Project “Formation of self-regulation of emotional state in children of senior preschool age. Special translations
Psychological stress: development and overcoming Bodrov Vyacheslav Alekseevich
16.2. Formation of initial self-regulation skills
Mental self-regulation of tension and stress involves mastering some initial skills of relaxation and control of mental and vegetative-somatic functions. The relaxation process underlies the use of private techniques (methods) aimed at 1) calming - eliminating the emotional dominant; 2) restoration, reduction of severe functional disorders, excessive reactions; 3) stimulation of functional activity - increased tone, reactivity to verbal influences. For the mental regulation of a healthy person, several options for developing initial skills are used. The following are the most widely used.
Self-regulation of muscle tone. The purpose of this training is primarily to create a state of relaxation based on relaxation of the skeletal (striated) muscles. There are many different relaxation methods - these are autogenic training, and stimulus relaxation, and progressive muscle relaxation, and transcendental meditation, and hypnosis. It cannot be argued that any of these methods is the most effective and most preferable - much depends on the experience and nature of the indications for their use, the individual characteristics of the patient and other factors. However, the neuromuscular relaxation technique has one significant advantage - it is relatively simple and therefore very popular.
Scientifically substantiated relaxation techniques by E. Jacobson, who established the relationship between the nature of muscle tone and types of emotional arousal - anxiety, tension, fear, etc. He created a system of “progressive (“sequential”, active) neuromuscular relaxation,” the exercises of which are built according to the following scheme: at the first stage, relaxation of some muscles is learned and trained; on the second - based on the method of introspection, a person determines which muscle groups tense during certain negative emotions; at the third stage, the skills acquired during the first stage of training are combined with the results of self-observation and, thus, self-soothing is formed. According to the author, the method of “sequential relaxation” is most effective in overcoming emotional stress and eliminating the autonomic disorders caused by it.
The mechanism of regulation of muscle tone is based on the patterns of interaction between the sympathetic and parasympathetic nervous systems. The first of them is activated when we are awake and especially irritated, under the influence of extreme factors, which leads to increased heart rate, increased blood pressure, redistribution of blood, increased muscle rigidity (tension), etc. On the contrary, when we are calm or sleeping , the parasympathetic system dominates - heart rate and blood pressure decrease, breathing becomes shallow and rare, muscles relax. These two systems mutually suppress each other and are believed to carry out unconscious regulation of body functions. However, E. Jacobson suggested that a person can directly control the activity of these systems, that life activity can be subject to volitional regulation (for example, according to the yoga system) and for this he created a simple relaxation training program based on conscious control of the parasympathetic nervous system, responsible for relaxation.
However, J. Smith challenged the popular idea that relaxation is associated with a decrease in activation and that different relaxation methods are interchangeable and lead to identical results. He proposed that relaxation involves three cognitive processes: concentration, which is the ability to maintain attention on a particular stimulus for an extended period of time, "embedded" concentration, which is the ability to withdraw from goal-directed or rational activity and become absorbed in oneself, and receptivity, which is openness to new knowledge and experience. With the development of the relaxation process, cognitive structures that support these processes appear.
Ph. Rice points out that there are a number of things you need to do to successfully perform relaxation exercises. Firstly, favorable conditions for training are necessary - an isolated, clean, ventilated room, a comfortable chair or armchair, regularity and fixed training times, and perhaps the use of quiet, soothing music. Secondly, it is important to create a good mood and a sense of satisfaction. Thirdly, you should develop the senses and skills of concentration and relaxation, the ability to determine the state of muscle tension and relaxation. Fourth, avoid tension in order to achieve mastery in relaxation - this process should occur naturally, calmly and without haste. Fifthly, do not use any medications, especially drugs, to speed up the relaxation process. Sixth, do not be afraid of negative emotions during exercises - up to 40% of students experience anxiety, a feeling of loss of control over the situation and fear, which disappear when they reach a state of relaxation.
One of the options for this type of self-regulation is proposed by A.V. Alekseev’s method of “psychomuscular training”, the basis of which is a) the ability to relax muscles; b) the ability to imagine the content of self-hypnosis formulas as vividly as possible, with the utmost power of imagination, but without straining mentally; c) the ability to maintain attention on the chosen object, and also d) to influence oneself with the necessary verbal formulas.
According to A.G. Panova et al., V.L. Marischuk and V.I. Evdokimov, a number of principles and rules are common to all exercises for regulating muscle tone: 1) the task of the exercises is to realize and remember the feeling of a relaxed muscle in contrast to its tension; 2) each exercise consists of an initial tension phase and a subsequent relaxation phase; 3) the tension of a muscle or muscle group should increase smoothly, and the final relaxation should be carried out abruptly; 4) slow muscle tension is accompanied by a slow deep breath, and relaxation is synchronized with a free, full exhalation; 5) consolidation of the exercise can be performed in several stages throughout the day.
