Проблеми сучасної психології (Apr 2022)
Psychological Ways of Developing Pupils’ Attention at Primary School
Abstract
The purpose of the empirical research is: to study the individual characteristics of stability and concentration of random attention of pupils from primary school of the 1st and the 2d forms, the specifics of its development depending on the organization of training at English lessons, especially in the dynamics during the school year. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The methods of observation, interview and conducting an ascertaining research are used as experimental methods. The participants of our research were 140 pupils from primary school of the 1st and the 2d forms of Kyiv schools (Ukraine). The experiment lasted during 2020-2021 years. In the experiment we used experimental methods "Search for numbers", "Study of concentration", "Study of attention span", "Study of stability of attention", "Proofreading (Bourdon test)", "Schulte tables", the method of "Assessment of switching attention", Schulte-Gorbov's method "Red and Black Table", K.K. Platonov's method "Arab-Roman tables". The results of the research. The significant individual differences in the stability of attention are confirmed to be ones which are conditioned by the peculiarities of the structure of attention. Experimental data obtained by us suggest that there is a relationship between the stability of voluntary attention with individual psychological characteristics of pupils from junior school (their attitude to learning, the interest to certain subjects, emotional and volitional qualities, temperament, mental states). It was proved that the appraisal can also have a negative impact on the effectiveness of voluntary attention. The experimental study of the stability of attention on the material of the English language shows that insufficient awareness of social and, sometimes personal significance of learning, uncertainty in their knowledge of Grammar, poor spelling skills, ignorance and non-compliance with a certain system of mental actions were the reasons for reducing the stability of the attention of children of primary school when writing a dictionary dictation with comments in terms of evaluating their activities. Also our researches show that in primary school age the range of individual differences in the deve lopment of volume, switching and stability of attention is significantly expanded, and in relations to the distribution of attention, on the contrary, it is slight. Conclusions. It is proved that the primary school age is a period of formation of various types of educational activity, mental activity of children, to master them pupils have to be well prepared. It has been experimentally proved that a high level of the development of attention characteristics has a positive effect on learning success. We have found that there is a direct relationship between the level of the development of voluntary attention, the performance and individual motor pace of pupils. The results of experiments showed that children with a high level of attention development had success in all subjects. This success directly depended on the individual pace of psychomotor activity. The more higher the pace is, the better the children learn with well-developed attention span. Pupils with a low level of attention development have individual motor pace which is not directly related to their success. According to our research, under conditions of relatively there is low individual motor pace and low level of attention development. Constant attention training can somewhat stabilize the individual pace. In turn, a high level of the development of attention is a condition for the transformation of individual motor pace into a source of increasing learning success. So, we concluded that there was also a clear link between success of pupils from primary school and indicators of stability of attention. We'll say that the indicators of volatile attention, which we have allocated in our experiments, can predict the success of children in six months.
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