The urgency of the problem.
The development of self-regulation is one of the central lines in the development of children. The variety of activities that a preschooler masters have one thing in common - they form the most important personal neoplasm of this age - arbitrary regulation of behavior and activity, the ability to self-control.
Self-regulation is the process of managing a person's own psychological and physiological states, as well as actions. emotional sphere child, like the other, is not given to him from birth. It is formed starting from birth, but the stage of its formation in older children is considered especially important. school age. Emotions help the child adapt to a particular situation, participate in the formation of social interactions and attachments.
That is why it is so important to teach a child already at preschool age to manage his feelings and emotions, to regulate them himself. The formation of self-regulation skills helps to maintain and strengthen the mental health of children.
Target:
- to study the stages of development of the emotional-volitional sphere of the children of the group,
- to correct the emotional behavior of children,
-development of arbitrary self-regulation of emotional states in children of older preschool age.
- reduce manifestations of hyperactivity and excitability in the behavior of children
Tasks:
- to study the theoretical foundations of the emotional and volitional development of the personality of a preschooler;
- to identify the features of the emotional and volitional development of children in a group of children
- to correct the development of emotional-volitional disorders in older preschoolers.
- introduce children to basic emotions: joy, grief, anger, fear, surprise;
- to teach children: to distinguish and adequately perceive emotions according to schematic images (pictograms); understand their feelings, emotional states and feelings of other people; expressively convey a given emotional state using various expressive means, such as facial expressions, touch, intonation, movements;
- develop voluntary behavior control, the ability to empathize, willpower
- take off emotional stress, excitement and affective reactions of children;
- to form an emotional awareness of one's behavior;
- to teach children the skills of self-organization and self-regulation of actions and emotional states;
- to form socially acceptable, adequate ways of expressing anger and aggressiveness;
- develop the communicative aspects of communication, enrich the experience of communication with the skills of constructive, adequate behavior;
Project participants:
— teacher-psychologist
-children
-parents
-caregivers
Implementation timeline: 1 year
Project development:
1. Selection of diagnostics for children, diagnostics, questioning of parents
2. Development of correctional and developmental classes, taking into account personal problems and age characteristics of children
3. Selection of the necessary didactic material, visibility
4. Drawing up a work plan with the participation of parents and educators
Diagnosis of children 
Forms and methods of work with parents:
1. Conversation
2. Design of the information corner "Self-regulation of the emotional state of children"
3. Questioning "The emotional state of my child", questionnaires to identify hyperactive, anxious, aggressive children
4. Making a photo album "Our emotions" for children of groups attending psychological classes
5. Consulting
Forms and methods of work with teachers
1. Questioning to help identify children with problems in the emotional-volitional sphere
2. Conducting workshops, trainings, consultations
3. Recommendations for games and self-regulation exercises.
Forms and methods of working with children
Game activity
games:“Collect a picture” (emotions), “What is good and what is bad”, “I, you, we. Sad, funny…” 5-6 years old, “These different emotions”, “Magic chest” (a set of developing cards - 6 characters), “Theater of moods”, “Our feelings and emotions”, “Rug of anger”.
cognitive activity
- A set of classes "Self-regulation of the emotional state in older preschoolers", aimed at familiarizing children with feelings and emotions
Themes: Joy, Sadness, Fear, Surprise, Boasting, Anger, Shame, Guilt, Consolidation of knowledge about feelings.
Classes include games (moving, didactic), etudes for expressing emotions, psycho-gymnastics, thematic drawing, conversations, relaxation, art therapy, training elements.
Stages of the project, work plan for the implementation of the project:
1. Preparatory (September-October 2014)
2. Main (November 2014-April 2015)
3. Final (May 2015)
Preparatory stage— Carrying out initial diagnostics (see the table above), questioning parents and teachers. Selection of methodological literature, visual material and equipment. Development of a lesson plan with children, forms of work with teachers and parents.
main stage– Conducting a cycle of classes on self-regulation of the emotional state in children of senior preschool age, games and exercises in their free time, classes with children to familiarize themselves with basic emotional states, involving parents in consultations and trainings, succession with teachers, recommendations, seminars, trainings.
Final stage- holding an exhibition of drawings "Our emotions", familiarizing parents with children's creativity, summing up, final diagnostics.
Projected short-term and long-term results of the project
1. Children know the names of the main emotional states, are able to adequately convey them in different ways, read them at the level of pictograms, facial expressions, and movements.
2. Children understand and can reflect their own emotional state and the people around them.
3. Children develop an emotional awareness of their behavior, they
learn the skills of self-organization and self-regulation of actions and emotional states, socially acceptable, adequate ways of expressing anger and aggressiveness are formed;
4. Relaxation exercises are mastered, which is of great importance for relieving tension in children
5. Teachers improve their level of psychological culture, get acquainted with the methods of developing emotional processes, with self-regulation of the emotional state of pupils
6. Parents are aware of their role in emotional development child, understand the importance of self-regulation in order to preserve the mental and physical health of children.
Project efficiency assessment
Identification in the course of observation and the above diagnostics, the ability of children to understand and describe their mood, the ability to distinguish between certain emotional states of adults and children, the ability to restrain unwanted emotions, apply acceptable ways of expressing them, changing the nature of children's drawings, the ability to adequately respond to different situations. Conducting a survey with teachers and parents, discussing the results at the pedagogical council, at consultations for parents.
Further development project
This project is of great importance in terms of health-saving technologies, work with children in the direction of self-regulation of the emotional state helps to preserve the psychological and physiological health of the child, so this project will continue to develop, first of all, new approaches will be used: body-oriented techniques, relaxation will be improved, schools, clubs for parents, where the tasks of the project will be solved together with children and teachers, it is planned to hold a club for parents “We are together”, a new project “Psychology Week”
APPLICATION
Psychological occupation
"Journey by ship"
Tasks:
Development of arbitrariness and self-control
Development of emotional-expressive movements
Removal of psycho-emotional stress
Development and self-improvement of communication skills
Improving the ability to express emotions, understand, find joyful experiences in your experience
Members: group of older children
Equipment: Pictures fairytale heroes with different emotions, the letter "Rules for travelers", a colored rope to imitate a ship, rugs according to the number of children, a tape recorder, recordings of relaxation music "the sound of the sea"
Lesson progress:
The children enter the classroom.
Psychologist (P):"Hello guys! Let's greet each other in different ways."
Children greet each other palms, little fingers, noses, knees, socks, ears, shoulders, backs.
They greet each other with a smile.
The psychologist and the children say:
“Good morning sky (hands up)!
Good morning earth (hands down)!
Good morning to all of us (hands to the sides)!”
The psychologist addresses the children:“Guys, what is the mood like?”
The children answer.
Pictures of fairy-tale characters laid out on the table help children to remember different emotions.
The psychologist conducts the game "Grandma Malanya".
Children become in a circle. Children in a circle, together with a psychologist, begin to sing a funny song, accompanying it with expressive movements depicting different emotions. 
Emotions must be repeated several times so that the guys can get into character and enjoy the game.
P.:“What mood do you like the most? In what mood would you like to be more?
Children:"Cheerful, joyful."
P.:“Joy is a feeling when you can just smile, you can jump, clap your hands, play”
P.:“But how can such a mood be maintained, what is needed for this?”
The children answer.
P.:"Let's take a bath Have a good mood, in the bath of our smiles!”
The children smile and imitate filling the bath with smiles, then each child jumps into this “bath” in a circle, and the other children stroke him with their palms, first intensively with the words: “Mine, mine, mine ...”, and then with a light touch of the palms with the words: “We wipe wiping, wiping…”
P.:“And we can also give each other a joyful mood by playing the games “Call each other affectionately” and “Compliment”.