The process of learning self-regulation of muscle tone consists of three main stages: developing the skills of voluntary relaxation of individual muscle groups at rest; then complex skills of relaxation of the whole body or its individual parts are formed, first at rest, and then when performing any activity (reading, writing, etc.) and, finally, in the final stage, relaxation skills are formed in those life situations in which which need to remove or reduce the manifestations of acute affective experiences and mental tension. Training to relax the muscular system creates the prerequisites for mastering other self-regulation techniques, since the development of skills to control one’s sensations in a state of tension and relaxation is a prerequisite for the development of skills to manage mental functions.
Relaxation techniques can be used to reduce or eliminate adverse sensations and conditions associated with headaches, hypertension, insomnia, fear, situational anxiety, post-traumatic stress disorder, etc. N. Bruning and D. Frew believe that relaxation techniques should be used more widely as a way to reduce stress.
Self-regulation of breathing rhythm. It is well known that the rhythm, frequency and depth of breathing are not only associated with the regulation of the cardiovascular system, but also affect the state of the nervous system, and in particular, determine the degree of excitation of the nerve centers responsible for controlling muscle tone. That is why, and also due to the possibility of voluntary regulation of external respiration, special training in breathing control is an effective means of influencing the functional state. With strong excitement and emotional tension, breathing rhythm disturbances and delays are often observed. Deep and even, infrequent breathing has a calming effect, while frequent breathing provides a high level of activation of the body due to increased oxygen saturation of the blood and reflex effects from the receptors of the lungs and diaphragm.
The influence of breathing exercises on the emotional state and the ability to concentrate has been noted by many authors. With the help of rhythmic breathing, the trainee switches attention to his sensations and breathing movements, achieves emotional calm and normalization of the state of physiological and mental functions. The tranquilizing effect of breathing exercises is explained, in addition to the switching and distracting effect of rhythmic breathing, by the parasympathetic effect due to irritation of the endings of the vagus nerve, which are richly represented along the respiratory tract.
The physiological mechanism of the influence of breathing on the functional state of the body has been studied in sufficient detail. Breathing exercises in different rhythms massage the abdominal organs, eliminate hypoxia, normalize the state of the emotional-volitional sphere and attention, which determines the recommendation for its use in cases of emotional stress, sleep disorders, psychogenic breathing disorders, etc. Rhythmic forced breathing reduces the excitability of some nerves centers and promotes muscle relaxation. Many researchers recommend short inhalation and long exhalation as a tranquilizing technique and long inhalation and short exhalation as a mobilizing technique.
Breathing exercises are aimed, firstly, at developing the skills of free and rhythmic breathing and, secondly, at mastering self-hypnosis techniques in a breathing rhythm, in which a certain ratio of the duration of the inhalation and exhalation phases is maintained. Most of the techniques of breathing exercises for regulating the state are borrowed from the yoga system. Complexes of such exercises, supplemented and modified during practical use, are described in a number of works.
Ideomotor training. It is a technique of mentally “playing out” the upcoming activity, reproducing movements based on ideas about the program of specific actions (their sequence, duration, frequency). Ideomotor acts consist of a deep experience of movements imagined in the imagination. Ideomotor training is characterized by a mobilizing effect; its techniques train self-control, attention and will. L. Pikkenhayn defined ideomotor training as “a repeated process of intensive representation of movement, perceived as one’s own movement, which can contribute to the development, stabilization and correction of skills and accelerate their development in practical training.” Ideomotor training is based on experimental evidence of the similarity of a number of physiological indicators of the state of muscle tissue during real and imaginary movement.
An analysis of the psychophysiological mechanisms of regulation of ideomotor training processes was made in the monograph by A.B. Leonova and A.S. Kuznetsova. The authors note that “ideomotor training can be used both as an independent method of reducing muscle tone and achieving a state of relaxation, and as a method of mental self-programming in a state of relaxation. In the latter case, ideomotor training exercises are used against the background of a state of autogenic immersion in order to mentally practice certain motor programs for the upcoming activity.” The method of using ideomotor training in a state of relaxation is called “relaxideomotor training” and is successfully used in aviation practice to regulate unfavorable functional states.
Mastering the method of ideomotor training should be carried out in compliance with a number of fundamental provisions, the main ones of which are the following: 1) create an extremely accurate image of the movement performed mentally, and not the idea of movement “in general”; 2) the mental image of movement must necessarily be associated with its muscular-articular feeling; 3) when mentally imagining this or that movement, you need to accompany it with a verbal description, spoken in a whisper or mentally, etc.
In addition to the listed methods of mental self-regulation aimed at preventing and correcting states of psycho-emotional tension and stress, other methods outlined in the monograph by V.L. can be used for these purposes. Marischuk and V.I. Evdokimova. These include the following methods: 1) managing attention, its concentration, switching and stability; 2) creation of sensory images - sensations of warmth, heaviness and more complex ideas from life experience in combination with internal experiences of peace and relaxation; 3) self-control of the psycho-emotional state and its self-esteem; 4) reducing the feeling of fear and resolving (overcoming) specific fears; 5) normalization of sleep, etc.
