of an Early Age Child: Notes on Play Days / Yu.A. Afonkina, E.M. Omelchenko. - Volgograd: Teacher, 2012.
4. Practical seminars and trainings for teachers. - Issue. 1. Educator and child: effective interaction / author-comp. E.V. Shitova. - Volgograd: Teacher, 2009.
5. Practical seminars for teachers. Issue 2. Psychological competence of educators / author-comp. S.V. Terpigorieva. - Volgograd: Teacher, 2011.

AGE FEATURES OF SCHOOLS

Are there specific features characteristic of today's schoolchildren in the development of their intellectual abilities, and what are these features? The answer to this question is fundamentally important both for modern science and for the practice of organizing the educational process. The problem of studying the age characteristics of schoolchildren today remains the most urgent not only for parents, but also for school teachers, who also need to be a psychologist in order to effectively carry out their pedagogical activities. The success of upbringing depends, first of all, on the knowledge by educators (teachers, parents) of the patterns of age development of children and the ability to identify the individual characteristics of each child. Each age in human life has certain standards with which it is possible to assess the adequacy of the development of an individual and which relate to the development of psychophysical, intellectual, emotional and personal.

The age characteristics of the development of students are manifested in different ways in their individual formation. This is due to the fact that schoolchildren, depending on their natural inclinations and living conditions, differ significantly from each other. That is why the development of each of them, in turn, is characterized by significant individual differences and characteristics that must be taken into account in the learning process. It is very important to know the features of the cognitive activity of students, the properties of their memory, inclinations and interests, as well as the predisposition to more successful study of certain subjects. Taking these features into account, an individual approach to students in learning is carried out: the stronger ones need additional classes in order to develop their intellectual abilities more intensively: the weakest students need to be provided with individual assistance, develop their memory, intelligence, cognitive activity, etc. Much attention must be paid to the study of the sensory and emotional sphere of students and in a timely manner to identify those who are characterized by increased irritability, react painfully to comments, and are not able to maintain friendly contacts with comrades. No less important is knowledge of the typology of the character of each student, which will help to take it into account when organizing collective activities, distributing social assignments and overcoming negative traits and qualities.

Currently, the following division of school age into such age periods is accepted:

1) primary school age - from 7 to 11-12 years old;

2) middle school age (adolescence) - from 12 to 15 years;

3) senior school age (youth) - from 15 to 18 years old.

The definition of the boundaries of these periods is conditional, since there is a great deal of variability in this regard. At the same time, it should be borne in mind that taking into account the age characteristics of students cannot be understood as an adaptation to the weaknesses of a particular age, since as a result of such adaptation they can only gain a foothold. The whole life of a child should be organized taking into account the possibilities of a given age, keeping in mind the inducement of the transition to the next age period. The concept of age characteristics, age boundaries is not absolute - the boundaries of age are mobile, changeable, have a concrete historical character and do not coincide in different socio-economic conditions of personality development. Each age period, stable or critical, is a transitional one, preparing a person for the transition to a higher age level. The complexity of the age stage lies precisely in the fact that it contains the psychological realities of today, the value sense of which is largely determined by the needs of tomorrow.

The study of this topic makes it possible to compare the features of the physical development of students of junior, middle and senior school age, gives a comparative analysis of the neuropsychic and cognitive spheres of students of different ages and shows their influence on the organization of educational activity.

1. Younger school age

With admission to school, the whole structure of a child's life changes, his regime, relations with people around him change. Teaching becomes the main activity. Primary school students, with very few exceptions, love to study at school. They like the new position of the student, they are attracted by the learning process itself. This determines the conscientious, responsible attitude of younger students towards learning and school. It is no coincidence that at first they perceive the mark as an assessment of their efforts, diligence, and not the quality of the work done. Children think that if they “try,” then they learn well. The teacher's approval encourages them to “try harder”.

Younger schoolchildren readily and with interest acquire new knowledge, abilities and skills. They want to learn to read, write correctly and beautifully, and count. True, they are more fascinated by the learning process itself, and the younger student shows great activity and diligence in this regard. The interest in school and the learning process is evidenced by the games of younger students, in which school and learning play a big role. Younger schoolchildren continue to show the inherent need for preschool children for active play activity, for movements. They are ready to play outdoor games for hours, they cannot sit in a frozen position for a long time, they like to run during recess.

