Berezovskaya Oksana Sergeevna,

teacher primary school MKOU NSh DS with. Inya

Appendix 46.

A set of diagnostic techniques aimed at identifying learning difficulties junior schoolchildren

To identify the main difficulties in teaching schoolchildren, I use various methods in my work. diagnostic methods. One of the most common and effective is the method of practical psychodiagnostics by M.V. Matyukhina to identify the motives of the teaching, developed in the form test items. A qualitative analysis of the responses makes it possible to determine the level of school motivation of students.

Purpose of the test: V.M. Matyukhina helps to get a fairly wide range of characteristics and characteristics of the child's psyche, in a fairly short period of time, as well as their learning motives. This diagnosis should be carried out in the learning process, and be systematic, and only then, it will be possible to trace the positive results of activities with underachieving students.

Test methods are used to identify the reasons for the child's failure at the initial stage of the psychologist's work.

The learning motives used in this technique can be divided into:

The motives of responsibility and duty, self-improvement and self-determination are broad social motives for learning;

The motives of prestige and well-being are narrowly personal;

The motives associated with the content of the learning process are educational and cognitive;

Motives to avoid trouble.

Also, this technique is developing and helps students to understand and realize their own motives in teaching.

Instructions for the test: The test is conducted in three tests: in the first test, students are given cards on which judgments are written. It is necessary to sort the cards into groups:

In the first group: put all the cards with motives that are most important for teaching;

In the second group: simply having a value;

In the third: important, but not great;

In the fourth group: having a small value;

In the fifth group: not at all important.

The second series of tests: it is necessary from the same cards to choose 7 pieces that, in the opinion of the student, are most important to him.

The third test: you need to select 3 pieces from all the same cards, on which especially important judgments for the student are written.

The first category of the test allows you to make a choice from a larger space. The second test puts the student in front of a strict choice, limiting his choice. This helps you better understand your motives and motivations. In the third series of tests, you need to think very carefully about your choice, realizing your attitude to the motives of the teaching.

Sample test material for determining the motives of learning

1. I understand that a student must study well.

2. I strive to quickly and accurately fulfill the requirements of the teacher.

3. I understand my responsibility for teaching to the class.

5. I understand that I need knowledge for the future.

6. I want to be a cultured and developed person.

8. I want to get the approval of teachers and parents.

9. I want my comrades to always have a good opinion of me.

10. I want to be the best student in the class.

11. I want my answers in the lessons to be always the best.

12. I want to take a worthy place among my comrades.

13. I want my classmates not to judge me for bad studies.

14. I want parents and teachers not to scold.

15. I don't want to get bad grades.

16. I like to learn about the word and number in the lesson.

17. I like it when the teacher tells something interesting.

18. I like to solve problems in different ways.

19. I like to think, reason in class.

20. I like to take on difficult tasks, overcome difficulties.

When processing the test results, coincidence cases are taken into account, when the same answer options were observed in the test series. For example, if a student in two series of tests (first and second, or second and third, or first and third) chooses as the most significant motive for learning a card that says: “I like to take on difficult tasks, overcome difficulties,” then this is considered as an indication of the choice, otherwise, the choice is considered random and is not taken into account.

The second well-known technique is the personal anxiety scale (J. Taylor, T.A. Nemchina). This technique allows you to measure the level of anxiety of the student.

Quantitative analysis of responses allows us to assess the level of anxiety of schoolchildren.

Description of the test: The test consists of 50 statements presented to the student in the form of a list or a set of cards.

The test material is presented in Appendix 1.

Answer options are presented in accordance with table 2.

Table 2 - The key to the test for checking the level of anxiety in schoolchildren

"Yes" statements: 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36 , 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50.

"No" statements: 1, 2, 3,4, 5, 6, 1, 8, 9, 10, 11, 12, 13.

Answers matching the key are worth 1 point. The points are added together.

Test results:

40-50 points

considered as an indicator of a very high level of anxiety;

25-40 points

testify to high level anxiety;

15-25 points

about the average (with a tendency to high) level of anxiety;

5-15 points

About the average (with a tendency to low) level of anxiety

0-5 points

about low levels of anxiety.

The third method for diagnosing the failure of children in school is to test the ability of schoolchildren to work independently in the classroom.

The purpose of this technique is to identify students to work independently in the process training session, is a qualitative analysis of the study.

The course of the experimental lesson: It is necessary to observe the children in the class for five different lessons and note such important indicators on the scale as:

2- skill is expressed clearly;

skill is present;

skill is missing.

The observation evaluation criteria consist of 8 indicators:

1. Strives to start performing only after he has understood and “accepted” the task.

2. Performs consistently and accurately all operations,
3. Controls his actions in the course of work (notices mistakes).
4. Controls his work on the result (or presents a result that is not consistent with what can be expected).

5. Can evaluate himself whether he did a good job (ask about this when accepting a job).

6. Can correctly assess whether work is difficult for him.
7. He has a good idea of ​​what, how and in what sequence he is going to do (he knows how to plan).

8. Doesn't redo work.

Based on the results of observational diagnostics, the data of the results obtained must be averaged and summed up for each student, if children are identified who have certain difficulties, then an individual scheme of work with the child is developed.

Diagnostic results are evaluated:

Points 1 - 8 characterize the ability to work independently. This complex skill consists of the ability to plan activities, organize them, correct them, exercise self-assessment and self-control.

Points 1 and 7 are the ability to plan activities, etc.

This correctional and developmental work allows you to achieve improvements in the ability of students to work independently in the classroom.

Correctional work is based on the diagnosis of identifying the causes of student failure, which covers all aspects of the factors of the occurrence of these causes and involves its rapid elimination, using various methods and techniques of pedagogical influence.

Anxiety test

Dear students!

Read all the suggested statements that relate to character traits. If you agree with the statement, the answer should be "Yes", otherwise the answer is "No". Time for reflection is limited. Your prompt response is important.

I rarely get tired.

I almost always feel quite happy

I almost never blush.

Compared to my friends, I consider myself quite a brave person.

I don't blush more often than others.

I rarely have a heartbeat.

Usually my hands are warm enough

I am no more shy than others.

I lack self-confidence.

I do not have the courage to endure all the difficulties ahead.

Sometimes it seems to me that such difficulties are heaped up in front of me that I cannot overcome.

I often have nightmares.

I notice that my hands begin to tremble when I try to do something.

I have extremely restless and interrupted sleep.

I am very worried about possible failures.

I had to experience fear in those cases when I knew for sure that nothing threatened me.

It is difficult for me to concentrate on work or on any task.

I work under a lot of pressure.

I get confused easily.

Almost all the time I feel anxiety about someone or something.

I tend to take everything too seriously.

Abdullaev Mirguly Mirkerimovich
Position: Physical education teacher
Educational institution: FGKOU "Secondary school No. 13"
Locality: n.p. Borzoi, Chechen Republic
Material name: article
Topic:"Methods for identifying and psychological correction of learning difficulties"
Publication date: 25.03.2016
Chapter: secondary education

ABDULLAEV MIRGULY MIRKERIMOVICH teacher of physical culture Federal State Treasury General Educational Institution "Secondary School No. 13" (n. p. Borzoi, Chechen Republic)
Methods for identifying and psychological correction