From the book Cognitive Psychotherapy of Personality Disorders by Beck AaronSelecting Initial Interventions The wide range of problems and symptoms present in borderline clients poses the challenge of selecting initial targets for psychotherapeutic intervention, especially since one of the symptoms of this disorder is confusion with
From the book Psychological Safety: A Study Guide author Solomin Valery PavlovichMETHODS OF MENTAL SELF-REGULATION The fact that muscle activity is associated with the emotional sphere has been noticed for a long time. In colloquial speech, the expressions “petrified face” and “nervous trembling” are quite common. This is how muscle tension during negative emotions is characterized.
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From the book School of Dreams author Panov Alexey From the book Psychotherapy. Tutorial author Team of authors From the book Psychological Stress: Development and Overcoming author Bodrov Vyacheslav AlekseevichMaps of the initial wanderings...located in an unhealthy swampy area. The resettlement of a large number of people there at once undoubtedly improved its climate. Machiavelli's History of Florence What separates our daily lives from our living dreams? What separates
From the book Neuropsychological diagnostics and correction in childhood author Semenovich Anna VladimirovnaChapter 17. Methods of self-regulation From the point of view of M. M. Kabanov (1974), in the concept of medical prevention, three successive “steps” should be distinguished: primary - prevention in the proper sense of the word as preventing the occurrence of any violations and
From the author's book16.1. Method of mental self-regulation Mental self-regulation (PSR) is a process of self-government, the subject’s self-influence on his functional state and behavior. There are many interpretations of the concept “mental self-regulation”.
Mental self-regulation of tension and stress involves mastering some initial skills of relaxation and control of mental and vegetative-somatic functions. The relaxation process underlies the use of private techniques (methods) aimed at 1) calming - eliminating the emotional dominant; 2) restoration, reduction of severe functional disorders, excessive reactions; 3) stimulation of functional activity - increased tone, reactivity to verbal influences. For the mental regulation of a healthy person, several options for developing initial skills are used. The following are the most widely used.
Self-regulation of muscle tone. The purpose of this training is primarily to create a state of relaxation based on relaxation of the skeletal (striated) muscles. There are many different relaxation methods - these are autogenic training, and stimulus relaxation, and progressive muscle relaxation, and transcendental meditation, and hypnosis. It cannot be argued that any of these methods is the most effective and most preferable - much depends on the experience and nature of the indications for their use, the individual characteristics of the patient and other factors. However, the neuromuscular relaxation technique has one significant advantage - it is relatively simple and therefore very popular.
Scientifically substantiated relaxation techniques by E. Jacobson, who established the relationship between the nature of muscle tone and types of emotional arousal - anxiety, tension, fear, etc. He created a system of “progressive (“sequential”, active) neuromuscular relaxation,” the exercises of which are built according to the following scheme: at the first stage, relaxation of some muscles is learned and trained; on the second - based on the method of introspection, a person determines which muscle groups tense during certain negative emotions; at the third stage, the skills acquired during the first stage of training are combined with the results of self-observation and, thus, self-soothing is formed. According to the author, the method of “sequential relaxation” is most effective in overcoming emotional stress and eliminating the autonomic disorders caused by it.
The mechanism of regulation of muscle tone is based on the patterns of interaction between the sympathetic and parasympathetic nervous systems. The first of them is activated when we are awake and especially irritated, under the influence of extreme factors, which leads to increased heart rate, increased blood pressure, redistribution of blood, increased muscle rigidity (tension), etc. On the contrary, when we are calm or sleeping , the parasympathetic system dominates - heart rate and blood pressure decrease, breathing becomes shallow and rare, muscles relax. These two systems mutually suppress each other and are believed to carry out unconscious regulation of body functions. However, E. Jacobson suggested that a person can directly control the activity of these systems, that life activity can be subject to volitional regulation (for example, according to the yoga system) and for this he created a simple relaxation training program based on conscious control of the parasympathetic nervous system, responsible for relaxation.
However, J. Smith challenged the popular idea that relaxation is associated with a decrease in activation and that different relaxation methods are interchangeable and lead to identical results. He proposed that relaxation involves three cognitive processes: concentration, which is the ability to maintain attention on a particular stimulus for an extended period of time, "embedded" concentration, which is the ability to withdraw from goal-directed or rational activity and become absorbed in oneself, and receptivity, which is openness to new knowledge and experience. With the development of the relaxation process, cognitive structures that support these processes appear.