Children in a circle call each other affectionate names and make compliments (the psychologist first explains what a compliment is).
P.:“Guys, do you think traveling with friends can bring us joy?”
The children answer.
P.:"I suggest you travel by ship."
The psychologist draws the children's attention to a large envelope with a letter.
P.:"What do you think this letter is?"
Children offer different options.
The psychologist opens the envelope and takes out a letter in which the "Rules for Travelers" are spelled out and reads them out. 
The game "Journey on the ship" is being played.
The deck of the ship is laid out with a rope on the floor. At the command of the psychologist, the children enter the “ship”. At the command "Kachka!" children swing in different directions. At the command "Take the binoculars!" children pretend to look through binoculars. At the command "Sea!" children get off the "ship" and move, depicting swimming. At the command "Shark!" children run to the "ship". The task in this game is to get the whole team on the ship as quickly as possible without pushing and leaving each other behind the stern. The “deck of the ship” is getting smaller and smaller and it is becoming more and more difficult for children to fit everyone on the “deck”.
P.:“Well, our journey is over, you are a little tired and it's time to rest. We will rest on the beach, on the sand, in the sun.
Slow relaxing music is turned on. Children are invited to lie down on the mat.
I lie down and rest
I lie and sunbathe
I'm warm and good
I am calm and at ease.
My hands are resting
Legs are on fire too.
They are warm and good
They are calm and easy.
Lips are not tight
Open and warm.
My tongue is resting
Falling asleep, falling asleep.
The hotter sun bakes
I have a small belly
Breathe easy, easy
And calmly...deeply...
P.: Suddenly one ray of sunshine decided to play with you:
Touched your eyes - blink your eyes,
Touched your forehead - move your eyebrows,
Touched your nose - wrinkle your nose,
Touched lips - move your lips,
Touched the chin - move your jaw,
Touched the shoulders - raise and lower the shoulders,
Touched hands - shake your hands,
Touched your feet - jump your feet.
The sunbeam played with you and disappeared - get up, guys (children gradually, slowly rise).
P.:“Our lesson has come to an end. Did you enjoy the trip, and what did you like more?
The children answer.
P.:"Guys, let's remember the travel rules written by the captain of the ship!"
Children remember and respond.
P.:"Let's take these rules with us into our lives, let's try to live together and peacefully."
The children and the psychologist say goodbye.
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Rosina Natalya Leonidovna. Formation of self-regulation in junior schoolchildren in educational activities: Dis. ... cand. psychol. Sciences: 19.00.07 N. Novgorod, 1998 150 p. RSL OD, 61:98-19/89-0
INTRODUCTION 3
CHAPTER I. Formation of self-regulation in younger students
in educational activity as a psychological problem 15
1.1. The state of the problem of the specifics of the formation of self-regulation in the educational activities of younger students in pedagogical psychology 15
1.2 Statement of the problem. Hypotheses, tasks, methods,
main stages of research 42
CHAPTER II. Experimental study of the features of the formation of self-regulation in educational activities among younger students 57
P.I. Tasks, methodology and results of the first stage
ascertaining experiment 57
II.2. Tasks, methodology and results of the second stage
ascertaining experiment 60
Chapter 83 Conclusions
CHAPTER III. Formation of self-regulation in younger students
in the conditions of specially organized training 85
III. 1. Tasks and methodology of the formative experiment 85
Sh.2. Comparative results of ascertaining and forming experiments. Evaluation of the effectiveness of the program of the formative experiment 100
Chapter 113 Conclusions
CONCLUSION 115
LITERATURE
APPS 132
Introduction to work
The new paradigm of education, determining the transition to a student-centered model, emphasizes the priority of the tasks of timely implementation and development of the student's personal potential, his ability to master knowledge. The tasks of humanization and individualization of the learning process require the mandatory consideration of the individual characteristics of each child, the creation of full-fledged conditions for his personal development, becoming a subject of educational activity. These tasks acquire particular relevance at the beginning of schooling in connection with the formation of the child's general ability to learn and the formation of the individual's position in relation to the subject and the process of assimilation.
Among the positive potential opportunities for mental development in primary school age, an important role belongs to the formation in children of the ability to self-regulate, the most important component of the overall ability to learn. The urgent needs of school practice in providing students with their own activity and independence in educational work confirm the relevance of the problem of studying the psychological and pedagogical conditions for the formation of this ability in children, the search for new pedagogical technologies in this direction.
Psychological science, having turned to the study of self-regulation relatively recently, currently has significant information; about the essence, nature and role of the subject's conscious activity in intellectual activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, B.G. Ananiev and others); complexity, integrativity of its mechanisms (B.F. Lomov, O.A-Konopkin and others); the specifics of the formation of its individual components in children of preschool and primary school age (T.Yu. Andrushchenko, L.V. Bertsfai, L.I. Bozhovich, L.A. Venger, A.V. Zakharova, I.I. , D.B. Elkonin and others); special
organization of educational activity in its formation (V.V. Davydov, AHMarkova, V.V. Repkin, D.B. Elkonin and others).
A special place in this list is occupied by works devoted to the formation of self-regulation in connection with the formation of a general ability to learn in children (B.G. Ananiev, Z.I. Kalmykova, N.A. Menchinskaya, S.L. Rubinshtein, U.V. Ul'enkova, I.S. Yakimanskaya and others).
The most studied at present is the area of studying self-control as a psychological mechanism of self-regulation (L.V. Bertsfai, EABugrimenko, L.A. Zaporozhets, G.P. Maksimova, K.P. Maltseva, A.K. Markova, K.N. Polivanova, D.B. Elkonin and others).
The scientific data obtained in recent years on the decisive role of qualified pedagogical management in the formation of self-regulation for the realization of the age potential of a preschool child as a subject of educational activity (U.V. Ul'enkova, E.B. Aksenova and others) confirm the legitimacy of the search for optimal conditions for its formation in the educational activity of younger children. schoolchildren, especially since there are very few special studies in this area. The study of a younger student as a subject of educational activity based on the study of the formation of self-regulation - the most important component of the general ability to learn, seems to us to be especially relevant at the beginning of schooling, the sensitive period of the formation of a "new level of activity regulation" (L.S. Vygotsky, L.A. Venger, N.N. Poddyakov, D.B. Elkonin and others).
The idea of social conditioning of specifically human properties of the psyche, which includes self-regulation, underlies the cultural-historical theory of L.S. Vygotsky. The social environment, in particular, the pedagogical one, according to this understanding, is the source of the formation of higher mental functions. The formation of abilities in this regard, passing a long way of becoming, depends immeasurably more on environment than from natural inclinations.
In the development of the theoretical paradigm of L.S. Vygotsky in domestic psychology, a number of studies have been carried out proving that a targeted impact on the development of mental processes and the personality of a child is especially effective in the framework of leading activities. Leading activity makes it possible to implement the principle of anticipatory learning, which, according to L.S. Vygotsky, should go ahead of development, foreseeing and bringing closer the immediate prospects for the mental, personal development of the child.
The formation of personal formations, which include self-regulation, is a complex process that requires understanding the psychological structure of this ability, its psychological mechanisms, studying and taking into account internal prerequisites, the motivating forces of students to master this ability.
Self-regulation of intellectual activity is considered by us from the standpoint of the concept of general learning: as the most important component of the general ability to learn, which is part of its "core" - the qualities of the mind. As an integrative personal education, this ability, which is the result of not only the appropriation of experience, but also the purposeful activity of the subject himself / his self-movement, self-development /, largely depends on the motivational sphere, methods of self-control and self-esteem. Following U.V.Ulyenkova, we distinguish between the concepts: self-regulation is a general ability, and self-control is a mental action; in its structure, we assume a direct dependence of the level of formation of self-regulation on the degree of formation of self-control actions at the main stages of activity /orientation-motivational, operational and evaluation-control/.