learning difficulties

Introduction
Psychological causes of school failure and ways to eliminate them as a subject of the course. The study of internal and external factors that cause various kinds of difficulties in learning, and the formation of an alloy of psychological knowledge and the ability to use them in practice are two interrelated tasks of the course. Psychodiagnostics of learning difficulties as a scientific and practical activity of a school psychologist. The role of fundamental theoretical and psychological knowledge in ensuring the effectiveness of the work of a practical psychologist. Semiotic, technical and causal-logical components of psychodiagnostic activity to identify the psychological causes of school failure. School failure and learning difficulties have long and seriously worried practitioners. This problem is especially acute in last years as the number of children with learning difficulties and disabilities is steadily increasing. The features of education in a modern school are the growing amount of information, the constant complication of curricula, which makes the highest demands on the child's body. The school must now ensure that every student has the opportunity to succeed. At present, the system of public education is faced with the problem of increasing the number of difficulties in teaching schoolchildren. According to
2 different sources Today, for one reason or another, 15 to 40% of primary school students experience difficulties in learning. The main directions of the modernization of education in Russia for the period up to 2010 are characterized by updating and qualitative changes in the content, methods, means, diagnostics, correction and forms of organization of the learning process, new approaches to its design and practical implementation. Difficulties in learning are described in many works of domestic and foreign psychologists. According to the conclusions of scientists (L.S. Vygotsky, V.V. Davydov, A.R. Luria, N.P. Laskalova, L.S. Tsvetkova, M.S. Neimark, L.S. Slavina, A.I. Zakharov and others), they note a complex of difficulties in educational activities, acquiring stability, destabilizes the personality and its inner world, gives rise to intrapersonal contradictions between desires and opportunities, the requirements of society and one's own aspirations. In this regard, the teacher's activity should be focused not only on the transmission of information, but also on the development of higher mental functions of schoolchildren, and early diagnosis and correction of learning difficulties will solve these problems.
Ways to identify and psychologically correct learning difficulties
The reasons that cause difficulties in mastering the general education program are very diverse and are due to the structure of the defect in children with disabilities. When choosing a method of helping a child, we must first of all identify the problem and its causes, otherwise our help will be ineffective. The problem of school failure is very relevant today. Many children fall into the category of underachievers from the very beginning of their education and carry the label of underachievers for many school years. Difficulties in the assimilation of program material by children have negative consequences that affect the formation of the child's personality:
3 - reduce his self-esteem; - make him passive, indifferent to learning or negatively tuned in to any learning. Every parent wants their child to grow up to be a prosperous and successful person. The foundation of such well-being is laid in the school years. Therefore, it is very important to understand the reasons for the child's failure and do everything possible so that the school, with its strict requirements, does not lay pitfalls in his future adult life. You can single out two main reasons leading to the unformed psyche of the child: - unfavorable living conditions: negative the influence of the environment, complex family relationships, poor living conditions, pedagogical neglect; - the specificity of the maturation of the child's brain, which consists in the uneven development of certain areas of the brain, the presence of deviations in their work. This may be due to the unfavorable course of the prenatal period of the child's development and pathological childbirth. Subsequently, difficulties arise with certain functions of the psyche - memory, attention, thinking, speech and related writing and reading. Most underachieving students have minor impairments, which are referred to as minimal brain dysfunctions. Due to their partiality, these deviations do not manifest themselves in preschool childhood, but they reveal themselves with the beginning of schooling. Large intellectual loads, a high rate of learning and strict control of results place an exorbitant burden on the brain structures that have not yet developed, providing a state of mind. There must be a correspondence between the pedagogical requirements for the child and his capabilities, including the capabilities of the psyche and nervous system.
4 Mismatch and leads to learning difficulties. The mental function is never completely disturbed; many components of the child's psyche always remain intact. The affected components of the mental function can be compensated for by fully functioning links within this function and other healthy mental processes. Nemov R.S. highlights the general classification scheme of methods:  Methods of psychodiagnostics based on observation;  Interrogative psychodiagnostic methods;  Objective psychodiagnostic methods, including accounting and analysis of human behavioral reactions and products of his activity; - Experimental methods of psychodiagnostics. Diagnostic tools can be divided by their quality into two groups: - strictly formalized methods, - slightly formalized methods. Strictly formalized methods include  tests; - questionnaires;  methods of projective technique; - psychophysiological methods. They are characterized by a certain regulation, strict adherence to instructions, standardization. Tests are standardized, short and time-limited tests designed to establish quantitative and qualitative individual psychological differences between people. Their distinguishing feature is that they consist of tasks for which the correct answer must be obtained from the subject. Questionnaires are a group of psychodiagnostic methods in which tasks are presented in the form of questions and statements. They are meant
5 to obtain data from the words of the subject. Unlike tests, questionnaires cannot have “correct” or “incorrect” answers. They only reflect the attitude of a person to certain statements, the extent of his agreement or disagreement. Methods of projective technique is a group of methods intended for personality diagnostics. They are characterized by a more global approach to personality assessment, rather than identifying individual traits. The purpose of projective techniques is relatively masked, which reduces the ability of the subject to give answers that allow him to make the desired impression of himself. Psychophysiological methods are a special class of psychodiagnostic methods that diagnose the natural characteristics of a person, due to the basic properties of his nervous system. Less formalized methods include: - observation; - conversations and interviews;  analysis of products of activity. These techniques provide valuable information about the subject, especially when the subject of study is mental processes and phenomena that are difficult to objectify. Observation is a purposeful perception of facts, processes or phenomena, which can be direct, carried out with the help of the senses, or indirect, based on information received from various instruments and means of observation, as well as other persons who conducted direct observation. A conversation, an interview is a method of collecting primary data based on verbal communication. One of the most common types of conversation is the interview. An interview is a conversation conducted according to a specific plan, involving direct contact between the interviewer and the respondent.
6 Analysis of products of activity is a quantitative and qualitative analysis of documentary and material sources that allows you to study the products of human activity. In a full-fledged diagnostic examination, a harmonious combination of both methods is necessary. One of the main forms of pedagogical diagnosis of the causes of school difficulties in teaching with disabilities in primary school is the analysis of students' written work. The identified violations of written speech may indicate the state of the general mental and motor development of children. Neuropsychological methods are currently being successfully used to diagnose and correct learning difficulties. These methods make it possible, firstly, to identify the psychophysiological characteristics underlying the difficulties, secondly, to isolate the system of initially intact links in the mental activity of children, and thirdly, to determine the optimal ways of an individualized approach to them in the learning process. These methods can be productive in working with children with ONR and with ZPR. The picture of disorders in such children is heterogeneous and is not limited to speech symptoms. Most of them have a lack of formation of other higher mental functions. A comprehensive neuropsychological examination, covering both the speech and non-verbal abilities of the child, makes it possible to conduct high-quality functional diagnostics and develop an effective assistance strategy. The technique is of a test nature, the procedure for its implementation and the evaluation system are standardized, which allows you to visualize the picture of the speech defect and determine the severity of the violation of different aspects of speech, and is also convenient for tracking the dynamics speech development child and the effectiveness of corrective action.
7 The basic principles of a specialist within the framework of the humanistic direction are: A meeting of a specialist is a meeting of two equal people; The resolution of the client's problem occurs "by itself" in the event that the specialist creates a situation of unconditional acceptance, conducive to the client's awareness, expression and self-acceptance of his true feelings; The client himself is responsible for choosing his way of thinking and behavior in life. The basic concepts of the humanistic direction are individuation, self-actualization, self-actualizing personality. In the psychological sense, individuation is conceived as a process of a person's search for spiritual harmony, integration, integrity, meaningfulness. Awareness of these moments of existence is important for the individual evolution of man. It is assumed that it is through the process of individuation that a person realizes himself as a unique indivisible whole. In the individual psychology of A. Adler, individuation of one of its main facets comes into contact with the idea he proposes about the unconscious striving of a person for perfection. In humanistic psychology, this desire finds particular embodiment in a person's desire for the possible identification and development of their personal capabilities, which are characterized by different degrees of awareness in different subjects and are defined in this direction by the term self-actualization. In the work “self-actualization”, A. Maslow identified eight ways of behavior leading to self-actualization, which include: Full living and selfless experience with full concentration and immersion; Presentation of life as a process of constant choice;
8 The presence of "I", which can self-actualize; Be honest, take responsibility; Be a nonconformist; Realize your potential; Be open to higher experiences; Expose your own psychopathology. The object of influence in this direction is the formation of personality. The cause of the problem is understood as a blocking of intrapersonal resources. The main task of the consultant is to help in self-awareness and personal growth, the integration of the integral "I" and the expansion of the space of being. One of the effective methods in this direction is existential analysis, the scheme of which is the study of what a person knows, feels, desires, and the main goal is the assertion of human freedom. Thus, based on the analyzed material, we can conclude that psychological correction is an activity to correct those features of psychological development that, according to the accepted system of criteria, do not correspond to the optimal model. In addition, psychocorrection can be used in situations of overcoming various kinds of difficulties, which ultimately ensures the full functioning of the individual. Psychocorrection classes are closely related to the concept of “norm”, which means the main goal of psychocorrection as “returning” or “pulling up” the client to the proper level based on his age and individual characteristics. Psychocorrection is planned and carried out by the psychologist himself. Depending on the form of organization of psychological correction, the following types are distinguished: individual, microgroup, group and mixed.
9 Development and construction of psychocorrectional programs is based on the following principles: The principle of unity of diagnostics and correction. Diagnostics not only precedes the psychological impact, but also serves as a means of monitoring changes in personality, emotional states, behavior, cognitive functions in the process of correctional work, as well as a tool for its assessment. The principle of "Normativity" requires taking into account the basic laws of mental development, the sequence of successive age stages. Based on this principle, the age norm is taken into account and a prototype of the future development of the child is built. The “top-down” correction principle, formulated by L.S. Vygotsky, is determined by the leading role of education for the psychological development of the child. A psychological study of personality traits and interpersonal relationships of an adolescent with developmental disabilities should take into account both the specific features of adolescence and the nature of developmental disorders. The main provisions of the psychodynamic direction: The main importance in the emergence of problems are instinctive impulses, their expression, transformation, suppression; The development of the problem is due to the struggle between internal impulses and defense mechanisms. The main provisions of the cognitive-behavioral direction are presented as follows: Most behavioral problems are the result of problems in training and education; Behavioral reactions - the reaction of the organism to the influence of the environment and, therefore, are the result of the interaction "organism-environment";
10 Behavior modeling is an educational and psychotherapeutic process in which the cognitive aspect is decisive. The basic principles of a specialist within the framework of the humanistic direction are: A meeting of a specialist is a meeting of two equal people; The resolution of the client's problem occurs "by itself" in the event that the specialist creates a situation of unconditional acceptance, conducive to the client's awareness, expression and self-acceptance of his true feelings; Psychological correction is an activity to correct those features of psychological development that, according to the accepted system of criteria, do not correspond to the optimal model. In addition, psychocorrection can be used in situations of overcoming various kinds of difficulties, which ultimately ensures the full functioning of the individual. Psychocorrection classes are closely related to the concept of “norm”, which means the main goal of psychocorrection as “returning” or “pulling up” the client to the proper level based on his age and individual characteristics. Stages of psycho-correctional work include: - conversation; - psychodiagnostics; - formulating a forecast; - drawing up a correction plan;  Evaluation of the effectiveness of the program. Correction methods depend on which school the specialist belongs to, so they can be quite “conditionally” divided according to existing areas in psychology, which will be described in detail below. Psychocorrection is planned and carried out by the psychologist himself. Depending on the form of organization of psychological correction, there are
11 its following types: individual, microgroup, group and mixed. Individual psycho-correction involves working with a client one on one in the absence of strangers, in which case confidentiality, intimacy of relations, deeper and more effective work are ensured. The microgroup form of correction involves working in groups of 2 - people, as a rule, having similar developmental problems. The group form of psycho-correction is the purposeful use of group dynamics, the entire set of relationships and interactions that arise between group members. When solving some problems, for example, those arising in the field of communication, interpersonal interactions, participation in psycho-correctional groups is more effective than individual work. The mixed form combines the advantages of individual and group correction and allows for an integrated approach to solving problems. The program of psychological correction is compiled on the basis of psychological recommendations in cooperation between a psychologist and teachers, educators, class teachers or parents, depending on who will continue to take care of the child. Another form of correctional and developmental work is the actual psychological impact, which includes psychocorrection, advisory work and socio-psychological training. The development and construction of psycho-correctional programs is based on the following principles: The principle of unity of diagnostics and correction. Diagnostics not only precedes the psychological impact, but also serves as a means of monitoring personality changes, emotional states, behavior,
12 cognitive functions in the process of corrective work, as well as a tool for its assessment. The principle of "Normativity" requires taking into account the basic laws of mental development, the sequence of successive age stages. Based on this principle, the age norm is taken into account and a prototype of the future development of the child is built. The “top-down” correction principle, formulated by L.S. Vygotsky, is determined by the leading role of education for the psychological development of the child. According to this principle, the main content of psycho-correctional work is the creation of a zone of proximal development of the child's personality and activity, with the aim of actively shaping what the child should achieve in the near future in accordance with the requirements of society. The principle of taking into account the individual and personal characteristics of the child determines the need for an individual approach when choosing goals, objectives, methods and programs of psycho-correctional work. The uniqueness of each personality makes it impossible to apply a single template of psychocorrection to all children. The principle of systemicity, first of all, requires taking into account the complex systemic nature of psychological development in ontogeny, heterochrony, the difference in maturation of various mental functions with the advanced development of some in relation to others. The principle of activity. Reliance on leading activities and variation of various types of activities: procedural, productive, educational, labor, joint, communication as a specific form of activity - make the process of psycho-correction productive and effective, arousing interest in the child, determine the motivational aspect of psycho-corrective influence.
13 Methods for diagnosing psychological and pedagogical deviations of a child include: observation method, experimental research, experimental psychological methods.
Conclusion
Linking together the elements of the phenomenological level and the level of causal grounds helps the school psychologist means of psychodiagnostic description of the object of psychodiagnostics, which are represented by: 1) classifications of typical deviations at the phenomenological level and classifications of the most probable causes of these deviations; 2) schemes of psychological determination of typical deviations and their causes; 3) psychodiagnostic tables. The first two forms of describing the object of psychodiagnostics have been known for a long time. They have been developed by specialists since about the 60s. However, each of them has its drawbacks: the first, describing the behavioral signs of typical shortcomings and deviations in learning activities and behavior, does not fully reflect all the interrelationships of the elements of the phenomenological level and the level of causal grounds; the other, reflecting interconnections as much as possible, is cumbersome, confusing and immobile when used in the practice of a school psychologist. The third form of describing the object of psychodiagnostics - psychodiagnostic tables - synthesizes the first two forms. They link together almost all elements of the diagnostic process - from the request to the issuance of recommendations. In this sense, they act as an indicative basis in the activities of a practical psychologist. The availability of building psychodiagnostic tables makes them indispensable assistants in the work of primary school teachers. At present, various researchers have already begun the development of psychodiagnostic tables as an effective means of working
14 school psychologist. So, N. P. Lokalova developed psychodiagnostic tables based on the analysis of psychological and pedagogical literature and conversations with primary school teachers. The principle of constructing the table was to highlight learning difficulties in writing, reading and mathematics. S. V. Vakhrushev compiled his psychodiagnostic tables on the basis of learning difficulties identified and systematized by L. A. Wenger. The main tasks of this direction are the philosophical ideas of existentialism (M. Heidegger, P. Sartre, A. Camus) and phenomenology (E. Hussel, P. Ricoeur). Accordingly, the main emphasis is placed on the study of the problem of time, life and death; problems of freedom, responsibility and choice, problems of communication, love and loneliness, search for the meaning of existence. The specificity of the outlined circle of problems is the uniqueness of the personal experience of a particular person, which is not reducible to general schemes, and its center is the solution to the problem of restoring the authenticity of a person, that is, the correspondence of her being in the world to her inner nature. Individualism is seen as an integrative whole. In psychology, the direction is represented by such names as K. Rogers, A. Maslow, G. Allport, V. Frankl.
List of sources used
1. Aidarova L. I. “Psychological problems of teaching Russian to junior schoolchildren”. M., 2011.– p. 338 2. Akimova M. K., Gurevich K. M., Zarkhin V. G. Individual-typological differences in learning // Questions of Psychology, 2014. - No. 6. - P. 36-42. 3. Anufriev A.F., Kostromina S.N. How to Overcome Difficulties in Teaching Children. - M .: ed. "Os-89", 2014. - 222p. 4. Bardin KV If your child does not want to study. – M.: Knowledge, 2014. – S. 24–65.
15 5. Bart K. Learning difficulties: early warning. - M .: Publishing house. Center "Academy", 2011. 6. Basova LN Psychological features of the mental development of 9th grade students studying in different educational environments. Abstract of diss… cand. psychol. Sciences. - M., 2014. 7. Beskina R. M., Chudnovsky V. E. Memories of the future school. – M.: Enlightenment, 2013. – S. 29–30. 8. Blonsky P.P. On the issue of measures to combat school failure // P.P. Blonsky. Psychology of the younger student: Selected psychological works / Ed. A. I. Lipkina, T. D. Martsinkovskaya. - M .: Moscow Psychological and Social Institute; Voronezh: NPO "MODEK", 2014. - S. 616-620. 9. Bogoyavlenskaya M. Twice exceptional // School psychologist, 2015. - No. 1. - P. 31–33. 10. Vinogradova N.F., Kulikova T.P. Children, adults and the world around. – M.: Enlightenment, 2014.S, 60-63. 11. Venger L. A., Ibatullina A. A. Correlation between learning, mental development and functional features of the maturing brain // Questions of Psychology, 2011. - No. 2. - P. 20–27. 12. Vygotsky L. S. Imagination and creativity in childhood: Psychology. essay: Book. for the teacher. - M.: Education, 2011. 13. Vygotsky L. S. The problem of learning and mental development at school age // L. S. Vygotsky. Pedagogical psychology/ Ed. V. V. Davydova. – M.: AST, Astrel, Lux, 2015. – S. 400–419. 14. Gamezo M.V., Petrova E.A., Orlova L.M. “Age and pedagogical psychology”. - M.: Pedagogical Society of Russia, 2014. - 511p. 15. Glazer G. D. Comments on the articles of V. A. Sukhomlinsky // Anthology of humane pedagogy. V. A. Sukhomlinsky. – M.: Shalva Amonashvili Publishing House, 2012.
16 16. Gutkina NI Psychological readiness for school. – M.: Academic Project, 2010.

