CONTENTS
INTRODUCTION 3
CHAPTER I. Theoretical aspects of the impact of self-esteem on the learning success of younger students 8
1.1 Psychological and pedagogical characteristics of primary school age children 8
1.2 Features of developing self-esteem in early childhood 15
1.3 Primary school education activities 18
1.4 Impact of self-esteem on the success of junior schoolchildren 24
CHAPTER II.
CONCLUSION 47
LIST OF SOURCES AND LITERATURE USED 49
ANNEXES
CONCLUSION
So, primary school is the foundation for further education, and the success of this period largely depends on the fate of the person, his professional career becomes socially meaningful, so the problem of success of learning and education of younger students is the main problem of primary education. While the traditions of global and national pedagogy focus on ensuring that there are no losers in primary school, and the unwritten law of primary education states that a junior pupil must learn from success, up to 30% of primary school graduates are potential losers in life. Over the past decade, the number of children who feel inadequate and insecure because of school problems as early as grades 1-4 has increased almost 10-fold, and the number of primary school pupils who feel anxious about learning and the teacher has increased 8-fold. More than half of primary school pupils are afraid of the situation of testing their knowledge and are deeply troubled by various school problems; one third of children are frustrated by the need to succeed, being insecure about themselves and their abilities.
About 70 per cent of children who are afraid of physical violence experience a lack of communication with their peers, almost 50 per cent. In 20%-60% of primary school age children, a high level of disturbance of the adaptation systems of the organism has been detected, and the immune system in 70-80% of cases functions in a mode of overstrain and maladaptation. This indicates serious shortcomings in primary education and, above all, unresolved social and pedagogical problems.
Adult participants in the educational process are not fully aware of the importance of a child´s personal success in the educational process: the number of parents who consider their children "little losers" reaches 33 per cent.
If the "teacher-student" scheme is replaced by a more complex positional scheme, a multi-element model is created, all parts of which "work" for the success of the little pupil, while he is the center of interaction of the system. The necessary elements of such a system are not only teachers and the class teacher, but also other school specialists. The formation of professional and personal qualities of an elementary schoolteacher will help to solve the problem of the success of teaching and education of junior pupils, as well as to create a situation of success or to bring it as close as possible to each participant in the educational process.
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