Age-related psychology. Junior school age. Development of speech, thinking, perception, memory, attention (the most important)

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Age-related psychology. Junior school age. Development of speech, thinking, perception, memory, attention (the most important)

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34. JUNIOR SCHOOL AGE. DEVELOPMENT OF SPEECH, THINKING, PERCEPTION, MEMORY, ATTENTION

During the period of primary school age, the development of such mental functions as memory, thinking, perception, and speech is carried out. At the age of 7, the level of development of perception is quite high. The child perceives the colors and shapes of objects. The level of development of visual and auditory perception is high.

At the initial stage of training, difficulties are identified in the process of differentiation. This is due to the still unformed system of analysis of perception. The ability of children to analyze and differentiate objects and phenomena is associated with an observation that has not yet been formed. It is no longer enough just to feel and highlight the individual properties of objects. Observation is rapidly forming in the system of schooling. Perception acquires purposeful forms, echoing with other mental processes and moving to a new level - the level of arbitrary observation.

Memory in the period of primary school age is distinguished by a bright cognitive character. A child at this age begins to understand and highlight the mnemonic task. There is a process of formation of methods and techniques of memorization.

This age is characterized by a number of features: it is easier for children to memorize material based on visualization than on the basis of explanations; concrete names and names are stored in memory better than abstract ones; in order for information to be firmly entrenched in memory, even if it is abstract material, it is necessary to associate it with facts. Memory is characterized by development in arbitrary and meaningful directions. At the initial stages of learning, children are characterized by involuntary memory. This is due to the fact that they are not yet able to consciously analyze the information they receive. Both types of memory at this age are greatly changed and combined, abstract and generalized forms of thinking appear.

Periods of development of thinking:

1) the predominance of visual-effective thinking. The period is similar to the thinking processes in preschool age. Children are not yet able to logically prove their conclusions. They build judgments on the basis of individual signs, most often external ones;

2) children master such a concept as classification. They still judge objects by external signs, but they are already able to isolate and connect individual parts, uniting them. So, by summarizing, children learn abstract thinking.

A child at this age masters his native language quite well. The statements are direct. The child either repeats the statements of adults, or simply names objects and phenomena. Also at this age, the child gets acquainted with written speech.

Author: Loshchenkova Z.B.

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