Usually, the needs of younger students, especially those who were not brought up in kindergarten, are initially personal. A first grader, for example, often complains to a teacher about his neighbors, allegedly preventing him from listening or writing, which indicates his concern about personal success in learning. Gradually, as a result of the teacher's systematic work to instill in students a sense of camaraderie and collectivism, their needs acquire a social orientation. Children want the class to be the best, so that everyone is good students. They begin to help each other on their own initiative.

The cognitive activity of a primary school student is characterized primarily by the emotionality of perception. A picture book, a visual aid, a teacher's joke - everything evokes an immediate reaction in them. Younger students are at the mercy of a striking fact; the images that arise from the description during the teacher's story or reading a book are very vivid. Initially, junior schoolchildren remember not what is most significant from the point of view of educational tasks, but what made the greatest impression on them: what is interesting, emotionally colored, unexpected or new.

In the emotional life of children of this age, first of all, the content side of experiences changes. The younger student is pleased that the teacher and parents are praising for their academic success; and if the teacher takes care of the student's feeling of joy from educational work as often as possible, then this reinforces the student's positive attitude towards learning.

The younger student is very trusting. As a rule, he has boundless faith in the teacher, who is an indisputable authority for him. Therefore, it is very important that the teacher is an example for children in all respects.

Thus, we can say that the characteristic features of children of primary school age are: trustful appeal to the outside world; mythological outlook (interweaving of the real and the fictional based on unlimited fantasy and emotional perception);cfree development of feelings and imagination; unconscious and later - imitation, regulated by feeling or design; building moral ideals - models; the determination of the moral concepts of good and evil by the assessment of adults.

2. Middle school age

The main activity of a teenager, like that of a younger student, is learning, but the content and nature of educational activity at this age changes significantly. The teenager begins to systematically master the basics of science. Teaching becomes multidisciplinary, the place of one teacher is taken by a team of teachers. Higher demands are placed on the adolescent. This leads to a change in attitude towards learning. For a middle-aged schoolchild, study sessions have become commonplace. Students sometimes tend not to bother themselves with unnecessary exercises, complete lessons within the specified limits or even less. There is often a decline in academic performance.

The teenager is not always aware of the role of theoretical knowledge, most often he associates it with personal, narrowly practical goals. The younger student takes all the instructions of the teacher on faith - the teenager should know why it is necessary to perform this or that task. Often in music lessons you can hear: "Why do this?", "Why do I need your music?", "How will music be useful to me in the future?" In these questions, there is perplexity, and some discontent, and sometimes even distrust of the teacher's requirements. At the same time, adolescents are inclined to complete independent assignments and practical work in the classroom. Even students with low academic performance and low discipline are active in this situation.

A teenager manifests himself especially clearly in extracurricular activities. In addition to lessons, he has many other things to do that take up his time and energy, sometimes distracting him from his studies. It is common for middle school students to suddenly get carried away by a hobby. The teenager shows himself brightly in games. A large place is occupied by hiking games and travel. They love outdoor games, but those that contain an element of competition. Intellectual games, which are of an adversarial nature, are especially pronounced in adolescence. Being carried away by the game, adolescents often do not know how to allocate time between games and study sessions.

The teenager strives for independence in mental activity. Along with the independence of thinking, criticality also develops. In contrast to the younger student, who takes everything on faith, the teenager makes higher demands on the content of the teacher's story, he expects evidence, convincing.

In the area of \u200b\u200bthe emotional-volitional sphere, a teenager is characterized by great passion, inability to restrain himself, weakness in self-control, and harshness in behavior. If the slightest injustice is shown to him, he is able to “explode”, fall into a state of passion, although later he may regret it. For adolescence, an active search for an object to follow is characteristic. The ideal of a teenager is an emotionally colored, experienced and internally accepted image that serves as a model for him, a regulator of his behavior and a criterion for assessing the behavior of other people.

The mental development of a teenager is influenced by puberty. One of the essential characteristics of a teenager's personality is the desire to be and be considered an adult. The teenager is trying by all means to assert his adulthood, and at the same time he does not yet have a feeling of full-fledged adulthood. Therefore, the desire to be an adult and the need for the recognition of his adulthood by others is acutely felt. In connection with the "feeling of maturity", a teenager develops a specific social activity, a desire to join different aspects of the life and activities of adults, to acquire their qualities, skills and privileges. At the same time, first of all, the more accessible, sensually-perceived aspects of adulthood are assimilated: the appearance and manner of behavior (methods of rest, entertainment, specific vocabulary, fashion in clothes and hairstyles, and sometimes smoking, drinking alcohol). The desire to be an adult is clearly manifested in the sphere of relationships with adults. A teenager protests, takes offense when he, “like a little child,” is taken care of, controlled, punished, demanded unquestioning obedience, and disregard for his desires and interests.