Introduction
Chapter 1. Theoretical substantiations of the problem in the psychological pedagogical literature.
Psychological characteristics of schoolchildren with learning difficulties.
1.2. Definition of the concept of "difficulty"; classification, causes of difficulties.
1.3. Features of psychological assistance to children with learning difficulties.
Chapter 2 Experimental study. Efficiency application of the system of corrective and diagnostic work on Overcoming difficulties...
2.1. Diagnosis of learning difficulties at the initial stage of the experiment.
2.2. Organization of corrective work with younger students to overcome the shortcomings of the cognitive sphere.
2.3. Diagnosis of learning difficulties at the final stage of the experiment.
Conclusion
Bibliographic list of used literature
Applications

INTRODUCTION

The development of any activity is associated with certain difficulties. Educational activity, due to its specificity, has an objective complexity, tk. the student constantly masters what he did not know before, what he did not own, while naturally encountering numerous difficulties. Some schoolchildren overcome these difficulties relatively easily, others only by mobilizing all their resources, and still others are not able to solve problems on their own without outside help.

This problem is especially acute in early childhood. This is due to the fact that the younger student only plunges into the atmosphere school life, educational activity imposes on him such requirements that were not presented at the previous stages of his development. Therefore, when faced with difficulties, not all junior schoolchildren, due to their personal and intellectual characteristics, can overcome them.Difficulties in learning primary school significantly interfere with the child's mastery of the compulsory school curriculum. It is during this period of learning that the foundation of a knowledge system is laid in children, which is replenished in subsequent years, at the same time, mental and practical operations, actions and skills are formed, without which subsequent learning and practical activities are impossible. The lack of this foundation, not mastering the initial knowledge and skills leads to excessive difficulties in mastering the school curriculum. Diagnosing the causes of learning difficulties and providing the child with timely corrective assistance will help to cope with underachievement.

Many learning difficulties form a kind of "vicious circle", in which each undesirable factor is first caused by external circumstances, and then gives rise to other undesirable factors that consistently reinforce each other. Therefore, most often a psychologist needs to look for not one, but several reasons for the failure of each individual student, and strive to eliminate them in a complex.

Objective. This work is aimed at diagnosing the difficulties of a younger student caused by poor progress and the choice of ways to overcome them.

To achieve this goal, the following tasks:

a) analysis of psychological and pedagogical literature on this issue;

b) highlighting the typical difficulties that a younger student has in learning activities;

c) selection of diagnostic methods for studying the psychological causes of difficulties;

d) determining the direction and content of corrective work to provide assistance to the child;

e) the study of specific difficulties that arise in younger students and the provision of assistance to them.

Subject research is the process of diagnosing and correcting the difficulties of younger students.

object research is learning difficulties as a psychological and pedagogical phenomenon.

The hypothesis of the study is that the developed system of work to eliminate the educational difficulties of younger students is effective if the following conditions are met:

Research methods:

Comparative and comparative analysis of the literature on this issue;

Observation;

Testing;

Conversation;

Questioning;

Experiment.

The sources of the work were the theoretical and methodological works of researchers in the field of psychology and pedagogy on learning difficulties, their diagnosis and correction.

Research Base: junior classes of secondary school No. 1 in Novoulyanovsk.

Practical significance: the work can be used by teachers and practical psychologists for an in-depth study of this issue.

1. Theoretical substantiation of the problem in the psychological and pedagogical literature.

1. Psychological characteristics of schoolchildren with learning difficulties.

Despite the difference in the causes of failure in different students, students with learning difficulties have a lot of the same features and characteristics, which makes it possible to give them a general psychological description.

Children with mental retardation (mild oligophrenia);

Children with a time delay mental development;

Pedagogically neglected children;

Children with impaired hearing and vision;

Children in general with normal mental development, but having an insufficient level of formation of individual mental functions or according to the level of their development, related to the lower limit of the norm.

It is this last group of schoolchildren who are lagging behind in learning that will be the focus of this work.

Them general characteristics consists of the following. They usually do not take an active part in the work of the class, do not show a tendency to independent mental work, and are characterized by a lower level of efficiency than well-performing classmates. They perceive the material more slowly and take a long time to comprehend it. Knowledge is assimilated by these children incompletely, without sufficient comprehension, often only very superficially or not assimilated at all. Children do not know how to apply existing knowledge in new conditions academic work.

The specific difficulties of poorly performing students include, in particular, the low level of development of the ability to plan, significant difficulties for them are caused by the need to establish logical connections between the parts of the content being assimilated, to separate the main from the secondary.

The pace of mastering and completing tasks is slower than that of other students. So, according to Yu.K. Babansky, poorly performing schoolchildren performed rewriting of a text of 50 words 1.5 times slower, while making 3 times more mistakes than well-performing students. Their reading rate is 1.7 times lower than that of well-performing students, and the rate of calculations is 2 times lower than that of their classmates with higher academic performance. (3)

A natural and logical result of such a low quality of educational activity is the ever-increasing growth of difficulties in mastering the curriculum and, as a result, the low academic performance of these students.

In an effort to complete tasks, they often resort to the easiest for them to memorize and thoughtlessly performing exercises. In their work, there is a style of "trial and error", which, unfortunately, often leads to a positive result at the initial stages of training. The teacher often does not notice such a “disguise”, positively evaluates the task completed in this way, which leads to the consolidation of this vicious style of educational work.

The child walked "by touch", without understanding and understanding what he was doing. And although he, one way or another, came to the correct answer, he does not know, does not understand, cannot explain why the actions he performed turned out to be correct. Therefore, even the correct solution does not advance such a student in mastering the material and does not contribute to his mental development.

The lag in intellectual work is intensified by growing emotional negative experiences. Constant failures, reproaches from parents and teachers first cause grief, then an experience of hopelessness and indifference, self-doubt appears, and low self-esteem is formed. Teaching becomes torture for them. Ineffective methods of educational work lead to the emergence of a negative attitude of the child to learning and to school, to the loss of self-esteem.

In such students, there is a lack of development of all cognitive processes.

Perception - often limited, children indicate only sharply distinguished features of objects, do not show a desire for their systematic analysis. This leads to fragmentation and superficiality of knowledge, which is especially pronounced in situations where this knowledge is used in solving various problems.

Attention - easily distracted, reduced performance during intellectual activity in general, when mastering a new way of acting and the presence of distracting factors, certain difficulties arise and, if necessary, distribute attention.

