Features of the emotional development of younger pupils

The quality of student learning, as well as his behavior is estimated the school, and this evaluation influences the nature of his relationship with others - teachers, parents and friends. The child, casually relating to learning, absenteeism, not willing to learn, surrounding, naturally, treated differently than a student, diligently performing their duties.

Along with the new responsibilities and new student gets right. It is very important for the younger student is the fact that getting good grades for his academic work, he can wait on the part of others not only praise, but respect. Plays a special role to promote, reward.
The main prerequisite for the formation of personality in this age is the transition to the new position of the child in society, which obliges him to justice, community-controlled, purposeful activity, brings a sense of duty and responsibility to others, the ability to act consciously and in an organized, develops a child's will power.
The new position of a child fills his life profound meaning, which affects the general orientation of his personality, experiences, ideas. The new direction that appears in children of primary school age is also reflected in the fact that they are actively seeking to find their place in the team to win the respect and authority among his comrades. This commitment to a specific position in the team in terms of training and education in school is a huge incentive in academic work. Younger students begin to consciously seek the title of best students, since in well-organized school teams and teachers, it is this title in the first place gives them the right to respect and authority among his comrades.
In primary school age changes and relationships of the child with the surrounding reality, and therefore changes and deepens its emotional scope, it seems less emotional than younger students with pre-schoolers. This is explained by the fact that the older the child, the better he can control his emotions. In this sense, students' responses are indicative of the third class: I want to be calm, not nervous. However, such responses more typical of girls, because they are in this age group more difficult to restrain emotions than boys, the social situation of development which a child is not obliged to show some emotion ("Do not cry, you're a boy," etc.)
In primary school age not only are new emotions, but also those that have taken place before school, change their nature and content. In this regard, a very revealing study of children's fears. In babies, most often caused by fear that can directly threaten your child. Younger pupils in relation to the circumstances of this kind appears even some bravirovanie fearlessness as the ability to overcome the fear of raising student in the eyes of his comrades, and in his own eyes.
The responses of boys frequent desire to be bold. Behavior of boys in this case, their desire to become bold, courageous, etc. determined by the stereotype of sex. Appear other forms of fear, arising from different sources, such as fear of appearing ridiculous, ugly, fear of life mocked, etc.
More space is required answers related to physical appearance: I do not want to be fat, have narrow eyes, short arms, etc. It is worth noting that during this period of development is particularly intense form of the moral feelings of the child, along with the meaning and the formation of the moral side of his personality.
Life team can not proceed in an organized, if not controlled by certain rules of social conduct. Such organization of the class practically puts a child enrolled in school, going to have to learn the norms and rules of public behavior and public morality.
Those regulations and requirements which are put before the child team, then speak to him not as something alien to his own life and activities as well as an essential element of his life in a group class, school, as a necessary condition of its existence. For students in third grade were characterized by responses like: I want to be kind, good-natured, sympathetic, do not want to be angry, etc.
Due to the fact that the new provision imposes on the student and his new responsibilities in his consciousness the perception of labor. To perform the duties (and they have a lot of younger students, and school and home), we need some effort. Children feel it and express that feeling in their responses: I want to get out often, do not want to be lazy, I want to be industrious. Education in the school makes the child the fundamental requirements. First, it requires the child consciously set of special purpose - to learn. Secondly, it requires the subordinate their mental processes that goal.
At the beginning of school children are still not able to actively memorize the course material, to be constantly alert. This demonstrates the large number of responses: I want to retell the good, want me to have had a good memory, I want to be careful. Thinking junior student has a specific character. In our case, the specific question of what psychological qualities you would like a subtract and add, the child is sometimes specifically to meet the limit: I do not like the length of my hair, what I have narrow eyes, etc. I want to retell the well- do not get twos ... Younger students often abstracted from reality, and this prevents him from properly distinguish nepsihologicheskie and psychological qualities.
In conclusion, should say a few words about what is already in the preschool period is an accumulation of knowledge about child typically male or typically female roles, the physical difference between men and women, the difference in their behavior, their relationships, the most important qualities of the individual. The child is gradually emerging sense of gender identity and beginning to show the characteristic patterns of behavior associated with the "role" of men or women. Arriving at school, the child behaves according to his ideas about how to be a boy and what should be a girl.