Ph. Rice points out that there are a number of things you need to do to successfully perform relaxation exercises. Firstly, favorable conditions for training are necessary - an isolated, clean, ventilated room, a comfortable chair or armchair, regularity and fixed training times, and perhaps the use of quiet, soothing music. Secondly, it is important to create a good mood and a sense of satisfaction. Thirdly, you should develop the senses and skills of concentration and relaxation, the ability to determine the state of muscle tension and relaxation. Fourth, avoid tension in order to achieve mastery in relaxation - this process should occur naturally, calmly and without haste. Fifthly, do not use any medications, especially drugs, to speed up the relaxation process. Sixth, do not be afraid of negative emotions during exercises - up to 40% of students experience anxiety, a feeling of loss of control over the situation and fear, which disappear when they reach a state of relaxation.
One of the options for this type of self-regulation is proposed by A.V. Alekseev’s method of “psychomuscular training”, the basis of which is a) the ability to relax muscles; b) the ability to imagine the content of self-hypnosis formulas as vividly as possible, with the utmost power of imagination, but without straining mentally; c) the ability to maintain attention on the chosen object, and also d) to influence oneself with the necessary verbal formulas.
According to A.G. Panova et al., V.L. Marischuk and V.I. Evdokimov, a number of principles and rules are common to all exercises for regulating muscle tone: 1) the task of the exercises is to realize and remember the feeling of a relaxed muscle in contrast to its tension; 2) each exercise consists of an initial tension phase and a subsequent relaxation phase; 3) the tension of a muscle or muscle group should increase smoothly, and the final relaxation should be carried out abruptly; 4) slow muscle tension is accompanied by a slow deep breath, and relaxation is synchronized with a free, full exhalation; 5) consolidation of the exercise can be performed in several stages throughout the day.
The process of learning self-regulation of muscle tone consists of three main stages: developing the skills of voluntary relaxation of individual muscle groups at rest; then complex skills of relaxation of the whole body or its individual parts are formed, first at rest, and then when performing any activity (reading, writing, etc.) and, finally, in the final stage, relaxation skills are formed in those life situations in which which need to remove or reduce the manifestations of acute affective experiences and mental tension. Training to relax the muscular system creates the prerequisites for mastering other self-regulation techniques, since the development of skills to control one’s sensations in a state of tension and relaxation is a prerequisite for the development of skills to manage mental functions.
Relaxation techniques can be used to reduce or eliminate adverse sensations and conditions associated with headaches, hypertension, insomnia, fear, situational anxiety, post-traumatic stress disorder, etc. N. Bruning and D. Frew believe that relaxation techniques should be used more widely as a way to reduce stress.
Self-regulation of breathing rhythm. It is well known that the rhythm, frequency and depth of breathing are not only associated with the regulation of the cardiovascular system, but also affect the state of the nervous system, and in particular, determine the degree of excitation of the nerve centers responsible for controlling muscle tone. That is why, and also due to the possibility of voluntary regulation of external respiration, special training in breathing control is an effective means of influencing the functional state. With strong excitement and emotional tension, breathing rhythm disturbances and delays are often observed. Deep and even, infrequent breathing has a calming effect, while frequent breathing provides a high level of activation of the body due to increased oxygen saturation of the blood and reflex effects from the receptors of the lungs and diaphragm.
The influence of breathing exercises on the emotional state and the ability to concentrate has been noted by many authors. With the help of rhythmic breathing, the trainee switches attention to his sensations and breathing movements, achieves emotional calm and normalization of the state of physiological and mental functions. The tranquilizing effect of breathing exercises is explained, in addition to the switching and distracting effect of rhythmic breathing, by the parasympathetic effect due to irritation of the endings of the vagus nerve, which are richly represented along the respiratory tract.
The physiological mechanism of the influence of breathing on the functional state of the body has been studied in sufficient detail. Breathing exercises in different rhythms massage the abdominal organs, eliminate hypoxia, normalize the state of the emotional-volitional sphere and attention, which determines the recommendation for its use in cases of emotional stress, sleep disorders, psychogenic breathing disorders, etc. Rhythmic forced breathing reduces the excitability of some nerves centers and promotes muscle relaxation. Many researchers recommend short inhalation and long exhalation as a tranquilizing technique and long inhalation and short exhalation as a mobilizing technique.
Breathing exercises are aimed, firstly, at developing the skills of free and rhythmic breathing and, secondly, at mastering self-hypnosis techniques in a breathing rhythm, in which a certain ratio of the duration of the inhalation and exhalation phases is maintained. Most of the techniques of breathing exercises for regulating the state are borrowed from the yoga system. Complexes of such exercises, supplemented and modified during practical use, are described in a number of works.
Ideomotor training. It is a technique of mentally “playing out” the upcoming activity, reproducing movements based on ideas about the program of specific actions (their sequence, duration, frequency). Ideomotor acts consist of a deep experience of movements imagined in the imagination. Ideomotor training is characterized by a mobilizing effect; its techniques train self-control, attention and will. L. Pikkenhayn defined ideomotor training as “a repeated process of intensive representation of movement, perceived as one’s own movement, which can contribute to the development, stabilization and correction of skills and accelerate their development in practical training.” Ideomotor training is based on experimental evidence of the similarity of a number of physiological indicators of the state of muscle tissue during real and imaginary movement.