Memory - for well-known material, the memory is not lower than that of other students. However, when it is necessary to memorize and reproduce material that requires comprehension, they reproduce much less, and in terms of content they retain in memory mostly striking insignificant details or provisions that were previously familiar to them, omitting those parts where a generalized presentation of the new is given. When memorizing, they act purely mechanically, repeating many times, "bison" educational information. Without comprehending the material to be memorized, they memorize a lot of inconsequential things, therefore, external details prevail during reproduction, and natural connections are rarely mentioned.

Thinking - the level of mental operations of analysis and generalization is especially low developed, which leads to great difficulties in solving problems containing not only necessary, but also unnecessary, insignificant data. When performing tasks, the difficulties relate not so much to the selection of essential features, but to abstraction from non-essential ones. They experience great difficulties when solving problems requires flexibility (switching from one train of thought to another, sometimes the opposite; understanding of relativity in the connections and features of objects, etc.). Emerging knowledge systems are less differentiated, and therefore they have difficulty in finely distinguishing between similar educational material, requiring the performance of different actions and the use of various training techniques. Certain difficulties in the assimilation of educational material create age-related features of the mental activity of younger students:

Concreteness of thinking (it makes it difficult for a student to understand the figurative meaning of words and phrases, proverbs, allegories; the mathematical content of the task due to the focus on its plot side),

Syncretismthinking (lack of necessary and sufficient analysis of all data, which leads to incorrect conclusions and erroneous solutions to problems),

Insufficient generalization of thinking (causes difficulties in the formation of concepts that are based on the identification of essential features in the educational material),

Unilinearity thinking (i.e. chained to any one side of the object or situation under consideration, the inability to see and keep in mind at the same time different sides, various signs of the same object, the inability to operate simultaneously with all the data necessary to solve the problem, determines the solution of the problem only in one way)

Inertia of mental activity (leads to the formation of patterns of thinking, to stereotypy of actions, despite changing conditions; it can make it difficult to move from a direct mode of action to the opposite; manifest itself in difficulties in translating from one form to another, for example, from an alphabetic form to a digital one).

Among schoolchildren experiencing learning difficulties, a certain category of children can be distinguished, which are characterized by the lack of the required level of cognitive activity. L. S. Slavina called children who differ in this feature "intellectually passive." Intellectually passive schoolchildren are distinguished by normal intellectual development, which is easily detected in play and practical activities. However, in teaching they give the impression of being extremely incapable, even sometimes mentally retarded, since they cannot cope with the most elementary learning tasks. Analyzing the peculiarities of the intellectual activity of this group of schoolchildren, L. S. Slavina comes to the conclusion that an independent intellectual task, not connected with a game or a practical situation, does not cause intellectual activity in these children. They are not accustomed to and do not know how to think, they are characterized by the presence of a negative attitude towards mental work and, associated with this negative attitude, the desire to avoid active mental activity. Therefore, in learning activities, if it is necessary to solve intellectual problems, they tend to use various workarounds (learning without understanding, guessing, striving to act according to a model, using a hint, etc.). (22)

L.L. Orlova identifies two types of intellectual passivity:

1) intellectual passivity as a result of the unformed methods of intellectual activity;

2) intellectual passivity as a consequence of the negative development of the motivational-need sphere of the personality. (22)

According to the breadth of manifestation, general and partial (selective) intellectual passivity is distinguished. Indicators of intellectual passivity are: lack of initiative in intellectual activity; cessation of mental work in the absence of significant reinforcement; avoidance of intellectual tension; lack of "mental surprise"; low efficiency in this area.

By the nature of intellectual passivity, the following groups of children are distinguished:

1. the group of "operational-technical" intellectual passivity.

Students are characterized by gaps in knowledge, the inability to apply them to new material, the lack of skills and abilities to organize educational work, and the lack of the habit of independently completing tasks. The dominant manifestations of intellectual passivity in this group of children are: stereotyped in intellectual activity; the presence of redundant actions and minor issues in the course of work; use of detours or inappropriate methods of completing a task; preference for reproductive activities and simple, familiar tasks.

1. Group of "motivational" intellectual passivity.

The distinctive features of this group of children consist in the choice of predominantly easy ways to achieve the goal; disinterest in work; the desire to get a quick result without sufficient comprehension; uncomfortable emotional state in a situation of intellectual tension.

1. Group of "partial", or selective, intellectual passivity

may manifest itself in relation to certain types of work or in relation to certain academic disciplines.

1. A group of general, or "spilled", intellectual passivity.

Students in this group do not show curiosity, do not want to acquire new knowledge, and avoid mental stress. Since mental tasks arise very often in educational activity, the intellectual passivity of these children is especially clearly revealed precisely in this activity. If the child is required to perform similar mental operations to solve practical problems, this intellectual passivity does not manifest itself.

Intellectual passivity is associated with certain external influences. It has an acquired character, conditioned by upbringing, of a conditioned reflex origin. (22)

From the above, the following questions arise:

1. is it possible to help such children;
2. what to choose the most effective forms and methods of organizing this work?

To answer these questions, it is necessary to consider the very concept of "learning difficulty", its causes, methods of diagnosis and correction.

1. Definition of the concept of "difficulty"; classification, causes of difficulties.

In recent years, more and more frankly talk about the difficulties of learning in elementary school. Both teachers and parents know the figures of official statistics, and they show that almost 40% of children in elementary school have enduring learning difficulties. This means that 10-12 children in each class do not believe in themselves, have not learned how to read and write, do not have a chance to successfully graduate from school and get a decent profession. And this problem is not only and not so much pedagogical, but medical, psychological and social. In fact, not only the child, but also the teacher and parents find themselves in a situation of failure, which creates additional problems.

The concept of "difficulty" has been repeatedly considered in the works of psychologists. ON THE. Podymov, E.A. Domyreva studied the overcoming of various obstacles that arise in the way of meeting the needs of a person, hindering the achievement of his goals. (3) M. Tyshkova, E.E. Danilova, V.V. Kovalev, D.N. Isaev considered "difficult situations". (4) The problem of typical learning difficulties was studied in the works of A.F. Anufrieva, S.N. Kostromina, Yu.Z. Gilbukh, N.P. Lokalova. (2,10,14) The causes of difficulties in the educational activities of students at school were considered by many teachers and psychologists (L.S. Slavina, N.F. Kruglova, N.P. Slobodyanik, A.R. Luria, N.Ya .Semago, L.V. Orlova, N.G. Luskanova, M.M. Bezrukikh, V.V. Schmidt, Yu.K. Babansky).(6,13,17,19,20,23,25)

To talk about the causes of learning difficulties, it is necessary to separate the definitions found in the literature, which are sometimes used as synonyms: school difficulties, academic failure, school maladaptation.

Dubrovinskaya N.V., Farber D.A., Bezrukikh M.M. under school difficulties they mean the whole range of school problems that may arise in a child in connection with the beginning of systematic education at school, which, as a rule, lead to pronounced functional stress, poor health, impaired socio-psychological adaptation, and also to a decrease in academic performance learning.(6.24)

Under poor progress, usually, they mean unsatisfactory grades in any subject (or in all subjects at once) in a quarter or in a year. According to experts, school difficulties that were not identified and compensated in time lead to poor progress.

School failure can provoke the emergence of school maladjustment, that is, such a state of students in which they do not learn the curriculum, experience difficulties in interacting with peers and teachers.

N.P. Lokalova believes that learning difficulties are a subjective experience of a discrepancy between the requirements of educational activity and the student's intellectual capabilities. In her opinion, from 15 to 40% of primary school students experience various difficulties in the process of schooling. Certain difficulties in teaching arise in the event of a discrepancy between the requirements of the educational process and the level of implementation. cognitive activity schoolchild, with a real level of his mental development. (fourteen)

A number of researchers have identified several groups of difficulties in mastering educational material:

The first group of difficulties associated with shortcomings in the formation of complex in structure and multi-level organization of motor skills of writing and reading (instability of graphic forms, lack of coherent movements when writing, low level of reading comprehension, very slow pace, etc.). Specific shortcomings in the development of the psychomotor sphere are: unformed visual-motor coordination, insufficient level of differentiation of the muscular efforts of the hand, shortcomings in the development of micromotor skills, mixing letters that are similar in acoustic or articulatory characteristics, and difficulty in synthesizing the semantic units of the text.

The second group of difficulties due to the peculiarities of the formation of cognitivecomponent of writing, reading and computing skills. The main manifestations of the difficulties caused by this cause are as follows: replacement of letters that are similar in acoustic or articulatory features, omissions of letters, underwriting words and sentences, difficulties in understanding words, ignorance of the relationship between adjacent numbers, difficulties in moving from a concrete plane to an abstract plane, inability to to solve problems.

The specific psychological reasons underlying this group of difficulties can be named as follows: lack of formation of spatial representations, shortcomings in the development of processes of sound-letter analysis and synthesis, shortcomings in phonetic-phonemic perception, shortcomings in the development of cognitive processes.

The third group of difficulties associated with shortcomings in the formation of the regulatory component of writing, reading and computing skills. The specific psychological reason underlying this group of difficulties is the lack of formation of the processes of self-control and self-regulation. The consequences of the insufficiency of the processes of self-control and self-regulation can be: the inability to detect one's mistakes, the fulfillment of the teacher's requirements is not in full.

fourth groupconstitute difficulties in learning caused by the peculiarities of the temperament of students, reflecting the originality of the natural organization of their nervous system. Excessive slowness or vice versa haste. (2)

N.P. Lokalova in her research on this topic established: “The systematization of the difficulties that younger schoolchildren have in mastering the ability to write, read and count, and their correlation with possible psychological causes, made it possible to establish that almost 70% of all the difficulties that younger students experience in the learning process , are caused by the insufficient development of the processes of analysis and synthesis, which are different in nature and manifestations, and therefore, a lower level of development of neurophysiological mechanisms of cognitive activity than the process of school education requires from children of this age. (14)

Psychologists A.F. Anufriev and S.N. Kostromina examined this issue in some detail in their writings, identified a number of school difficulties, ranked them, and also identified possible psychological reasons these difficulties:

Approximately 20% of children from the whole class can skip letters in written works. This phenomenon has several reasons - a low level of development of phonemic hearing, poor concentration of attention, lack of formation of self-control techniques, individual typological personality traits.

19% of children constantly make spelling mistakes, although at the same time they can answer any rule by heart - this is a case of the so-called “underdevelopment spelling vigilance". Possible reasons are as follows: low level of development of arbitrariness, lack of formation of methods of educational activity, low level of volume and distribution of attention, low level of development of short-term memory, poor development of phonemic hearing.