In other words, the actions of control and evaluation underlie the formation of self-regulation: initially, control and evaluation arise as interpsychic and must be “appropriated” by students in order to subsequently move into internal, intrapsychic mechanisms of regulation.
For the internalization of control and evaluation actions, their transformation into psychological mechanisms of regulation, it is necessary, as pointed out not
which researchers to make these activities become a special challenge for students. This requires a specific organization of the learning process as a developmental one, the implementation in the practice of schooling of new means that expand the possibilities of the child's mental development, leading to a conscious, on his part, mastery of mental functions.
N.A. Menchinskaya, developing the concept of general learning ability, wrote that the basis for the development of self-regulation in schoolchildren is the formation of the processes of awareness of their mental capabilities, the development of motivational readiness to improve educational activities.
A schoolchild's awareness of his own regulation capabilities is the psychological factor that, according to a number of researchers, ensures the full development of this ability in gifted children (N.S. Leites, Yu.Z. Gilbukh and others).
What psychologically is conscious self-regulation as an ability, what psychological formations underlie it, what are the ways of its formation in younger students and by what means it can be provided - this is not a complete list of issues that require special study.
The problem of children's awareness of their own ability to regulate activities is a new problem in the study of younger students as the subject of this activity. Its formulation and research involve the development of methodological approaches, the selection and determination of the content of the initial psychological concepts that define the boundaries of the study, technological means for solving the tasks.
To formulate the main problem of our dissertation research, to define the initial concepts, to build hypotheses, to formulate specific tasks, to choose methods, we first of all needed a special understanding of the data contained in psychological research.
We have seen that many authors, in one way or another, touch upon the sphere of child's mental development that interests us in connection with the study of related problems. This is largely due to the fact that the features of the formation of self-regulation in activity largely express the specifics of the formation of the personality as its subject (B.G. Ananiev, A.V. Brushlinsky, V.V. Davydov, N.A. Menchiiskaya, U.V. , I.S. Yakimanskaya and others).
Scientifically based approaches to the diagnosis and formation of self-regulation as a personal quality, as the most important general ability to learn, we find in the studies of U.V. Ul'enkova in relation to older preschoolers. As for schoolchildren, in the direction we are interested in, we did not meet special psychological work. The problem of children's awareness of their own capabilities in the process of self-regulation has not been specially studied, despite the fact that most researchers (L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov,
Z.I. Kalmykova, N.A-Menchinskaya, U.V. Ul'enkova and others) points to the leading role of children's awareness of their own methods of regulation in the development of this ability.
The enormous practical significance of this problem, coupled with the lack of scientific development, makes it acutely relevant.
The purpose of our dissertation research is to study the psychological specifics and general possibilities for the formation of the sphere of conscious self-regulation of educational activity among younger students.
Object of study: the sphere of self-regulation of educational (intellectual) activities among younger students in the context of traditional and specially organized education
Subject of study: development psychological program of differentiated and individualized diagnostics of the formation of conscious self-regulation in children, as a component of the general ability
to learning, as well as programs of psychological and pedagogical assistance to them in realizing their potential.
Research hypotheses. Awareness of one's own possibilities of self-regulation in educational activity at primary school age is the basic basis for its formation. It is determined to some extent by the conscious actions of self-control, corresponding to the structural stages of activity (orientation-motivational, operational, evaluation-control).
The levels of awareness of self-control actions in the complex determine the level of awareness of the child's own possibilities of self-regulation, and, therefore, can help to identify the qualitative features of the formation of self-regulation in schoolchildren, not only in terms of intellectual, but also personal development.
A specially developed program for the formation of conscious self-control actions in children at all main stages of activity can contribute to the formation of awareness of self-regulation and ensure that students reach the level of optimally realized age-related opportunities for the formation of this most important ability.
The formation of conscious self-regulation in children must be carried out in a relatively early dates, in particular at the beginning of schooling, however, with a special organization of their educational activities, taking into account the actual and potential features of the formation of this sphere of the psyche.
In accordance with the purpose, subject, hypotheses, the following tasks were set and solved in the study:
1. Determine the conceptual approaches to the development of programs for the study and formation of self-regulation in educational activities among younger students.
2. To identify the characteristic features of self-regulation in the educational activities of 7-8 year old first-graders in the conditions of its spontaneous formation.
3. To study the features of children's awareness of self-control actions at all main stages of educational (intellectual) activity in comparison with the age standard in the conditions of traditionally organized learning.
4. Develop and test a program for the formation of conscious self-regulation in children in specially created pedagogical conditions, aimed at realizing their potential, and evaluate its effectiveness.
5. To trace the dynamics of the realization of the positive potential of conscious self-regulation of educational activity among younger students as a result of specially organized pedagogical assistance.
The methodological foundations of the study were determined under the influence of modern theoretical achievements of psychological thought about the objective laws of the development of the child's psyche, about the role of the subjective factor in this process. Great importance in developing theoretical foundations research, its organization, the conduct of various types of experiment had a cultural-historical theory of the development of higher mental functions of L.S. Vygotsky, the theory of activity developed in the works of A.N. Leontiev, the theory of the phased formation of mental actions and concepts of P.Ya. Galperin.
Great help in understanding the role of the subjective factor in mental development was provided by the works of S.L. Rubinshtein, as well as studies that develop the concept of educational activity (V.V. Davydov, AkhMarkova, V.V. Repkin, D.B. Elkonin and others).
An invaluable service for posing the main problem of the dissertation research and determining the directions for its solution was provided by the works of domestic psychologists who are developing the concept of a general learning environment.
sti (B.G. Ananiev, Z.I. Kalmykova, N.A. Menchinskaya, U.V. Ul’enkova, I.S. Yakimanskaya and others).
Research methods. The program of our research was implemented using a variety of methods: theoretical understanding of psychological and pedagogical research in the field of developmental and educational psychology on the main problems of dissertation work; theoretical modeling of the program for studying self-regulation in educational activities in children 7-8 years old (stating experiment); theoretical and applied modeling of the program of the forming experiment.
The validity and reliability of the results of the study was provided by theoretical provisions, the use of a set of methods adequate to the subject and objectives of the study, and the testing of research programs.
The scientific novelty and theoretical significance of the study lies in the fact that it:
Conceptual approaches to the construction of a theoretical and applied program for diagnosing and developing the most important general ability - conscious self-regulation of educational (intellectual) activity in younger schoolchildren;
For the first time, an attempt was made to identify characteristic features the formation of self-regulation in the educational activities of first-graders 7-8 years old at the beginning of schooling;
For the first time, as a special subject of research, we studied the features of awareness by younger students of their own possibilities of self-regulation (actions of self-control at the main stages of educational activity), as a peculiar form of manifestation of their subjective activity in this activity;
Collected and systematized factual data illustrating individual and individual-typical actual and potential features of awareness of self-regulation in the educational activities of 7-8 year olds
children in the absence of purposeful pedagogical formation;
Specific enough to be used in the practice of working with younger students, a model of a comprehensive program for the gradual formation of conscious self-regulation in younger students by means of educational-type classes has been developed;
As a result of approbation of the formative program developed in the study, the most important theoretical positions of pedagogical psychology on the leading role of qualified pedagogical management in the formation of self-regulation in children, the formation of mechanisms for the transition of means and methods of they have a motivational focus on improving their own educational activities, mastering rational methods of educational work;
Psychological and pedagogical conditions have been identified that optimize the formation of the ability for self-regulation in first-graders aged 7-8 years in the learning process, contributing to bringing students to the levels of optimally realized age opportunities;
The general possibilities of 7-8 year old students in the formation of conscious self-regulation as a general ability to learn in specially created conditions during the beginning of school education are determined.