An analysis of the psychophysiological mechanisms of regulation of ideomotor training processes was made in the monograph by A.B. Leonova and A.S. Kuznetsova. The authors note that “ideomotor training can be used both as an independent method of reducing muscle tone and achieving a state of relaxation, and as a method of mental self-programming in a state of relaxation. In the latter case, ideomotor training exercises are used against the background of a state of autogenic immersion in order to mentally practice certain motor programs for the upcoming activity.” The method of using ideomotor training in a state of relaxation is called “relaxideomotor training” and is successfully used in aviation practice to regulate unfavorable functional states.
Mastering the method of ideomotor training should be carried out in compliance with a number of fundamental provisions, the main ones of which are the following: 1) create an extremely accurate image of the movement performed mentally, and not the idea of movement “in general”; 2) the mental image of movement must necessarily be associated with its muscular-articular feeling; 3) when mentally imagining this or that movement, you need to accompany it with a verbal description, spoken in a whisper or mentally, etc.
In addition to the listed methods of mental self-regulation aimed at preventing and correcting states of psycho-emotional tension and stress, other methods outlined in the monograph by V.L. can be used for these purposes. Marischuk and V.I. Evdokimova. These include the following methods: 1) managing attention, its concentration, switching and stability; 2) creation of sensory images - sensations of warmth, heaviness and more complex ideas from life experience in combination with internal experiences of peace and relaxation; 3) self-control of the psycho-emotional state and its self-esteem; 4) reducing the feeling of fear and resolving (overcoming) specific fears; 5) normalization of sleep, etc.
Autogenic training
Autogenic training (AT) is an active method of psychotherapy, psychoprophylaxis and psychohygiene, which increases the ability to self-regulate initially involuntary body functions. This method is based on the use of self-hypnosis techniques to achieve deep degrees of autogenic immersion and the implementation of self-governing influences.
Autogenic training as an independent method was developed by the German psychotherapist I. Schultz. The main advantage of this method is its availability as an effective method of stress relief. However, it is difficult to use it to study the deeper aspects of the psyche, and advanced methods of autogenic training require professional training.
I. Schultz described AT as a method of treating neurotic patients, as well as patients with psychosomatic diseases. However, AT as a method of psychotherapy quickly became widespread and applied to healthy people who wanted to “regulate” their mental and physiological processes.
In our country, this method began to be actively introduced and developed from the early 60s of the 20th century thanks to the works of G.S. Belyaeva, S.S. Liebig, A.M. Svyadoshcha, A.G. Panova, A.S. Romain and many other researchers. The theoretical and methodological issues of AT are most fully covered in the monographs of G.S. Belyaeva et al., A.G. Panov and his colleagues, V.S. Lobzin and M.M. Reshetnikova, A.B. Leonova and A.S. Kuznetsova, V.L. Marischuk and V.I. Evdokimova, A.T. Filatova.
As noted by A.B. Leonov and A.S. Kuznetsova, “the mechanism of autogenic training is the formation of stable connections between verbal formulations (“self-orders”) and the occurrence of certain states in various psychophysiological systems.” The effectiveness of the formation of these connections depends on the success of using self-reflection techniques, skills in recreating figurative ideas and ideomotor acts, which determines the need for their preliminary development for subsequent use, for the prevention and correction of an altered functional state, and in particular, mental tension and psychological stress.
It is known that many physiological and psychophysiological functions are subject to more or less pronounced psychogenic influence, but the mechanisms of this influence have not yet been well studied. In neurophysiology and neuropsychology, the reality of mental (conscious) control of peripheral sensory information is well known, but the mechanisms of regulation of functions in the feedback system, including when using the method of autogenic training, have not yet been sufficiently studied.
What is attractive about the AT method is, first of all, its simplicity, combined with the pronounced effectiveness of the impact, which is manifested in the normalization of mental activity, the correction of disorders in the psycho-emotional and vegetative-somatic spheres, as well as the involvement of the subject (patient) in the process of regulating his condition and mental qualities of the individual and the training nature of the procedure. According to V.S. Lobzin and M.M. Reshetnikov, the self-regulation of emotional-vegetative functions achieved with the help of AT, optimization of the state of rest and activity, increasing the possibilities of realizing the psychophysiological reserves of the body and personality allow the method to be used not only in clinical practice, but also in the field of aviation and space medicine, in the training of athletes, education and professional adaptation of operator specialists whose activities are associated with exposure to extreme factors. The special place of AT among other methods of psychotherapy (for example, hypnotherapy) is also due to the fact that the subject using it is actively involved in the regulation process while fully maintaining initiative and self-control.
V.S. Lobzin and M.M. Reshetnikov believe that it is possible to identify five main sources with which AT is connected to one degree or another and on the basis of which it was formed as a modern method of psychotherapy and psychoprophylaxis - this is the practice of using self-hypnosis (European school); ancient Indian yoga system; studies of how people feel under hypnotic suggestion; psychophysiological studies of the neuromuscular component of emotions, as well as explanatory (rational) psychotherapy.