About 17% of the class suffer from inattention and distraction. The reasons were identified as follows: a low level of development of arbitrariness, a low level of attention span, a low level of concentration and attention stability.

14.8% of children experience difficulties in solving math problems- poorly developed logical thinking, poor understanding of grammatical structures, lack of formation of the ability to focus on a system of signs, low level of development of figurative thinking.

Approximately 13.5% of children have difficulty retelling the text. Reasons: lack of formation of the ability to plan one's actions, poor development of logical memorization, low level of speech development and figurative thinking, low self-esteem.

13.1% of children are restless. Most often, this is caused by a low level of development of arbitrariness, individual typological characteristics of the personality, and a low level of development of the volitional sphere.

12.7% of children have difficulty understanding the teacher's explanation the first time. Reasons: poor concentration of attention, unformed reception of educational activities, low degree of perception and arbitrariness.

11.5% of children have constant dirt in their notebooks. The reason may be in the poor development of fine motor skills of the fingers and in an insufficient amount of attention.

10.2% of children do not know the addition (multiplication) table well. This is due to the low level of development of mechanical memory and long-term memory, with a weak concentration of attention and with the unformed methods of educational activity.

9.6% of children often fail to cope with tasks for independent work. The reasons are the lack of formation of methods of educational activity, the low level of development of arbitrariness.

9.5% of children constantly forget school subjects at home. The reasons are a low level of development of arbitrariness, a low level of concentration and stability of attention, and the main reason is high emotional instability, increased impulsivity.

The child writes badly from the board - 8.7% - has not learned to work according to the model. 8.5% of children do excellent homework, but do poorly in class work. The reasons are different - the low speed of the course of mental processes, the lack of formation of methods of educational activity, the low level of development of arbitrariness.

6.9% - any task has to be repeated several times before the student begins to complete it. Most likely, the low level of development of voluntariness and the lack of skill in performing tasks according to the oral instructions of an adult are to blame.

6.4% of children constantly ask questions. This may indicate a low level of attention span, poor concentration and stability of attention, a low level of development of attention switching and the development of short-term memory, and an unformed ability to accept a learning task.

5.5% of children are poorly oriented in notebooks. The reasons are the low level of perception and orientation in space and the weak development of the small muscles of the hands.

4.9% often raise their hand and keep silent when answering. They do not perceive themselves as a schoolchild, or they have low self-esteem, but difficulties in the family, internal stress, individual typological characteristics are possible.

0.97% - comment on the marks and behavior of the teacher with their comments. The reasons are difficulties in the family, transferring the function of the mother to the teacher.

0.7% of children cannot find their desk for a long time. The reasons are hidden in the weak development of orientation in space, in the low level of development of imaginative thinking and self-control. (2)

So, in recent years, the number of children with school problems has increased significantly. From all of the above, it clearly follows that overcoming school difficulties in children should be in the form of an integrated approach, including work of a level that would ensure the successful implementation of the educational activities of the younger student.

To achieve this, there is only one way - the way associated with the selection of accurate diagnostic methods, as well as the use of systematized corrective influences that have an intense stimulating effect on the mental development of the child.

1.3. Features of psychological assistance to children with learning difficulties.

MM. Bezrukikh outlined the basic principles of helping children with learning difficulties.(6)

The first principle is that any child who has school problems is able to receive a full-fledged primary education with an appropriate and timely organized system of correctional assistance.

The second principle - the correction of complex difficulties - is a multifaceted task, therefore, for its successful solution, it is necessary to take into account both external and internal factors.

The third principle - helping children with school problems - is help in which not the difficulties in learning to write and read are corrected, but the reasons that cause them.

The fourth principle is systemic assistance to children with learning difficulties, including non-specific measures (optimization of the educational process, normalization of the regime, elimination conflict situations in the family and school, etc.) and specific immaturity or disturbances in the development of cognitive functions.

The fifth principle is the organization of comprehensive assistance to children with learning difficulties. This is a systematic work and systematic interaction of a teacher, psychologist, speech therapist and parents.

In accordance with these principles, a system of comprehensive assistance is being built, including:

- observation and analysis of emerging problems, determining the causes of school difficulties;
– expert advice;
– a clear definition of the goals and specific tasks of assistance;
- drawing up an individual plan for organizing the work of comprehensive care (taking into account individual characteristics of working capacity and health status);
- drawing up an individual learning plan (for children with a forecast of school difficulties);
- support during training on the formed functions and parallel "pulling up" of unformed functions (in the system of special classes);
- gradual (step-by-step) development of educational material;
- the transition to a new stage of learning only after the full development of the previous one (individual pace of learning);
– regular repetition of the material covered;
- an independent assessment of the results of work and the functional state of the child at least twice a year.

The main condition for the effectiveness of assistance with learning difficulties is to determine the starting point from which corrective work should begin. And for this you need to return to the elements of preliminary preparation, find out if the child has mastered everything. If not, you need to start with what causes difficulty.

Effective correction of school difficulties is not possible without a number of conditions.

1. FIRST CONDITION - availability modern methods psychophysiological and psychological diagnostics difficulties, their causes, highlighting their features.
2. THE SECOND CONDITION - teachers' knowledge of the causes and mechanisms of school difficulties, the ability to identify these causes, possession of methods and technologies for organizing assistance.
3. THIRD CONDITION - the possibility of obtaining the necessary consultative assistance from specialists - a psychologist, speech therapist, doctor - and developing a comprehensive assistance program.
4. FOURTH CONDITION - joint work and common tactics of work and family in organizing assistance to a child with school problems.
5. FIFTH CONDITION - availability of specialists, premises, material resources, etc. to organize comprehensive systemic assistance to students.(6)

The help of a psychologist in promoting the self-development of a child begins with a diagnosis. Its purpose is to identify the main difficulties in teaching schoolchildren. Most effective methods and psychological diagnosis of school failure are testing, questioning, analysis of school documentation, observation. It should be borne in mind that diagnostics should be carried out in the learning process itself and carried out systematically. Only in this case, it will be possible to trace the positive results of working with underachieving children. Psychological and pedagogical study of students with learning difficulties should be carried out according to a simple general scheme: identifying learning difficulties, identifying the causes that cause these difficulties.

Based on the assessment of the problems that children with learning difficulties experience in the framework of educational activities, we can distinguish two groups of interrelated tasks of correctional and pedagogical work with them:

Elimination of the causes of learning difficulties, which are determined by the peculiarities of the mental development of these children;

Filling gaps in previous learning.

The solution of these tasks is carried out in the process of work in areas that are quite fully and clearly characterized.

V.V. Smooth and flattened into three blocks:

1) the formation of educational activity and the correction of its shortcomings (the formation of educational motivation, the formation of general educational intellectual skills, the development of personal components of cognitive activity);

2) development to the required level of mental functions that provide educational activities (visual perception, spatial orientation, phonemic perception, etc.);

3) the formation of basic ideas and skills (about the environment, quantitative, graphic, etc.) that are needed to master the program material. (13)

Another thing is that the formation of educational activity and the correction of its shortcomings are carried out mainly in the classroom and it is inappropriate to single them out as an independent direction (section of the plan) of remedial classes.

The tasks of the second and third blocks in relation to remedial classes are undeniable and are named above in a generalized form.

When planning remedial sessions, consider:

The results of the psychological and pedagogical study of students;

The volume of remedial classes, which depends on the conditions of the organization of training.

The multivariance of causal relationships in determining the causes of learning difficulties determines the difficulty in determining the range of possible psychological disorders (causes), choosing the necessary this moment adequate psychodiagnostic methods and effective corrective exercises. The means of psychodiagnostic description of the object of psychodiagnostics, presented in the form of psychodiagnostic tables, help the school psychologist to link together all these elements. They link together almost all elements of the diagnostic process - from the request to the issuance of recommendations. At present, psychodiagnostic tables have already been developed by various researchers (A.F. Anufriev, S.N. Kostromina, N.P. Lokalova). (2)

They highlight the most common difficulties in teaching schoolchildren, possible psychological causes of difficulties and methods for diagnosing them. (Appendix)

The analysis of the tables led to the conclusion that in the vast majority of school difficulties, whatever they may be and whatever external forms they may take, at their deepest basis they have shortcomings in the cognitive development of students. This is the root cause of many difficulties for students, not only of a cognitive nature, but also in a behavioral sense. Increasing the cognitive abilities of children, their intellectual potential, forms in younger students psychological basis learning, helping them to successfully overcome the difficulties that arise in the learning process.

So, the analysis of the studied material allows us to conclude that school difficulties are a serious psychological and pedagogical problem that many researchers have addressed. Diagnostic methods were studied and methods of correction with them were developed. However, this does not reduce the severity of this problem. Let's consider this question in practice.

1. Experimental study. The effectiveness of the system of corrective and diagnostic work to overcome difficulties.

2.1. Organization and psychological and pedagogical support of children with learning difficulties.

Experimental work was carried out on the basis of secondary school No. 1 in Novoulyanovsk. For the experiment, schoolchildren of the second and third grades with learning difficulties were taken. The work was divided into several stages.

The first stage is the collection of information about the child, the identification of possible causes of difficulties.

The second stage is the diagnosis of the cognitive sphere.

The third stage is work to correct the causes of difficulties.

The fourth stage is the diagnostics of the results of the work.

Communication with teachers allows you to get the necessary information that reflects the personal and educational characteristics of schoolchildren, the amount of knowledge and skills, the specifics of their learning difficulties, attitudes towards school, etc. For better interaction with teachers, a questionnaire was developed that helps the teacher to observe, classify the facts in relation to the child and the circumstances of his life: his behavior, learning difficulties, features of relationships with classmates, circumstances that negatively affect the process of adaptation to school. (Appendix).

AND The study begins with a dynamic observation of the behavior of students at school, which includes an analysis of the most important areas of his activity. These include mastering the skills of educational activities, the formation of goal-setting behavior, the acquisition of friendly contacts. In the process of observation in the lesson, the activity or passivity of the child, the pace of his activity, the ability to keep the "learning task", and the features of the regulatory function of speech are assessed. When studying the products of educational activity, typical mistakes are noted that are characteristic of the main subjects, the formation of learning skills in reading, writing, mental arithmetic, and problem solving. At the break, the effectiveness of contacts with others, the arbitrariness of actions, conflict in relations with the teacher and peers is fixed.

The first stage completes the analysis of the information received, the establishment of possible causes of difficulties, the selection of diagnostic methods.