For adolescence, the need for communication with comrades is characteristic. Teenagers cannot live outside the team, the opinion of their comrades has a huge impact on the formation of a teenager's personality. He experiences the collective disapproval more painfully and sharply than the teacher's disapproval. The formation of the personality of a teenager will depend on who he will enter into a friendly relationship with.

Friendship acquires a different character in comparison with younger age. If at primary school age children are friends on the basis that they live side by side or sit at the same desk, then the main basis of adolescent friendship is a community of interests. At the same time, rather high demands are made on friendship, and the friendship is of a longer duration. It can last a lifetime. In adolescents, relatively stable and independent of random influences moral views, judgments, assessments, beliefs begin to take shape.

Thus, we can say that the characteristic age characteristics of adolescence are: increased attention to their own inner world; the development of dreaminess, a conscious departure from reality to fantasy; adventurism; loss of external authority, reliance on personal experience; moral criticism, negativism; external forms of deliberate disrespect, negligence, arrogance;cself-confidence; love of adventure, travel (escape from home); deceit "for salvation," deceit; the rapid identification of new feelings awakening with puberty.

3. Senior school age

In early adolescence, learning continues to be one of the main activities of high school students. Due to the fact that in the senior grades the circle of knowledge is expanding, that students use this knowledge to explain many facts of reality, they begin to relate to learning more consciously. At this age, there are two types of students: some are characterized by the presence of evenly distributed interests, others are distinguished by a pronounced interest in one science. The difference in attitude to teaching is determined by the nature of the motives. In the first place are the motives associated with the life plans of students, their intentions in the future, worldview and self-determination. High school students point to such motives as the proximity of finishing school and the choice of life path, further education or work in their chosen profession, the need to show their abilities in connection with the development of intellectual powers. Increasingly, a senior student begins to be guided by a consciously set goal, there is a desire to deepen knowledge in a particular area, and a desire for self-education appears. Students begin to work systematically with additional literature, attend lectures, and work in additional schools.

Senior school age is the period of completion of puberty and, at the same time, the initial stage of physical maturity. Along with this, physical development influences the development of some personality traits. For example, the awareness of their physical strength, health and attractiveness affects the formation of high self-esteem, self-confidence, cheerfulness, etc. in young men and women, on the contrary, the awareness of their physical weakness sometimes causes them to withdraw, disbelief in their strengths, pessimism.

A senior student is on the verge of entering an independent life. This creates a new social development situation. The task of self-determination, the choice of one's own path in life, confronts a senior schoolchild as a task of paramount importance. In senior school age, a fairly strong connection is established between professional and academic interests. In a teenager, educational interests determine the choice of a profession, while in older schoolchildren, the opposite is observed: the choice of a profession contributes to the formation of educational interests, a change in attitudes towards educational activity.

A characteristic of the educational process is the systematization of knowledge in various subjects, the establishment of intersubject connections. All this creates the basis for mastering the general laws of nature and social life, which leads to the formation of a scientific worldview. A stable emotional attitude towards different aspects of life, towards comrades and towards adults is consolidated, favorite books, writers, composers, favorite melodies, paintings, sports, etc. appear, and at the same time antipathy towards some people, dislike for a certain type of activity etc.

During high school age, changes occur in feelings of friendship, camaraderie, and love. A characteristic feature of high school students' friendship is not only common interests, but also the unity of views and beliefs. Friendship is intimate: a good friend becomes an irreplaceable person, friends share their innermost thoughts. Even more than in adolescence, high demands are made on a friend: a friend must be sincere, faithful, faithful, always come to the rescue. At this age, friendship develops between boys and girls, which sometimes grows into love.

Older students make very high demands on the moral character of a person. This is due to the fact that in senior school age a more holistic idea of \u200b\u200boneself and the personality of others is created, the circle of perceived social and psychological qualities of people, and especially classmates, expands.

Early adolescence is a time for further strengthening of the will, the development of such traits of volitional activity as determination, perseverance, initiative. At this age, endurance and self-control are strengthened, control over movement and gestures is strengthened, due to which high school students and outwardly become more fit than adolescents.

Thus, we can say that the characteristic features of adolescence are: ethical maximalism; inner freedom; aesthetic and ethical idealism; artistic, creative nature of the perception of reality; disinterestedness in hobbies;cstriving to cognize and remake reality; nobility and credulity.