It should be recognized that in its origin, structure and mechanisms of action, AT is a synthetic method that combines the positive aspects of a number of psychotherapeutic techniques. In addition to the listed methodological directions, we can also mention methods of collective psychotherapy (effects of hetero- and mutual induction in a group) and conditioned reflex therapy (principles of functional training), developed by V.M. Bekhterev, G.D. Nechaev, S.S. Liebig, V.N. Myasishchev, K.I. Platonov, M.M. Kabanov, B.D. Karvasarsky and many others.
Neurophysiological and neuropsychological mechanisms of self-regulation, and in particular, AT, have not yet been sufficiently studied due to their complexity and dependence on numerous factors influencing and organizing the functional systems of the body and psyche. The most detailed analysis of this problem is presented in a number of works by domestic and foreign authors.
From the point of view of the theory and practice of AT, of great importance is the position that the action of a subthreshold stimulus, in some cases playing the role of an imperative suggestion, is better manifested in a state of passive relaxation of the patient.
The doctrine of the general adaptation syndrome is directly related both to the study of the mechanisms of self-regulation of the functional state under the influence of stress factors, and to the substantiation of methods of management (prevention, correction) of this condition. A characteristic feature of the development of this teaching was that, in general, the very concept of “stress”, in contrast to its original use (G. Selye), largely acquired a psychological character. Based on the analysis of various theoretical and experimental materials for studying stress, V.S. Lobzin and M.M. Reshetnikov make the following conclusion: “If it is indeed correctly established that a person is biologically (physiologically) not protected against the visceral consequences of emotional and psychosocial stress, this does not mean that there are no possibilities for adequate adaptation at all... Such adaptation is possible primarily on the basis of stimulation and optimal using the body's psychophysiological reserves, as well as increasing the ability for self-regulation, including initially involuntary functions. Not being able to eliminate or weaken the impact of a stress factor using the psychophysiological mechanisms of autogenic training, a person can purposefully adjust his reactions based on the principle of minimizing the consequences of this impact.” By helping to optimize the functional (mental) state of a person, AT allows not only to actively “tune in” to upcoming or expected stress, but thanks to the systematic exercise of sympathetic-parasympathetic (tensor-relaxing) functional systems, it provides an adaptive effect directly in the process of stress exposure. A significant influence on the magnitude and duration of this reaction can be exerted by cognitive reappraisal and rationalization of subjective experiences - if some negative psychogenic factor cannot be eliminated, then the attitude towards it should be changed and its individual significance reduced.
Considerable attention in research into the mechanisms of self-regulation is paid to the neurophysiological effects of relaxation and, in particular, verbal effects on physiological functions. A verbal signal or an image caused by this signal, when systematically repeated in the process of autogenic training, leads to the formation of conditioned verbal-visceral reactions that implement the training program. A significant role in this process is played by the formed connections between the functional state of the central nervous system and the tone of striated and smooth muscles. Active muscle relaxation, which is not only a trigger, but also, according to V.S. Lobzin, a basic element in the entire system of autogenic training, is accompanied by a weakening of the tone of striated and smooth muscles and a decrease in emotional tension.
During relaxation, there is a slight decrease in arterial blood pressure and heart rate, breathing becomes rarer and shallower, and with long-term use of the method, with the help of special exercises, the skills of purposeful volitional control of the activity of the heart are gradually formed. Under the influence of relaxation, suggestibility increases significantly, basal metabolism and blood oxygen saturation are normalized.
The neuropsychological effects of AT are associated mainly with the development of the ability to visualize images, improve memory function, increase auto-suggestibility, enhance the reflexive ability of consciousness, the ability to self-regulate voluntary functions and the formation of skills for the conscious control of some involuntary mental and physiological functions.
Autogenic training is used quite widely in clinical practice, sports, and professional activities. The positive effect of AT on the processes of restoring mental and physical performance, the ability to regulate the emotional state with its help and increase the efficiency of using the functional reserves of the body and psyche gives grounds to recommend it for use for the purposes of mental hygiene, psychoprophylaxis and psychocorrection.
The AT method has been widely used to regulate the condition of specialists whose activities are associated with increased neuro-emotional (mental) tension and stress due to exposure to extreme environmental factors, high complexity and responsibility of work tasks for pilots (V.L. Marishchuk, L.P. . Grimak, M.M. Reshetnikov, D.I. Shpachenko, V.M. Zvonikov, etc.), cosmonauts (L.P. Grimak, Yu.F. Isaulov, etc.), divers (A.M. Svyadosch , Yu.B. Shumilov) and some other specialists.