The practical significance of the study is determined by the fact that the diagnostic methodology developed in it, the criterion-oriented evaluative levels of awareness of self-regulation in children identified and described in it can be used to study younger students by qualified teachers and practical psychologists. The results of the study can be used in lecture courses, special courses, practical and seminar classes for students of pedagogical universities, as well as in the system of advanced training of teaching staff.
Approbation of the work: The main ideas and results of the study were reported and discussed at: city and regional scientific-practical conferences (1995-1997) in Kirov; regional scientific-practical conference of teachers of pedagogical universities and pedagogical schools on the problem of new technologies in the system of training a future teacher (Nizhny Novgorod, Nizhny Novgorod State Pedagogical University, 1997); international scientific conference on the problems of human communication norms (Nizhny Novgorod, Nizhny Novgorod State Linguistic University, 1997); scientific and methodological seminars and conferences (1995-1997), organized by the Center psychology of the Institute for the Improvement of Teachers in Kirov; meetings of the department of child psychology of the Nizhny Novgorod State Pedagogical University (Nizhny Novgorod).
The results of the study are used in the practical work of teachers primary school school number 27 in Kirov.
PROVISIONS FOR DEFENSE:
1. The formation of conscious self-regulation in a child of primary school age is the most important condition for his formation as a subject of educational activity.
2. The ability for self-regulation, as a specific form of the student's subjective activity, integrative personal education has specific qualitative features of formation, without studying which it is impossible to organize targeted and qualified pedagogical assistance in the formation of the ability to learn.
3. Younger schoolchildren, as many researchers note, are for the most part children with an insufficiently realized potential of subjectivity (activity and independence), which is due, on the one hand, to age characteristics, and on the other hand, to the lack of a qualified
pedagogical management of its formation. It is natural to assume that on a personal level, in particular in the formation of conscious self-regulation, younger students naturally show unrealized age-related opportunities.
4. Criteria-oriented diagnostic methods developed and used in the study have an objective scientific value and can be used in practical work with children in order to identify individual actual characteristics and potential opportunities for children in the emerging field of intellectual self-regulation.
5. The criteria-oriented methods developed in the study, to a certain extent, concretize, in our opinion, the theoretical premises embedded in the concept of general learning, regarding the psychological mechanisms of the transition of the means and methods of regulating activity mastered by children into the arsenal of personal forms: they allow "seeing" the role of children's awareness methods of regulation, the role of a positive emotional attitude to the regulation of activity.
6. Systematization and analysis of the specific manifestations of self-regulation in educational activities among younger students made it possible to obtain valuable information about the qualitative originality of this sphere of the psyche, to predict the psychological and pedagogical conditions that contribute to the effective realization of the potential of children in the formation of this most important ability.
7. Approbation of the program developed by us for the formation of self-regulation in the educational activities of younger schoolchildren convinces us of the fundamental possibility of optimizing the formation of this most important ability at the beginning of schooling; the formative program can be used in the work of teachers and practical psychologists working with younger students, but with the necessary qualifications.
Structure and scope of work. The dissertation research contains 150 pages of typewritten text, consists of an introduction, three chapters, a conclusion
niya, list of references /182 titles, including 9 in a foreign language/ and applications.
The introduction substantiates the relevance of the research problem, defines its purpose, object, subject, formulates hypotheses, tasks, provisions submitted for defense, characterizes the methods, novelty of the results, their theoretical and practical significance.
The first chapter is devoted to the analysis of the current state of knowledge of the problem of self-regulation as a component of general learning ability, as the most important personal education for younger students. It deals with theoretical and methodological approaches to the problem of the genesis of self-regulation, the specifics of its manifestation in preschoolers and younger schoolchildren, and the possibility of formation in conditions of specially organized education. In this chapter, the main research problem is formulated and substantiated, tasks are set, and the scientific apparatus for their resolution is determined.
The second chapter formulates the tasks and describes the methodology of the ascertaining experiment, discusses the obtained experimental data on the features of awareness of self-regulation in the subjects of primary school age in comparison with the age standard, draws conclusions based on the results of the ascertaining diagnostic experiment.
The third chapter reflects the goal, objectives and program for the formation of self-regulation in younger students in specially created conditions of educational activity, as well as the tasks and methods of the control ascertaining section. The chapter presents comparative results of the formative and final ascertaining experiments, draws conclusions about the general possibilities for the formation of awareness of self-regulation in younger students in the initial stages of education and in specially created pedagogical conditions.
In conclusion, conclusions are drawn on the implementation of the tasks set in the study, on the correspondence of the goal and hypotheses to the obtained actual data, and the effectiveness of the study is assessed.
Original: https://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf
Translator: Karina Yunusova
Editor: Marina Lelyukhina
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Ida Rose Flores, PhD, is an assistant professor of early learning at Arizona State University. She studies young children's readiness for organized learning environments and the role that self-regulation plays in young children's early learning. A tutorial for this article can be found here: www.naeyc.org/yc
As an employee of the university, I often work with teachers in situations where children have learning or behavioral problems. All children are different. Some people find it difficult to express their feelings and thoughts verbally. Some people find it difficult to get along with peers or follow classroom rules. However, in each case there is something in common: in order to improve learning or behavior skills, self-regulatory skills must be developed.
According to Ellen Galinsky, President and Co-Founder of the Families and Work Institute and author of Mind in the Making, regulation of thought, emotion, and behavior is critical to academic, work, and life success (2010). G.). A child who stops playing and cleans up when asked, or spontaneously shares a toy with a classmate, is able to regulate his thoughts, emotions, and behavior (Bronson 2000).
Starting in infancy, people automatically turn towards a new or loud sound. A lot others regulatory functions become automatic, but only if the response has been intentionally elicited for some time. On the other hand, learning to regulate and coordinate the balance and motor skills required for cycling requires deliberate practice. As a rule, as soon as a person begins to ride a bicycle, the skill becomes automatic.
The process of moving from purposeful regulation to automatic regulation is called internalization. Some adjustable functions, such as the ability to say hello properly or solve a mathematical problem through a series of actions, always require a deliberate effort. Therefore, it is not surprising that studies show that young children who are engaged in purposeful self-regulation learn more and perform better in the learning process (Blair & Diamond 2008).
Children develop basic self-regulation skills in the first five years of life (Blair 2002; Galinsky 2010). Therefore, educators play an important role in helping young children regulate thought and behavior. Fortunately, in order to teach self-regulation, it is not necessary to introduce a separate subject at school. Most effective way teaching children self-regulation is a personal example and support for the skills that the child learns in the course of normal daily activities. In this article, I will define self-regulation and explain how it develops. Then I will talk about the interaction I observed in the kindergarten group and explain how the teacher used everyday situations to improve the children's self-regulation skills.
What is "self-regulation"?
Self-regulation involves several complex processes that enable children to respond appropriately to their environment (Bronson 2000). In many ways, the process of human self-regulation is similar to a thermostat. The thermostat reads and measures the temperature and compares the reading to a predetermined threshold (Derryberry & Reed 1996). If the indicators exceed the set limits, the thermostat turns on or off the heating or cooling system. Also, children must learn to evaluate what they see, hear, feel, taste and smell, and compare with what they already know. Children also need to learn how to use self-regulation to determine which response to choose with a particular system.