As a result of this stage, 2 groups of students were identified: 6 people from the 2nd grade, 8 people from the 3rd grade. It can be seen from it that most of all children make mistakes when writing - 3 and 4 people, do not cope with independent work– 5 and 3 people, it is difficult to understand the explanation from the first time – 4 and 4 people, have fewer difficulties with solving examples and knowledge of addition and multiplication tables. This means that it is necessary to study the features of the development of attention, arbitrariness, the formation of methods of educational activity, auditory perception, and thinking. (Appendix)

The second step is diagnostics. During the psychological examination of younger schoolchildren, standard, well-tested methods were used. To study attention - Method "Correction test",Method "Red-black table",Schulte tables, Methods for studying the concentration and stability of attention (a modification of the Pieron-Ruser method).

For the study of memory - the "Logical Memory" Method, the "10 Words" Method, the "Random Access Memory" Method, the "Pictograms" Method. For the study of thinking - the Method "Labyrinth", the Method "The Fourth Extra", the method "Selection of paired analogies", the method "Selection of simple analogies", the method of "Raven's Matrix".

To study perception, the “Find the Differences” method, the “Compare Pictures” method, the “Find a Pair” method, the “Drawing a House” method according to Ulenkova, the “Shape Recognition” method, the “Collect a Picture” method are used.

To study the arbitrariness, the formation of educational actions - the technique " Graphic dictation”, “House” method, “Pattern” method, “Drawing points” method.

To study the motivation profile of Luskanova. For the study of family and school - projective methods: drawing "My school", "My family".

Diagnostics showed the following results. (Appendix)

It can be seen from it that memory, visual-figurative thinking and auditory perception are better developed in the group of children of the 3rd grade. The tasks for diagnosing the properties of attention (concentration, switching), thinking (operations of analysis and synthesis), arbitrariness, as well as the formation of educational actions were performed worse.

An analysis of the diagnostics of the cognitive sphere in the 2nd grade showed that in corrective work it will be possible to rely on memory, arbitrariness of activity, perception and concentration of attention. But it will be necessary to work on the development of switching attention, mental operations of analysis and generalization, as well as the formation of educational actions.

The obtained data confirmed the assumption about the uneven development of certain aspects of mental activity in these children. Along with the insufficient development of some mental processes, a satisfactory or even good development of others was observed.

It is this conclusion that encourages and makes very promising work with underachieving children, in the course of which reliance should be placed on mental processes that have received their best development. Therefore, special classes with lagging schoolchildren should not be carried out in the form of traditional extra classes. They should consist of specially selected developmental tasks aimed at shaping those aspects and qualities of mental activity that largely determine the low efficiency of their educational work.

2.2. Correctional work with younger schoolchildren to overcome the shortcomings of the cognitive sphere.

Classes in correctional groups are conducted on the basis of N.P. Lokalova’s program “Psychological program for the development of the cognitive sphere of students in grades I–IV” with slight variations depending on the characteristics of the causes of learning difficulties in this group.

The content of the lessons is the development of cognitive processes (sensations, perception, attention, memory, thinking, imagination), psychological prerequisites for mastering educational activities, that is, such psychological qualities and skills, without which successful educational activities cannot be carried out (the ability to copy a model given as in visual and verbal forms; the ability to listen and hear the teacher, that is, the ability to obey the verbal instructions of the teacher; the ability to take into account a given system of requirements in one’s work), the formation of psychological neoplasms of primary school age (internal plan of action, that is, the ability to perform tasks in the intellectual plan without support and real manipulation of objects; arbitrariness in the management of not only motor, but mainly intellectual processes, that is, the student must learn to arbitrarily control his perception, attention, arbitrarily remember, subordinate mental activity to the set task; reflection, that is, the ability to be aware of one's mental processes, the course of one's activity, to analyze one's answer, difficulties, mistakes).

The “core” of the proposed developing program and one of its important concrete results is the development of various forms and types of the process of mental analysis, which is understood as the process of highlighting various aspects, properties, connections, relationships in an object and the corresponding forms and types of synthesis processes. Both sensual and logical forms are subject to purposeful and systematic development.

The processes of analysis and synthesis permeate all cognitive activity of students. The main direction here is to form the ability to isolate individual features of objects, operate with them and interpret them.

The main task solved in the process of perception development is to teach schoolchildren not only to identify and analyze individual features or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception.

With the development of attention, importance is attached to the formation of its stability, distribution, that is, the ability to control the performance of two or more actions simultaneously. This skill is also based on a dissected, differentiated reflection of various parameters and conditions of activity.

The main direction in the development of the memory of schoolchildren is the formation of mediated memorization in them, that is, learning to use auxiliary means for memorization, including signs-symbols. This requires the ability to divide remembered objects into parts, to single out various properties in them, to establish certain connections and relationships between any of them and some system of conventional signs.

Significant importance is attached to the comprehensive development of mental activity, namely, such operations as analysis, synthesis, generalization, abstraction, establishment of patterns, formation of logical operations. The path from the global, holistic to the differentiated, concrete one is realized in the sequence of tasks: starting with tasks in which it is required to operate with objects that are very different and where, therefore, their rather rough analysis is carried out, and moving on to tasks with operating with objects that differ in one or two features and , hence requiring fine analysis. Thus, the foundations are gradually laid abstract thinking in younger students. No less important is the preparation of students' thinking for the transition to higher levels of conceptual and verbal-logical thinking, the requirements for which are high school rise significantly. Therefore, in the lessons of psychological development, students develop the ability to determine the ratio of specific and more general concepts, such relations as "kind - species", "whole - part", "cause - effect", etc., elementary logical operations are formed.

With the development of imagination processes, which is an important component of the lessons of psychological development, tasks are performed both for recreating and for creative imagination. Work begins with the execution of tasks in which various given elements are included in different systems links, and ends with tasks in which the same given element must also be included in different systems of links.

According to its structure, the lesson is divided into an introductory, main and final part. The task of the introductory part is to create a certain positive emotional background for students, without which the effective assimilation of knowledge is impossible. This emotional mood of students, constantly created in the lessons of psychological development, is gradually consolidated and transferred to other school lessons. As a technique for creating a positive emotional background, we chose the teacher's request to smile at each other and say kind words. Do we have a stock of kind, good words, do we often say them to each other? These words carry positive energy, help create an atmosphere of trust, warmth, friendliness and good mood.

An important point of the introductory part is the implementation of exercises to improve the brain activity of Dennison P.. The stimulating effect of physical exercise on mental activity has long been known. There is a lot of data on the improvement of the indicators of various mental processes under the influence of physical exercises: the amount of memory increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate. This ensures a higher level of efficiency, which cannot but positively affect the success of educational activities. For each lesson, special exercises are selected that stimulate those mental functions that are to be developed in this lesson.

Tasks for the main part of the lesson were selected taking into account their focus on the implementation of the differentiation of cognitive structures and from the point of view of convenience for collective work in the classroom. To prevent a decrease in students' interest in repeating the same task in order to achieve a developing effect, a variety of external design of the content of a number of tasks was provided, but the unity of their internal psychological orientation was preserved.

The “spiral” principle is also implemented throughout the program, that is, returning to the same task, but at a higher level of difficulty (from grade I to grade IV).

The task of the final part of the lesson is to summarize the results of the lesson, discuss the results of the students' work and the difficulties that they had in completing the assignments. The essential point here is the students' answers to the question of what they did and what they learned in this lesson.

In order for children to better perceive the developing material, the classes were held in a friendly atmosphere, with a positive emotional coloring. This form of conducting classes, combined with game methods and game motivation, made them enjoyable and interesting for the participants.

Teachers and parents should take an active part in the work to overcome difficulties. For teachers, a special memo was developed to help a poorly performing student, in which recommendations were given on working with this group of students in various forms of work in the classroom. (Appendix)

Most often, with learning difficulties, parents themselves look for ways to help their children. Meanwhile, the results of the work of parents with children with learning difficulties, with systematic and targeted correction, can be very effective. The help of parents should not be limited to monitoring homework. Parents should know how to organize classes, how to interact with the child. Individual consultations were organized for parents, at which the reasons for the child's learning difficulties were revealed to them and exercises and games were offered to overcome them. (Appendix) Also developed leaflets with recommendations for working with children at home. (Appendix)

Classes in groups were held during the academic year. In May, a control diagnostic section was carried out according to the same parameters.

2.3. Diagnosis of learning difficulties at the final stage.

AND The study began with a conversation with teachers who observed the behavior of students at school, analyzed the most important areas of his activity. The teachers re-filled the table based on the observation map, which helps the teacher to observe, classify the facts in relation to the child and the circumstances of his life. (Appendix 2.3).

A comparative analysis of the results obtained showed a decrease in the number of difficulties in each child. What can be seen in the table.

Comparative diagram of difficulties in grade 2.

Comparative diagram of difficulties in grade 3.

A qualitative analysis of the presence of difficulties showed that not all types of difficulties have been completely eliminated. In the group of second-graders, they do not cope with independent work and have difficulty solving problems for 2 students, they are restless, they do not understand explanations the first time and make mistakes when writing - 1 student each. In the group of third-graders, they are restless and have difficulty solving problems - 2 students each, inattentive and absent-minded, do not understand explanations the first time, make mistakes when writing, cannot cope with independent work - 1 student each. (Appendix)

The classes helped the second and third graders to completely cope with inattention and absent-mindedness, with dirt in notebooks, as well as fix the addition table and eliminate errors in counting.

Diagnostics of cognitive processes showed a positive shift in the development of children. The number of children with a low level of development has significantly decreased and increased with a high one.

Level- neither	Attention		Thinking		Prod voln.	Play riyat.	Receptions Uch. Activities.		Pa- crush
	Conc.	Per.	AND ABOUT	but			pattern	points
Grade 2*
High				0 - 1	3 - 5	0 - 1		0 - 1	1 - 3
Wed	4 - 6	2 - 6	1 - 3	3 - 5	2 - 1	4 - 5	0 - 5	1 - 5	4 - 3
bottom	2 - 0	4 - 0	5 - 3	3 - 0	1 - 0	2 - 0	6 - 1	5 - 0
3rd grade
high	1 - 2	0 - 1			1 - 3	3 - 4		0 – 2	5 – 6
Wed	2 - 6	4 - 5	3 - 7	6 - 7	3 - 4	4 - 4	4 – 8	8 – 6	2 – 2
bottom	5 - 0	4 - 2	5 - 1	2 - 1	4 - 1	1 - 0	4 – 0		1 - 0

*(the first digit in each cell is the result of the beginning of the year, the second digit is the result of the end of the year).

A qualitative analysis of each child makes it possible to single out Dasha V., a second-grader. The girl has made significant progress in her development. She was greatly helped and supported by her parents, who kept close contact with the teacher and carried out all our recommendations.

So, a practical study of the issue of school difficulties made it possible to establish that the effective elimination of poor progress is possible with a targeted and integrated approach.

