Dynamics and Phenomenology of Internal position in Modern Primary School Students

Abstract

We present the history of the introduction to psychology of the concept of “internal position” and those methodological tasks for which it was requested. We define the internal position as an integrated dynamic system of meaning, motivational and voluntary regulation of human activity, which determines the choice of action in situations of uncertainty and struggle of motives. We analyzed current research of the internal position in school students, its features in modern children, its dynamics in primary school children. We show the importance of group sessions aimed at creating personal readiness for school, for the development of the internal position of a schoolchild. We describe a technique for diagnosing the internal position of a student to study the internal position in second graders, and provide the data on its validation. We discuss the results of studies of the internal position psychological functions and the dynamics of its development in modern younger students, conducted under the supervision of the author. We describe the types of the internal position in primary school children during the transition to high school. We show the dynamics of the internal position and its substantial changes during early school age.

Keywords

• internal position
• primary school students
• formation
• dynamics of development
• method of diagnosis