Of course, self-regulation does not develop on its own. Children need to be able to translate their feelings into information they can use to regulate thoughts, emotions, and behavior (Blair & Diamond 2008). Babies process the sensation of soothing touch and soft sounds voices in clues that help them develop self-soothing skills. Children aged 2-3 years and preschoolers begin to process cues from adults, such as "You're next," into a regulation skill that helps them suppress the urge to grab someone else's food or toy. They begin to learn how long they have to wait to get food or when it's their turn to play with a coveted toy, which helps them regulate emotional stress.
Self-regulation affects several areas, the regulation of one of them affects other areas of development. Emotional and cognitive self-regulation are not separate skills. Conversely, thinking influences emotions, and emotions influence cognitive development (Blair & Diamond 2008). Children who cannot deal effectively with feelings of anxiety or confusion tend to walk away from difficult tasks rather than engage in them. Conversely, if children can manage their emotions, they can relax and focus on learning cognitive skills. Another example: Children get better at handling emotions if, instead of “I can’t do it,” they train themselves to think, “It’s hard, but I can handle it if I keep trying.” Regulation of feelings of anxiety and thoughts helps children to be consistent in solving difficult problems, not to give up, which in turn increases the opportunity in mastering the skills necessary for such activities.
The process of self-regulation is similar to the operation of a thermostat, because both processes are active and intentional. Setting the thermostat requires deliberately set parameters, according to which the thermostat monitors the ambient temperature. Similarly, self-regulation requires the development of certain principles (“I will not hit Andrew”) and active action (put your hands under your butt so that they cannot be hit).
Although children's behavior is regulated by many processes that they are not aware of, researchers have found that it is intentional self-regulation in children that determines their success in school (Zimmerman 1994). Given the appropriate opportunities, young children can and do learn the skills of intentional self-regulation. Researchers Elena Bodrova and Deborah Leong, for example, taught preschoolers to plan play activities and found that planning helps children develop strong self-regulatory skills (Bodrova & Leong 2007). Planning is an important part of self-regulation. Educators may invite children to sit on their hands to remind themselves not to hit another child. To apply this method of self-regulation, children need to be aware of how they might behave in the future, imagine possible alternative behavior and behave accordingly.
Finally, just as a thermostat monitors conditions to maintain an optimal temperature, in the process of self-regulation, the child monitors environmental conditions to maintain the optimal degree of engagement for a particular task (Blair & Diamond 2008). We all have situations where we lack focus and motivation, or when we can't handle our emotions. As children develop, they learn that some activities require more attention (that is, such activities require more activation of attention). For example, children need more attention for watching a game than for playing catch-up. The same applies to motivation. Children need a significant boost in motivation to not give up on a difficult task, much more so than to open a present.
The ability to not give up when solving complex problems, helping to learn new skills, is one of the most important results of developed self-regulation. In order to regulate their own emotions and actions, children need to be aware of what external influences and sensations signal “danger”, and take actions in time to “reduce the degree of threat”. Typically, children fidget or look away (looking out the window or at other children's activities) to increase declining attention, or move away from others to reduce high levels of physical and emotional stress.
How does self-regulation develop?
As children develop, their regulation skills become more complex (Kopp 1982; Blair & Diamond 2008). Babies begin to regulate activation (arousal) and sensory-motor responses even before birth. A baby may start to suck his thumb when he hears a loud sound, which indicates that he is regulating the degree of his reaction to environmental stimuli.
Children at the age of 2-3 years begin to suppress their reactions and obey adults. By the age of four, children exhibit more complex forms of self-regulation, such as anticipating an appropriate response and changing their response to even slight changes in external circumstances. For example, clapping is acceptable after someone has shared their accomplishments at school, but not while the teacher is giving directions.
Self-regulation skills develop gradually, so it's important that parents' expectations match the child's age. Vygotsky called the range of developmental expectations the zone of proximal development (ZPD) (John-Steiner & Mahn 1996). The zone of proximal development is the “growing margin of competence” (Bronson 2000, 20), which represents the skills that a child is ready to learn. Expecting a child to display skills that go beyond the zone of proximal development is inefficient and often destructive. Punishing a young child for not being able to sustain attention for more than a few minutes, or not being able to calm down quickly when upset, will do nothing to help him learn self-regulation. On the other hand, if the child is not given the opportunity to learn new things and improve his skills, this retards his growth.
As they develop, most children begin to apply self-regulation skills without prompting or assistance. They develop their own strategies to deal with incoming information, choose appropriate responses, and maintain a level of activation/arousal that helps them participate in learning. When children regularly use self-regulatory skills without the help of adults, they internalize these skills (Bronson 2000). Vygotsky (1986) described internalization as a process in which children go from regulating behavior together with adults to self-regulating. Thus, in order to develop self-regulatory skills, children need to experience and practice self-regulatory processes with adults and peers who already have such skills.
How to support self-regulation skills in kindergarten
Below I describe the interaction between Melissa, a kindergarten teacher, and two children, Lucy and Trisha, while working on a science project. Melissa uses everyday interaction to help children improve their self-regulation skills.
I sit quietly in a corner and watch Lucy, a kindergartener with mild speech delay and communication problems. Children experiment with clay and stones, water and cubes, earth and seeds. Their caregiver, Melissa, walks between them, guiding the children's attention and helping them stay motivated and interested. Melissa walks over to a water table where five-year-old Trisha is building intricate water channels with plastic blocks. Lucy stares silently, leaning on the table.
“Trisha, what are you doing?” Melissa asks as she pulls up a chair and sits at the table. Trisha is focused on moving the cube, then she straightens up and looks at Melissa, "I make the water run fast!"
Melissa dips her hand into the water and smiles, “Wow! Water flows fast! May I play?"
"Certainly!" Trisha nods. Melissa turns to Lucy, "Do you want to play with us?"
Lucy nods and Melissa hands her the cube, “Where do you want to put it?
Lucy looks down and shrugs.
“Lucy, try to put it here,” Trisha points to a hole in the conduit. Lucy hesitantly takes the cube. She tries to put it in the hole, but it doesn't fit. Lucy puts the cube on the table and looks down. Melissa gently strokes Lucy's back and asks, "Do you need help?"
Lucy nods. Melissa leans in and whispers, “Trisha has been doing this for a long time, maybe I should ask her how it's done? I'm sure she can show you."
Lucy looks at Trisha and asks, "Can you help me?"
"Of course," Trsha replies, taking Lucy's hand with the cube and directing it towards the hole in the conduit. “Now push harder!”
Lucy puts pressure on the cube, but it doesn't fit into the hole. Trisha moves closer to Lucy, “Push even harder. You can do it!"
Lucy presses her lips together and resolutely presses harder on the cube. She succeeds, and a smile appears on her face.
Melissa stands up and shakes Lucy's shoulder lightly, "Lucy, you did it! I knew you could make it! Trisha, thank you!” Melissa moves to another table: “Get busy, girls. I'll be at the next table if you need me."
As Melissa leaves, she hears Lucy say, "Thank you, Trisha!"
“Not at all,” Trisha replies. “Where shall we place another cube?”
Melissa turns and sees Lucy grab the die, put it down and say, "Here it is!"
Support in the development of self-regulation skills in children (scaffolding)
Helping children develop self-regulation skills is as important as teaching them to read, count, or ride a bike. Competent educators use a variety of strategies to bridge the gap between what children already know and can do and more complex skills and knowledge. Three strategies are important for scaffolding in developing self-regulation skills: leading by example, using prompts, and gradually reducing adult assistance. In her interactions with Lucy and Trisha, Melissa used all three strategies.