Conclusion

Early childhood is an important period in a child's life. This period deserves the most serious attention. This is due to the fact that the conditions of teaching are radically changing. The new conditions make higher demands on the development of children, on their personal development, as well as on the degree of formation of educational skills and abilities among students. However, the level of development of a significant number of students barely reaches the necessary limit, and for a rather large group of schoolchildren, the level of development is clearly insufficient for the transition to the secondary link. Therefore, the relevance of the problem considered in this paper is increasing today. Serious purposeful work is required for its successful solution.

Many researchers addressed this issue: L.S. Slavina, N.F. Kruglova, N.P. Slobodyanik, A.R. Luria, N.Ya.Semago, L.V. Orlova, N.G. Luskanova, M.M. Bezrukikh, V.V. Schmidt, Yu.K. Babanskiy. (6,13,17,19,20,23,25)

Based on their research, a portrait of a poorly performing schoolboy was drawn up. It is characterized by: uneven intellectual and motor spheres, insufficient formation of self-regulation processes, slowness, intellectual passivity, limited perception.

Studying the works of A.F. Anufriev, S.N. Kostromina, A.T. Aristova, T.V. Akhutina, M.M. Bezrukikh, N.F. Kruglova, N.P. Lokalova, N. Ya. Semago, М.М. restlessness, difficulty in understanding the teacher's explanation the first time, constant dirt in the notebook, poor knowledge of the addition (multiplication) table, difficulties in completing assignments for independent work.

Analysis of the works of A.F. Anufriev, S.N. Kostromina, N.P. Lokalova made it possible to identify the main causes of learning difficulties. This is an insufficient level of development of memory, perception, properties of attention, arbitrariness, mental operations, unformed methods of educational activity, fine motor skills.

It was also found that the main condition for effective assistance with learning difficulties is to determine the starting point from which correctional work should begin. And for this you need to accurately determine the zone of actual and zone of proximal development of the child. For the accuracy of diagnostics, in this work, the psychodiagnostic tables of A.F. Anufriev, S.N. Kostromina. Based on the results obtained, a system of corrective actions was developed, aimed at eliminating the identified shortcomings, while reliance was placed on the well-developed aspects of cognitive activity. The program for the development of the cognitive sphere, developed by N.P. Local.

For a more effective process of overcoming difficulties in the educational activities of a younger student, joint work was organized with teachers and parents.

Repeated diagnostics at the end of the academic year showed positive results of the work done. All children showed a positive dynamics in the development of cognitive processes and, as a result, a decrease in the number of difficulties.

A positive change in the level of cognitive processes among students confirmed the hypothesis that the developed system of work to eliminate the learning difficulties of younger students is effective if the following conditions are met:

1. taking into account the individual characteristics and state of health of the child;
2. independent assessment of the results of work and the functional state of the child at least twice a year;
3. availability of modern methods of psychophysiological and psychological diagnostics of difficulties, their causes, highlighting their features;
4. reliance in training on the formed functions and parallel "pulling up" of unformed functions in the system of special classes;
5. joint work and a unified tactic of the work of the school and the family in organizing assistance to a child with school problems.

The proposed theoretical materials, correctional and diagnostic methods will help psychologists, primary school teachers and parents to identify the degree of development cognitive abilities younger students, to prevent the occurrence of educational difficulties.

A.V. Korzun ANALYSIS OF CREATIVE TASKS IN THE PROCESS OF PROFESSIONAL TRAINING OF TEACHERS TRIZ and RTV elements are used in vocational training educators in teacher training colleges and universities for several years. An analysis of the materials describing the experience of this work and available in the press, the Internet and other sources leads to the conclusion that in most cases future teachers are taught how to apply TRIZ and RTV elements in working with children. At the same time, the tasks of forming preschoolers' skills creative activity or implementation of the content of educational programs of preschool education. Purposeful work on training teachers to identify and solve pedagogical problems in the programs of electives and special courses on TRIZ and RTV is practically not observed. And as a result, we get a situation that has already been voiced by colleagues more than once: we are trying to train a teacher who teaches TRIZ (in our case, to preschoolers), but who does not have the skills to solve real problems. In the activities of a kindergarten teacher, there are many pedagogical tasks, most of which do not have a control answer. The classical model of preparing a preschool teacher offers a system of standard solutions. These solutions are most often focused on certain age characteristics of children described by psychologists. But more often - for mass experience. At the same time, the decision is sometimes not illustrated by scientific justification (for example, psychological) and is presented in a rather abstract form. "If a child of two years old is stubborn, you need to distract him, interest him ..." What? Why exactly? In this regard, one of the main tasks of vocational training, we see the formation of students' skills to work with creative tasks, which are the majority of pedsituations that arise in the process of interaction with children. Any problem arises when the individual needs of a person (let's call them subjective needs) come into conflict with objective laws and phenomena that do not depend on the knowledge, ideas, desires of a person. The contradiction lies in the fact that in order to satisfy a subjective need, it is necessary, at first glance, to violate some objective laws, but this is impossible to do. How to be? In fact, with a deeper analysis of the objective laws that operate in a given situation, they are not violated, but used. And to resolve the contradiction means:

• identify those elements that do not allow to obtain the desired result due to the fact that opposite requirements are imposed on them from the side of objective laws and subjective desires of a person;
• understand the essence of these requirements and find a way to combine them, based on the operation of laws.

The pedagogical problem is a special case, one of the varieties of problems. It is characterized by the same signs as for any situation that we define as problematic, requiring analysis and solution. Therefore, in solving a pedagogical task, it is also necessary to be guided by objective laws (social, biological, psychological, etc.), take into account the specific objective and subjective circumstances in which it arose, and formulate the task in the form of pedagogical contradictions to be resolved. Because the majority of pedagogical contradictions are a contradiction between the objective laws of the development of a child or pedagogical systems and the subjective ones (set in the assessment specific situation specific people) the requirements of the teacher or the social environment. An attempt to determine the main types of creative pedagogical tasks led to the conclusion that there is only one type of task - the task itself, as a specific problem situation. The formulation of the question in this problem depends on which aspect of the situation we are considering:

• study of the causes of the problem (research task),
• building a forecast for the further development of the system (forecast task),
• search for a solution, a way out of a difficult situation in specific conditions (inventive task)

This division is due to the peculiarities of the educational process: students analyze the problems that they managed to identify as a result of observations in practice. And episodic observation does not always allow one to imagine a complex picture of the problem. With a different formulation of the question (research, forecast, solution), several different mechanisms for analyzing the situation are involved. And in order to master them, students need to reflect on their reasoning. Make it easier on simple tasks. In addition, the class-lesson system imposes its own restrictions on the time that can be used to analyze problems. In a real situation, all three approaches are involved in one problem: to solve a complex problem of an inventive plan, it is necessary to investigate the causes of the problem. And vice versa, the obtained conclusions about the causes of this or that phenomenon encourage us to set and solve the problems that have arisen. The construction of the forecast is based on the study of the previous history of development and the analysis of those laws and contradictions that controlled this process. And at the same time, relying on the technology for solving an inventive problem, it is possible to build a forecast for the improvement of the system, at least through the presentation of the IFR (ideal final result), to which it aspires in its development. And also to predict until what point our solution will work, and what consequences its implementation will cause. A complete solution is always more ideal. That. almost always we are dealing with a complex problem that includes all three components: research, solution, forecast. And to solve it, an algorithm of working with pedagogical problem, which is based on G.S. Altshuller's ARIZ-85V. Below are examples of the analysis of three problems of various types by the steps of the algorithm. 1. "Task" Description of the situation with access to a problematic issue and formulation of a specific task Example 1. Problem: traditional approaches to the development of children's speech preschool age do not give the desired result. It is believed that the technique is outdated. Why did this happen? "How will the system develop further? What will happen if everything is left unchanged? What problems will arise in the future when subjective circumstances change? Etc. ( predictive task) Example 2. Problem: most attempts to reform the modern school system sooner or later face the need to expand the content of educational programs. Modern school programs today include material previously studied in universities of a specific profile. This causes an overload of students and an increase in the duration of schooling. What ways of further development of the situation can be assumed? ( research task with the transition to the construction of a forecast) Example 3. Problem: A two-year-old child shows signs of unreasonable stubbornness. How to force him to do what he rejects without scandal? ( inventive task) * * * If we are dealing with a learning task, then for its analysis it will be necessary to introduce some restrictions. Because the situation that is analyzed in the lesson remains relatively abstract. We do not know a specific child, we do not see his reaction to the demands of an adult. Therefore, "concreteness" we speculate. If a specific problem is solved, then additional circumstances are clarified with the help of research methods: observations, surveys, etc. For example, when an adult suggests dressing for a walk, the child invariably repeats "I don't want to!" After useless wrangling, he has to be dressed by force. This is accompanied by crying. Why is this happening? 2. "Conflict" Analysis of the history of the development of the problem along the timeline of the multi-screen scheme of strong thinking. Identification of the conflict of objective circumstances (laws, facts on which the problem is built) and subjective needs (teacher, child, social environment). In the first example, let's do detailed analysis along three "floors" of the time line of the system development, and in the following examples we will restrict ourselves to the results of reasoning. Example 1. Consider the level of formation of a child's speech skills as a system within the time axis of a multi-screen scheme ("PAST - PRESENT").

THE MIDDLE OF THE 70S OF THE XX CENTURY - THE PAST	MODERN SITUATION (BEGINNING OF THE XXI CENTURY) - THE PRESENT
Supersystem - factors affecting the level of formation of speech skills: Communication: with adults and children, at home, in kindergarten, in the yard, in everyday life. Communication is active. Parents read books to children, grandmothers tell fairy tales. The child spends a lot of time on the street with friends, both peers and older ones. Their speech serves as a model for him to follow. Collective games are based on texts spoken in chorus. The leading type of activity is a plot-role-playing game, where children reflect the social relations between adults observed in the surrounding life. Developing environment (toys, game aids). Designed for team play, printed board games actively involve speech, such as various lotto games. MEDIA. Mainly radio. Television has not yet become mainstream. Cinema - as entertainment occasionally. Fiction. Mostly through listening on the radio or reading from parents.	Supersystem - factors influencing the level of formation of speech skills: Communication: with adults and children, at home, in kindergarten, in the yard, in everyday life. Communication is inactive. Parents provide their children with the opportunity to use modern technology (video, tape recorder), grandmothers are more often far from the family. The child spends little time on the street with friends, more often sits at home. Collective games are rare. Children prefer developing electronic games, or story games based on watched videos, to role-playing games. Speech is replete with interjections and onomatopoeia. Developing environment (toys, game aids). Designed for individual games, the correctness of the task is monitored through self-control. MEDIA. Mainly television, video, computer. Radio and audio are in the background. Fiction. Mainly through video and television as cartoons.
	The analyzed system is the level of formation of speech skills
Subsystems - indicators: Imagery, Variety of vocabulary connected speech, Grammar of oral speech, sound culture, Acquisition of literacy.	Subsystems - indicators: Imagery, Variety of vocabulary connected speech, creative writing skills, Grammar of oral speech, sound culture, Acquisition of literacy.