Thus, in the studies of M.M. Reshetnikov on the longitudinal use of autogenic training and special methods of mental hygiene and psychocorrection in healthy people made it possible to identify significant changes in some individual psychological characteristics in people who regularly use this method. In particular, their irritability and anxiety decreased, sleep and well-being improved, there was a decrease in general neuroticism of the individual and an increase in determination and self-confidence, which contributed to improved social adaptation and the ability to psychophysiological mobilization. The use of clinical and psychological research methods has shown that individuals who show conscious motivation to master autogenic training have significantly higher (but in 92% of cases not exceeding the normal limit) scores on scales 2, 4, 7 and 8 of the SMPI (adapted version of the MMPI) , on the Eysenck neuroticism scale, on the Spielberger-Hanin reactive (situational) and personal anxiety scales, and lower scores on scales C, E and H of R. Cattell’s 16-factor personality questionnaire.
Studies have shown that AT helps to increase emotional stability, stabilize mood and behavioral reactions, normalize sleep, develop self-confidence, reduce anxiety, internal tension, improve social adaptation and sociability, develop the ability and mobilize the psychophysiological reserves of the body and psyche. When using ideomotor exercises based on AT, a significant improvement in the function of motor memory was revealed, which increased the efficiency of mastering complex types of operator activities.
Short-term rest in a state of autogenic relaxation leads to rapid restoration of strength and reduces the development of fatigue during significant physical exertion. The effects of heaviness that arise during autogenic relaxation, followed by a feeling of weightlessness of the body, “floating,” make it possible to actively use the method in simulating human activity in conditions of hyper- and hypogravity.
Despite the abundance of experimental facts about the patterns of formation of autogenic training skills, the effects of its use in various fields of medicine and psychology, the role of individual psychological and physiological structures of the body and personality in the processes of self-regulation, there are still many unresolved questions about the essence of the mechanism of autogenic influence. As noted by V.S. Lobzin and M.M. Reshetnikov, numerous studies have shown that “suggestion and self-hypnosis can be implemented at the behavioral level, at the functional level (expressed in changes in heart rate, breathing, etc.), at the procedural psychological level (the experiments of V.L. Raikov and L.P. Grimak on stimulation of abilities) and at the level of tissue reactions." The mechanisms of all these reactions have not yet been sufficiently studied. However, the authors draw attention to the fact that “the human psyche is subject to the laws of homeostatic regulation and stabilization of its state is ensured by both conscious, targeted influence and unconscious mechanisms” [ibid.].
The practical application of auto-training is based on completing a training course, the main task of which is to develop skills of self-influence mainly on the emotional-vegetative and muscular sphere. These goals are primarily served by exercises for muscle relaxation and inducing a feeling of warmth in the limbs with subsequent generalization of sensations. One of the options for such a course was proposed by V.S. Lobzin and M.M. Reshetnikov and includes a set of exercises to calm down, achieve trained muscle relaxation (variants of self-hypnosis of feelings of heaviness and ideomotor relaxation exercises), inducing sensations of warmth in the limbs, in the solar plexus, mastering the regulation of the rhythm and frequency of breathing, as well as the rhythm and frequency of cardiac activity, which contribute to the overall strengthening of the emotional-volitional sphere. A similar version of the complex is also presented in the work of C. Aldwin.
Meditation
Modern methods of self-regulation outlined earlier are based on certain scientific research. However, in order to achieve the effects of relaxation and control of the functional state, in particular, to prevent the occurrence of anxiety, stress or reduce their effects, it is worth turning to the experience of using ancient traditions of managing the state of the body and psyche for these purposes. The most famous tradition of yoga is deep meditation, which originated in ancient India.
Long-term observations and studies of this religious, philosophical teaching have changed our ideas about the interaction of the psyche and body. This was facilitated by sensational reports about gurus who can reduce the heart rate until cardiac activity completely stops, control blood flow and withstand different body temperatures, hold their breath for a long time, and endure the effects of various extreme factors calmly and without consequences.
In ancient Hindu society meditation(from Latin meditatio - reflection) was considered as a way of concentration, spiritual enlightenment, separation from the world of illusions. Meditation is a mental action aimed at bringing the human psyche into a state of deep concentration. Psychologically, meditation is associated with the elimination of extreme emotional manifestations and a decrease in reactivity. Meditation techniques have different forms depending on the cultural and historical environment and traditions - the Christian type of meditation, Taoism in China, the psychoanalytic, psychotherapeutic type, the Hindu type of meditation, represented by all forms of yoga.
Yoga- the most famous system that combines different methods of meditation. The founder of the yoga system is the ancient Indian philosopher Patanjali (approximately 2nd century BC - 2nd century AD), author of the Yoga Sutras.
The Yoga Sutra reflects the philosophy of yoga - a strict ethical and moral code of conduct, physical and mental development, and improvement.
Practical yoga is an eight-step path that begins with teaching ethics: 1) prohibition of antisocial and self-centered behavior; 2) guaranteed, habitual positive behavior; 3) study of poses (asanas), 4) breathing control (pranayamas); 5) rejection of the illusions of sensory perception (pratyahara).