Personal example
By demonstrating appropriate behavior, educators show children how to complete the task and use the self-regulation skills needed to complete the task. In interacting with Lucy, Melissa showed important verbal and social skills: she showed her intention to join the activity by pulling up a chair. Then she asked Trisha what she was doing, waited for an answer and answered in the affirmative. In a conversation with Trisha, Melissa showed how to invite an observer who was not very ready to join into the game: she turned her attention to Lucy, invited her to play, gave her an item and asked her to take part in the game. When Lucy shrugged, Trisha followed Melissa's lead and told Lucy what to do. All these actions require self-regulation. To take turns in the dialogue, children need to recognize when their turn is over, then listen and wait for their turn. They need to choose the appropriate response from a limitless number of options. In order to ask another child what he is doing, the questioner needs to suppress his desire to talk about his game and listen to someone else. To ask to play together, an anxious child needs to regulate emotions, suppress passivity, increase interest and participate, despite possible discomfort.
Of all the self-regulation skills that Melissa showed, perhaps the most important element of the scaffolding was drawing attention to the possibility that Lucy might join Trisha. In order to actively take advantage of learning opportunities, children need to pay attention and recognize that the situation offers them an opportunity for interaction and something interesting to do. Adults can help children develop this regulation skill in many ways. When adults hold newborns or children 2-3 years old on their laps and point to objects or letters in books, while their voice expresses animation, they help children focus on the pictures that are most important for learning. By starting the interaction, Melissa not only helped Lucy actively participate, but also allowed Trisha to talk about her scientific activity and show others how to reproduce your experiment.
Using Hints
When caregivers use directions, gestures, and touch, they give children important clues about how and when to regulate emotions, attention, and behavior. Caregivers can help children regulate attention by pointing out important details in a picture, a word, or commenting on their behavior. They may lightly touch the child's back to tell him to relax (however, be aware that some children tense up from the touch). Sometimes children need prompting other than a personal example.
Lucy's activity in the game was uneven. She nodded her head to indicate her desire to play, but looked down and shrugged as the die was handed to her. She began to play, but quickly gave up when faced with difficulty. She needed support. Melissa lightly patted her back, indicating that she needed to stay calm, and directed her attention away from feeling frustrated and toward solving the problem. Learning to recognize when help is needed and identifying good sources of help are very important self-regulation skills. Leaning forward and quietly suggesting to Lucy to ask Trisha, Melissa gave Lucy hints on where to get help and continued to tell Lucy to stay calm.
Melissa also showed Trisha by example how to give appropriate hints and hints. Trisha imitated Melissa's behavior and led Lucy to success. For children younger age hints and hints should be more explicit. By telling children to hold their hands or put them in their pocket, the teacher helps them regulate their impulsive urges to touch, grab, or hit.
Key phrases such as “look here,” “look at me,” or “look where I am pointing” are clear cues that caregivers can use to help young children direct their attention.
Beginning in infancy, caregivers can help children recognize and name their emotions by saying to a frustrated or angry toddler or older child, “Looks like you're angry,” or “I think you're disappointed,” and then prompting them to start comforting themselves. , gently touching the child and saying: “Let's relax” or “I'm here to help you.” As children begin to talk, adults can use cues to tell them when and how to ask for help, when to take a break, or when to try looking for another solution to a problem.
Hint Gradual Decrease
Scaffolding is based on a clear understanding by the educator when it is possible to reduce and remove prompts. As children begin to direct their attention in the right way, cope with difficult tasks, and use speech to attract others or ask for help, they strengthen their ability to act independently. And accordingly, educators pass most responsible for regulating children while monitoring progress and intervening when appropriate support is needed.
In the development of learning skills in children, it is necessary to skillfully reduce the prompt from the adult and finally reject it. According to Salonen, Vauras and Efklides (2005, 2), educators should pay close attention to when a child gradually begins to act independently (“the learner’s moment-by-moment changing independent functioning”). Seeing that Trisha and Lucy successfully began to interact, Melissa stopped helping, but remained nearby. She encouraged the children to ask for help if they needed it, told them where to find it, and watched their interactions.
As adult prompting decreases, infants, older children, and preschool children require continued adult supervision. How younger child the more inconsistent his skills of self-regulation. This means that adults need to be even more aware of when to stop cues and decide when to intervene. When the baby takes his first hesitant steps around the room, he is not yet ready to walk on his own without adult supervision. Similarly, toddlers and older children who have learned to soothe themselves regularly need more support from an adult if they are sick or in unfamiliar surroundings. At every age, self-regulation learning occurs in everyday experiences with adults whom the child trusts to regulate their thoughts, attention, emotions, behavior, and motivation.
Intentionality and self-regulation learning in daily interactions
Teaching young children self-regulation first and foremost requires highly developed self-regulation skills in the teacher. Children learn to regulate thoughts, feelings, behavior, and emotions by observing and responding to adult self-regulation.
Regarding the regulation of motivation, Galinsky notes: “Adults contribute to the development of motivation in children by being motivated themselves” (2010, 11). The interaction between Lucy and Trisha at the water table is a great opportunity to reinforce self-regulation skills. Melissa saw this opportunity because she was practically equipped to support children's self-regulation skills. She listened to the needs of the children and planned ahead for ways to lead by example, and thought of tips and hints that could be used to support girls' development of self-regulation skills. Melisa planned to help Lucy adjust her emotions, motivation, and social skills so she could start socializing and interacting with the other kids in the class.
Melissa regulated her own attention, deliberately waiting for an opportunity to reinforce Lucy's skills. She knew that Lucy's skills were at such a level that it only needed a little push to get Lucy to start interacting with other children. When the opportunity presented itself, Melissa adjusted her own interaction to only set the example of the interaction, not to guide Lucy.
During the interaction, Melissa monitored Lucy's reactions, mentally comparing them to her knowledge of Lucy's skills. She considered the ways she had previously chosen to support Lucy. Melissa realized that Lucy needed clues and hints. Knowing that a light touch helped Lucy deal with her anxiety, Melissa lightly patted her back to calm her down, spoke to Lucy quietly, and refrained from solving the problem for her.
Melissa deliberately withdrew direct adult support and adjusted her attention to observe the girls' continued interaction while interacting with the other children in the class. Melissa's experience in regulating her responses created an environment where she was able to reinforce self-regulation skills in children through routine classroom interactions.
Conclusion
Educators of young children play an important role in helping develop basic self-regulation skills. Fortunately, everyday situations in young children provide a wealth of opportunities to develop these skills. Educators can take advantage of:
determining the zone of proximal development self-regulation in children and planning ways to lead by example, as well as thinking through the hints and tips that children need to continue learning the right skills;
observing such opportunities in the course of normal classroom interaction to support the development of self-regulation skills (scaffolding);
reducing the number of hints as they demonstrate new skills;
watching children's activities,to ensure their success.
When educators intentionally teach self-regulation skills to children in the course of normal classroom activities, they help children become active learners, laying the foundation for future success in school and life.
Useful literature
Blair, C. 2002. “School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children’s Functioning at School Entry.” American Psychologist 57:111–27.
Blair, C., & A. Diamond. 2008. “Biological Processes in Prevention and Intervention: The Promotion of Self-Regulation as a Means of Preventing School Failure.” Development and Psychopathology 20: 899–911.
Bodrova, E., & D.L. Leong. 2007. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Upper Saddle River, NJ: Merrill/ Prentice Hall.
Bronson, M.B. 2000. Self-Regulation in Early Childhood: Nature and Nurture. New York: Guilford.
Derryberry, D., & M. Reed. 1996. “Regulatory Processes and the Development of Cognitive Representations.” Development and Psychopathology 8: 215–34.