Obviously, in the 70s of the twentieth century, when the technique called traditional was introduced en masse, the main channel for the perception of information in a child was the auditory channel, which in a certain way also involves speech centers. Today, the child more often "reads" information with his eyesight. This allows you to quickly capture the meaning, but on a non-verbal level.

Output: the children of the 70s were more verbalized than the children of today. Consequently, the technique that is considered traditional today was created to work with verbalized children.

The physiological mechanisms of the course of mental processes, formed in a particular information space, conflict with the subjective desire of a practicing teacher to use the traditions of a methodology created in a different situation.

Actually, already here we received an answer to the question posed, we found the reason for the "failure" of traditional approaches in the current situation. The research problem is partly solved. If you work with the problem further, then you need to find out what exactly does not work, what speech skills are not formed. And after identifying the "problem areas" solve the inventive problem with the question: "How to do it in order to get the effect that we need?":

• How to make traditional methods work for modern children?
• How to achieve the solution of pedagogical problems of speech development (how to create a working technique)?
• How to make a CAM educator want to learn new techniques?
• How can a teacher navigate the variety of alternative methods and choose the most appropriate for their group of children?

Let's stop in this task at this stage, and continue the description of the work with examples No. 2 and No. 3.

Example 2

The content of the educational program determines the necessary set of knowledge, skills and abilities that must be acquired by a person in order to be used in solving their own problems of a professional or any other kind. The entire history of reforming the school system confirms: the higher the level of civilization, the more information underlying certain phenomena and processes, the wider the program becomes. Modern world tends to constantly accelerate. Consequently, the information field is rapidly expanding. The volume of school programs is also growing rapidly. As new knowledge emerges, the old content becomes obsolete.

The subjective desire of a person to put the maximum of new information into the school curriculum for better training of modern specialists conflicts with the objective psychophysiological capabilities of children (meaning their age-related performance, features of memory, attention, etc.), as well as with the objective process of rapid obsolescence of knowledge.

The choice of one or another type of forecast again depends on our goals:

• What are the consequences of constant information overload of schoolchildren?
• How long can content be expanded? training courses?
• What will happen to educational programs when their content reaches a critical point?
• What should be the content curricula, based on the law of striving for ideality and the concept of an ideal system?

Example 3

Initially, the child showed no signs of unreasonable stubbornness. They appeared closer to the age of two. His reaction is the same to the proposals of any adult. A mini-survey of parents whose children attend nursery at this age showed that this behavior is common. Parents of older children in most cases say that it was, but then everything returned to normal. Consequently, at its core, unreasonable stubbornness has some kind of objective psychological or physiological laws of personality development. In the literature on preschool psychology, this phenomenon is described as child negativism.

Now we need to correctly formulate the problem. Understand what exactly does not suit us in the situation, what positive result we expect from the decision:

• How to make sure that the child fulfills the requirement of an adult (for example, get dressed or let himself be dressed and go for a walk)?
• How to make sure that a child's stubbornness does not grow into a habitual form of behavior?
• How to make a child learn to obey the requirements of an adult from the first word?

Choosing a task is a difficult moment. After all, the situation is one, but the tasks can be formulated differently. This happens because the different people in this situation different subjective requirements. This is especially evident in the classroom, when a large group of "solvers" takes part in the discussion of the problem.
Choosing one or another task, we introduce additional restrictions. They also relate to the reasons that we identified in the second step.
In the situation that we have imagined, the first task is the priority. And the reason - in children's negativism.

Further work with the task depends on the initially posed question.

In "Example 2" you need to build a forecast. Therefore, further we will work with the laws of development. Let's see what qualitative personal changes a further increase in the flow of information or intellectual overload can lead to. These changes can be considered at the physiological level (overload and inhibition of the mental processes of memory and attention as a defensive reaction). Changes are possible in the field of motives for cognitive activity (“what exactly and to what extent do I need”), and hence the problems of interaction between school teachers and children and new contradictions that lead to problems of an inventive type.

In "Example 3" the work will proceed according to the technology of working with an inventive problem - an adapted algorithm based on ARIZ.

3. "Controversy"

The features of pedagogical neglect can be clearly manifested, but they can also be hidden behind outwardly prosperous behavior. A pedagogically neglected child is mentally normal and physically healthy, but does not possess the knowledge and skills necessary for normal life.

Children with pedagogical neglect are characterized by:

Deviations from the norm in behavior and learning, due to the fact that the individual experience (everyday and other skills, knowledge and skills and their application) of these children is inferior, distorted, contradictory.

lagging behind in the development of memory, thinking, imagination, emotional-volitional, moral properties, personality traits and qualities. Some age-related features are superimposed on these lags, including heightened self-esteem, mood instability, fatigue, conflict.

deviations, distortions and contradictions in the attitudes of pedagogically neglected children towards themselves and their abilities, peers, teachers, parents, and surrounding phenomena. All this significantly complicates and distorts their educational activities and behavior.

The reason for the unformedness of the elements and skills of educational activities are individual characteristics intellectual development of the child. The result is poor academic performance in all subjects, insufficient memory development, inattention, insecurity, silence in class, “deuces” for written work, fear of answers, anxiety, low self-esteem, passivity, pessimism, disappointment at school, absenteeism. The reason for the lack of formation of motivation for learning and focus on other non-school (not age-appropriate) activities is the infantilism of education, overprotection, unfavorable factors that destroyed positive motivation ( interpersonal relationships, inadequate assessment of learning activities). And as a result - poor academic performance and behavior against the background of a sufficient level of cognitive capabilities. Children are slow, disorganized, tired, uncommunicative, aggressive, deceitful. Thus, the forms of expression of pedagogical neglect are different. This may be the lack of educational motivation, the lack of formation of elements of educational activity, or the absence of arbitrary regulation of cognitive processes. By the end of elementary school, all three forms lead to poor learning school curriculum gaps in knowledge. Pedagogical neglect of younger schoolchildren is characterized by psychological and moral unpreparedness for learning, difficulties in learning activities, gaps in knowledge, underdevelopment of cognitive interests, unformed socially significant motives for learning, and violations in the field of communication. Children with pedagogical neglect at school age achieve the best results in the lessons of music, physical education, natural history, smaller - mathematics and drawing. In the Russian language lessons, children speak little, the active vocabulary is limited, speech is poor in content and vocabulary. They cannot correctly build a sentence, almost never use figurative expressions in speech. In mathematics lessons, such children are usually passive, as they do not know how to think logically, get tired quickly, and cannot concentrate. Thus, pedagogically neglected children are characterized by poor learning ability: they do not perceive the instructions of the teacher, listen inattentively and forget tasks, perform them mechanically without taking into account the requirements.

Causes of school difficulties in children with disabilities

The reasons that cause difficulties in mastering the general education program are very diverse and are due to the structure of the defect in children with disabilities. When choosing a method of helping a child, we must first of all identify the problem and its causes, otherwise our help will be ineffective. The problem of school failure is very relevant today. Many children fall into the category of underachievers from the very beginning of their education and carry the label of underachievers for many school years. Difficulties in the assimilation of program material by children have negative consequences that affect the formation of the child's personality:

reduce his self-esteem, make him passive, indifferent to learning or negatively tuned in to any learning.

Every parent wants their child to grow up to be a prosperous and successful person. The foundation of such well-being is laid in the school years. Therefore, it is very important to understand the reasons for the child's failure and do everything possible so that the school, with its strict requirements, does not lay pitfalls in his future adult life.

There are two main reasons leading to the immaturity of the child's psyche:

· unfavorable living conditions: Negative influence environment, complex family relationships, poor living conditions, pedagogical neglect;

· specificity of the maturation of the child's brain, which consists in the uneven development of certain areas of the brain, the presence of deviations in their work.

This may be due to the unfavorable course of the prenatal period of the child's development and pathological childbirth. Subsequently, difficulties arise with certain functions of the psyche - memory, attention, thinking, speech and related writing and reading.

Most of the underachieving students have minor impairments, which are designated as minimal brain dysfunction (MMD). Due to their partiality, these deviations do not manifest themselves in preschool childhood, but they reveal themselves with the beginning of schooling. Large intellectual loads, a high rate of learning and strict control of results place an exorbitant burden on the brain structures that have not yet developed, providing a state of mind. There must be a correspondence between the pedagogical requirements for the child and his capabilities, including the capabilities of the psyche and nervous system. Mismatch and leads to learning difficulties. The mental function is never completely disturbed; many components of the child's psyche always remain intact.
Affected Components mental function can be compensated by fully working links within this function and other healthy mental processes.

Main types of difficulties and their causes

We bring to your attention to analyze the list of the main types of difficulties that arise in the process of teaching children, their causes and recommended methods for examination. A description of these methods can be found in the appendices.

Learning Difficulties in Primary School Students and Possible Causes

Types of difficulties	Possible psychological causes
1. In written works, skips (inserts) letters, syllables, words	(adapted version of the methodology) 1. Study of the syllabic structure of the word: Jump Rope Tanker Cosmonaut Policeman Frying pan Cinema Flutter Shipwreck Scuba Diver Thermometer 2. Phonemic perception: Pa-ba-pa Cha-cha-cha Dy-you-dy Ru-lu-lu Go-ko-go For-zh-for Sa-sha-sa So-so-sho Sha-scha-scha Sho-jo-sho 3. Study of word formation skills: · formation of nouns in a suffixal way: goat cubs- in a dog at the wolf - at the pig - at the duck - at the horse - at the fox - at the cow - at the lion - at the sheep - · formation of relative adjectives: straw hat - cranberry jelly - ice slide - carrot salad - cherry jam - mushroom soup - apple jam - plum jam - oak leaf - spruce cone - · formation of quality adjectives: a wolf for greed is called- a hare for cowardice is called - bear for strength if the sun shines during the day, then the day if the day is frosty, then the day · formation of possessive adjectives: bear's paw wolf's tail lion's body hare paws eagle's nest 4. Study grammatical structure speeches: · Making sentences from words in the initial form: Boy, open, door draw, pencil, girl Misha, give, dog, bone, big Vitya, mow, rabbits, for, grass · Verification of proposals: The house is drawn by a boy. The boy washes his face. Nina has a big apple. There was a deep hole above the big tree. The bear sleeps well in the snow. · Complementing the sentence with prepositions: Lena pours tea ... cups. The buds have blossomed .. the trees. The boat floats ... the lake. The chick fell out ... nests. The dog is sitting ... kennels. · Completion of sentences: Igor got his feet wet because…. Masha froze, although ... .. Games "One-many", "Many things"