Galinsky, E. 2010. Mind in the Making: The Seven Essential Life Skills Every Child Needs. NAEYC special ed. New York: Harper Collins.
John-Steiner, V., & H. Mahn. 1996. “Sociocultural Approaches to Learning and Development: A Vygotskian Framework.” Educational Psychologist 31: 191–206.
Kopp, C.B. 1982. “Antecedents of Self-Regulation: A Developmental Perspective.” Developmental Psychology 18: 199–214.
Salonen, P., M. Vauras, & A. Efklides. 2005. “Social Interaction-What Can It Tell Us about Metacognition and Coregulation in Learning?” European Psychologist 10: 199–208.
Vygotsky, L. 1986. Thought and Language. Trans. A Kozulin. Cambridge: MIT Press.
Zimmerman, B.J. 1994. “Dimensions of Academic Self-Regulation: A Conceptual Framework for Education.” In Self-Regulation of Learning and Performance: Issues and Educational Applications, eds. D.H. Schunk & B.J. Zimmerman, 3–24. Hillsdale, NJ: Erlbaum.
One of the most difficult tasks of modern education is the formation of a system of self-regulation in students, which is necessary for the effective implementation of their educational (or other) activities. Advances in the study of self-regulation processes (P. K. Anokhin, N. A. Bernshtein, S. L. Rubinshtein, V. P. Zinchenko, A. N. Leontiev, B. F. Lomov, O. A. Konopkin, etc.) ) made it possible not only to develop a new area - the psychology of self-regulation of activity and behavior, but also to extrapolate the data obtained to previously unexplored activities in this area, primarily to educational ones. Today, the basic principles of self-regulation of human activity (systematicity, activity, awareness), its structure, basic mechanisms, and the impact on the productivity of activity and personal development are already known.
Self-regulation of educational activity is a specific regulation carried out by the student as a subject of activity. Its purpose is to bring the student's capabilities into line with the requirements of educational activity, i.e., the student must be aware of his tasks as a subject of educational activity.
Self-regulation, manifested and in demand in educational activities, has a structure similar to self-regulation of all other types of activity. It consists of such components as conscious goals of activity, a model of significant conditions, action programs, evaluation of results and correction (A.K. Osnitsky).
The student must first of all realize and accept the purpose of learning activity, that is, understand what the teacher requires of him. Further, in accordance with the understood goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model of educational activity, on the basis of which the student will draw up a program of actions, means and methods for its implementation.
In the process of performing educational activities, the student must be able to adapt to each other« condition model» And« program of action». Observations show that students differ significantly from each other in the nature of modeling conditions, in choosing their preferred program of action.
To evaluate the results of their activities, students must have data on how successful they are. Therefore, they follow with interest the assessments and comments coming from the teacher, while comparing the self-assessment data with the teacher's data and the criteria that they put forward as requirements for learning activities. The more adequately the results of educational activity are evaluated, the more accurate and directed the educational actions are. Evaluation of the results as a component of self-regulation allows you to decide whether you need to correct actions or you can continue them in the same direction.
So, in the process of performing educational activities, each of the links of mental regulation performs its role of goal-setting and goal-implementation of actions. It is the awareness of one's goals that allows the student to remain the subject of educational activity, i.e., to make a decision on the need to make changes in the ongoing actions, on the order of solving problems. Thanks to the self-regulation of learning activities, changes occur in the student himself and in the means that he uses.
The level of self-regulation is a dynamic education, depending on the experience of being included in educational activities, on the stage of learning. Separate structural links of the self-regulation system change with the development cognitive processes(thinking, perception, memory, imagination) included in the acts of regulation. In the course of training, the functions of the student as a subject are gradually refined and improved.
If individual links of self-regulation turn out to be insufficiently formed, the integral system of regulation of educational activity will be disrupted, and the productivity of actions will be reduced.
On the basis of the formed educational self-regulation, productive self-regulation can subsequently develop in other activities. Educational self-regulation, thus, becomes the basis for the development of all types of student activity.
An experienced teacher is able to quickly determine the characteristics of the individual style of self-regulation of a particular student, as well as the level of development of its individual components. Such data make pedagogical correction purposeful. It is easier for the teacher to detect the shortcomings of self-regulation associated with the modeling of significant conditions and their influence on the results of educational activity, since they are clearly manifested in the mental processes of students.
The development of self-regulation in a student is highly dependent on the professionalism of the teacher, who must anticipate the course of the educational process, the degree of novelty for the student of the material presented, its interest and significance. Therefore, in his arsenal there should be means that help preserve the material being assimilated, its duplication in auditory, visual, motor and other forms, as well as ways to focus and direct students' attention to the necessary content, create associations, use diagrams and visual aids. Equally important for the development of self-regulation in students is the teacher's possession of deep psychological knowledge regarding the characteristics of their perception, memory, thinking, imagination and personality as a whole. The teacher must understand that the development of the function of modeling the conditions for the implementation of educational activities in students is associated with cognitive processes.
It has been experimentally proven that the effectiveness of solving educational problems and consolidating the material covered increase if the material is included in the context of a more general task. Such tasks contribute to the transition of the efforts made to the level of self-regulation.
Programming as a component of regulation depends on the ability of students to perform transformative actions, on the experience of transformative activity, on the degree of formation of sensorimotor actions, performance, as well as self-government mechanisms. The experience acquired by students in achieving the goals set, the experience of overcoming difficulties gradually creates personal self-regulation funds that ensure future success in any kind of activity.
Special pedagogical tasks are the timely formation of students' skills to accurately perform stereotypical tasks, the development of speedy and accurate skills for tracking information. In the course of such training, self-regulation mechanisms will be formed that ensure diligence, timely reactivity, responsibility, diligence and other personal parameters.
The accumulated experience of overcoming and achieving makes the student more confident in achieving the goals set by the teacher or the student himself. Data have been obtained that the formation of self-regulation is also facilitated by teaching students special skills to plan their activities, establish a course of action, and notice deviations.« ongoing program» from the given one and, in this regard, correct their actions.
Self-regulation is highly dependent on the student's idea of himself, of his real abilities and capabilities. If students have inadequate self-esteem (overestimated or underestimated), then this affects their ability to analyze achievements and failures, inaccurate awareness of their capabilities. With the expansion of individual experience, with the assimilation of standards and means for comparing one's strengths and achieved results, self-esteem can become more adequate, that is, corresponding to the assessments of fellow students, teachers, and parents. The benevolent and attentive attitude of the teacher to the student, even in case of failure, contributes to the increase in the accuracy of self-assessments.
The system of self-regulation, therefore, to a greater extent depends on the level of formation of self-assessments and assessments of students, on the measure of their awareness of each element of educational activity, on the development of subjective criteria for the success of its implementation. It follows from this that the development of a self-regulation system requires close attention from both teachers and students. It should be borne in mind that self-regulation can be active and personal. These two types of self-regulation do not exist in isolation, but are interdependent and interact with each other and very rarely appear separately.
Self-regulation of activity determines the sequence of students' progress through all stages of educational activity - from the beginning (motive) to completion (result). Personal self-regulation is manifested in students' reflection of the meaning and significance of their actions, in following their principles and the ability to argue them.
Both types of self-regulation are carried out and consolidated in deeds, actions and relationships, but they differ in content from each other. The main subject of personal self-regulation are actions aimed at transforming the student's attitude to various types activities, to other people and to oneself. Gradually, the student learns to establish and maintain relationships, to realize the rules and norms of relationships, their significance and selectivity. The subject of activity self-regulation is actions aimed at transforming the objective world, at regulating performance activities. So, if in activity self-regulation the regulation of actions prevails, then in personal self-regulation it is the regulation of relations.
Self-regulation of each type is carried out in a specific action associated with making a decision and following it. The programming of actions and relationships occurs in different ways, but in the course of the implementation of both the objective action and the act, the student relies on his personal experience.
The act is associated mainly with social, personal assessments, with comparison with social norms and ideals.
Substantive action is more focused on setting goals for practical transformations and their subsequent evaluation. With self-regulation of activities, arbitrary regulation of its organization and implementation takes place.
The process of personal self-regulation is a higher level of regulation. This type of self-regulation is often referred to as self-determination (B. F. Lomov). It consists in the fact that at certain stages of its development, a person begins to consciously organize his life, independently determine his development.
It has been noted that if at the first stages of training the teacher directs the student's teaching, then after a certain time the student begins to organize his own teaching. The turning points in the self-determination of a student's behavior and activity are much easier to identify than daily changes in his self-assessments, feelings, beliefs, and worldview.
The technology of teaching subject and personal self-regulation is rather complicated. It includes the formation of generalized skills for timely and qualitative analysis the conditions in which the trainee has to solve a particular problem and achieve results; skills for choosing actions that meet the conditions and set goals; ways of solving problems, evaluating completed actions and correcting erroneous ones.
The development of self-regulation in education is nothing but the transition from the system of external management of educational activities to self-government. Such a transition is one of the leading patterns of age development. L. S. Vygotsky, considering the process of mastering by the child the signs created in the history of the development of mankind, noted that this process is the way of mastering one's own behavior, the way to self-regulation.
The mechanism of self-management of educational activity finds its expression in the fact that the student acts for himself both as an object (I-performer) and as a subject (I-controller) of management who plans, organizes and analyzes his own actions. Yu. N. Kulyutkin calls such self-government reflexive, since it is based on the trainee's awareness of his own actions (active self-regulation) and himself (his Self) in the system I and others (personal self-regulation).
Reflexive self-management is a consequence of a fundamental change in the attitude of the student to his own learning activities. He not only anticipates the results of his actions, but also begins to arbitrarily organize these actions: to formulate and justify goals, to analyze them in terms of significance and possibility of achievement. The student not only acts on the basis of the programs developed by him, but also creates new ways of performing actions. Finally, he not only controls his actions by comparing their results with the standard, but also defines various criteria, indicators of control and evaluation. In other words, the student begins to master the process of managing his own learning activities.
It should be noted that the processes of self-regulation are implemented using certain neurophysiological mechanisms, which are the most complex functional systems activities of the brain that are formed in vivo. So, experimental studies, conducted by A. R. Luria and his collaborators, showed that the processes of programming and critical evaluation of actions depend on the normal functioning of the frontal lobes of the cerebral cortex. Their defeat leads to impulsive actions, loss of control and criticality. The defeat of the posterior parts of the brain leads to inertia and deautomatization of executive actions, although the criticality of a person is not violated.
A person's desire for active independent activity is one of the fundamental needs of the individual. It manifests itself already in a small child who wants to do everything himself. In adolescence, the desire to become an independent person even leads to a well-known crisis of age development, due to the fact that the desire to be an adult is not yet provided with appropriate opportunities - the formation of psycho-physiological, intellectual, moral regulators of behavior. As for a young man, and even more so for an adult, he is already really becoming an independent person.
Such a desire for independence underlies the formation of the student's ability to self-manage learning. This process presupposes, first of all, mastering the teacher's controlling functions and turning them on himself. This leads to the fact that, acting as a teacher in relation to himself, the student begins to carry out his functions - motivates, regulates, controls and evaluates his educational activity at all its stages (analysis, design, implementation). Thus, the design of educational activities involves the correlation of near and far goals of the teaching, the distribution of time according to the stages of its implementation. At the same time, self-regulation of educational activity is manifested in the selection of its subject content, methods for solving educational problems, its organization in one form or another.
In recent years, in the practice of teaching, situations have been created in which the student plays various roles in activities jointly with other students and the teacher, thereby mastering managerial functions. For example, the formation of students' self-esteem, according to Sh. A. Amonashvili, goes through three stages: from the teacher's evaluative activity through the joint activity of students to the student's independent evaluative actions.
The evaluation activity of the teacher consists in stimulating the learning activity of students, correcting it, as well as demonstrating to students the standards of evaluation and its methods. It is still difficult for students to independently control and even more so evaluate themselves. Only after mastering the standards and methods of assessment, students can use them in their self-assessment. The most meaningful assessments are formed in the process of group learning activities, when the standards of assessment are accepted by students as social norms for value judgments. It is in such activities that students gain experience in monitoring and evaluation. There are various methods of organizing group assessment activities: the teacher can offer students to choose the best sample for completing the task, jointly discuss and determine the requirements for the story, organize a free discussion, etc.
In joint activities, students learn to act in different roles in relation to each other. In some cases, they act as reviewers who are instructed to review the exhibition of student work, in others, one of the students acts as the interviewee, and the rest ask him questions, and, conversely, one of the students plays the role of a teacher, asking the class questions and commenting on their answers. . Finally, students move on to self-evaluate their actions. Having mastered the criteria and standards of evaluation, the experience of evaluating activities, they evaluate themselves more adequately. Self-assessment is now aimed at realizing one's daily progress and understanding what tasks remain to be solved.
It is generally accepted that the main way of developing self-regulation and teaching self-government is the organization of independent work of students. However, not all independent work can be effective enough. In order for it to become full-fledged, its organization must implement the functions of managing educational activities.
I. A. Zimnyaya defines independent work as purposeful, internally motivated, structured by the subject himself in the totality of actions performed, controlled and corrected by him in terms of process and results. According to the criterion of self-regulation and self-government, the student's independent work is the highest form of learning activity.
The organization of independent work as a form of educational activity requires special training by the teacher in its methods, forms and content. The program of such training may include:
– diagnosing by the student of his cognitive need to expand, deepen the acquired knowledge;
– determination of one's own intellectual, personal and physical capabilities;
– determination of the purpose of independent educational work - immediate and distant (for what it is needed);
– independent choice by students of the object of study and its justification for themselves;
– development of a specific plan, long-term and immediate program of independent work;
– determination of forms and time of self-control.
Students who master the methods of organizing independent study work are called« autonomous», independent of outside help, and students whose methods of organizing independent study work are poorly developed or not developed at all, belong to« dependent» ( O. A. Konopkin, G. S. Prygin).
Students of the autonomous type see the main meaning of learning in acquiring the knowledge and professional skills they need. The criteria for the success of the exercise are not limited to the received estimates, although the requirements for them are quite high. These students believe that success in learning activities depends significantly on their personal qualities and efforts. They carefully monitor and evaluate their performance in each type of assignment.
Students of the dependent type can be represented by two subgroups. The students of the first subgroup, despite the low progress, assess their studies as successful and sufficient for themselves, and the students of the second subgroup - as unsuccessful. Students of the first subgroup agree to smaller results, if only not to make great efforts, not to encounter something unusual. They do not want to take on additional responsibility, since the current level of educational activity corresponds to their established criterion of success - passed exams, satisfactory grades. This is facilitated by the belief that a lot in testing knowledge depends on the case, on« luck».
Students of the second subgroup strive to get high grades, and many of them spend a lot of time and effort on this. However, they do not realize the dependence of academic success on their personal qualities, and therefore do not try to develop qualities and skills that contribute to the effectiveness of educational activities. Their activity gives the impression of unsystematic, situational, uncertain. They often ask for help and really need it; assistance should consist in a special pedagogical correction aimed at developing their basic skills and techniques of self-organization, self-regulation and self-management of educational activities.