Physical training of posture and breathing is described by Hatha Yoga. Breathing exercises involve learning how to inhale, hold your breath, and control your exhalation. With the help of these exercises a person can control the body and mental activity. Such control over the psyche is ensured by 6) meditation (dharana), 7) detached observation, contemplation (dhvana), 8) solitude (samadhi). The goal of a yogi's life is to restructure consciousness to manifest creative energy and liberate himself from the shackles of unconscious desires and limited feelings.
While philosophers have turned to yoga for many centuries, scientific interest in the evidence of amazing changes in the body and psyche under the influence of a set of exercises arose in the 1950s, when researchers decided to test these facts. At the beginning of 1957, M. Wenger and B. Pagchi tested the evidence of conscious control of autonomic functions during yoga meditation. In a study of a group of 45 yogis, they noted control of body temperature, conscious control of cardiac activity, an increase in systolic blood pressure and a decrease in skin resistance. They concluded that the yogi controls the work of the heart through control of the muscles and breathing. Subsequent studies by E. Green et al. confirmed this conclusion.
M. Wenger and B. Pabchi also attempted to measure sympathetic nervous system activation in novice and experienced yoga practitioners. The school of yoga has maintained for centuries that the practice of meditation has a positive effect on both the mental and physical state of the yogi. If this statement is true, the researchers concluded, then it should be accompanied by a decrease in the activity of the sympathetic nervous system. However, they found that subjects in the yogi group had higher sympathetic nervous system activity during meditation than the control group. This observation was not consistent with the evidence for the effects of meditation on reducing the stress response.
Studies of electrical activity in the brain have shown an increase in the alpha rhythm during meditation.
In the 1960s, Mantra Yoga was adapted for Western perception - the birth of transcendental meditation(TM), that is, meditation, the essence of which is not explained by present experience, going beyond the limits of existing knowledge about this process. Maharishi Mahesh, the founder of TM, excluded elements of traditional yoga methods that were unimportant, in his opinion, and deprived TM of theological significance, making it a completely secular method. He and his associates took steps to separate TM from hypnosis, autosuggestion, or other popular techniques of the day.
The practice of TM is quite simple, although the formal preparation ceremony seems mysterious and complex. Typically, TM involves three stages: first, information about the method is given, then detailed training in the practical procedure, at the final stage, an initiation rite is carried out, encouraging independent action, and the leader helps the students choose their personal mantra, a secret key word that no one should know. From this moment on, the person performs TM alone.
The general principles of TM are as follows: 1) you should practice for about 20–30 minutes twice a day, preferably before breakfast and dinner; 2) during meditation, a person sits on a bed or on the floor, placing a pillow under him; The “lotus” position, “physical balance”, is preferable - it promotes the greatest relaxation; 3) the exercise is to free yourself from distracting influences - during meditation, they usually close their eyes and continuously repeat (to themselves, not out loud) the mantra. The purpose of this mental concentration is to bring consciousness under control, that is, to prevent thoughts about anything extraneous, ordinary, and to distract from any everyday interests. Thus, the use of mantra is similar to the visual concentration used in other techniques.
Transcendental meditation soon after its introduction became a subject of scientific study. R. Wallace and H. Benson used in their research methods of continuous recording of blood pressure, heart rate, body temperature, electrodermal resistance, electroencephalogram, oxygen consumption and carbon dioxide content in exhaled air, and blood sugar levels. They observed 36 subjects who practiced TM from 1 month to 9 years. After a short period of adaptation to the research situation, data was taken from each subject before, during and after 20-30 minutes of meditation. The results showed a reduction in oxygen consumption, a decrease in blood sugar, an increase in skin resistance and an increase in the alpha rhythm of the EEG.
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Rosina Natalya Leonidovna. Formation of self-regulation in younger 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 schoolchildren
in educational activities 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 junior schoolchildren in educational psychology 15
1.2. Statement of the problem. Hypotheses, tasks, methods,
main stages of the study 42
CHAPTER II. Experimental study of the features of the formation of self-regulation in educational activities among junior schoolchildren 57
P.I. Objectives, methodology and results of the first stage
ascertaining experiment 57
II.2. Objectives, methodology and results of the second stage
ascertaining experiment 60
Chapter 83 Conclusions
CHAPTER III. Formation of self-regulation in younger schoolchildren
in conditions of specially organized training 85
III. 1. Objectives and methodology of the formative experiment 85
Sh.2. Comparative results of ascertaining and formative experiments. Evaluation of the effectiveness of the formative experiment program 100
Chapter 113 Conclusions
CONCLUSION 115
LITERATURE
APPLICATIONS 132
Introduction to the work
The new education paradigm, defining the transition to a personality-oriented model, emphasizes the priority of the tasks of timely implementation and development of the student’s personal potential and his abilities to assimilate knowledge. The tasks of humanization and individualization of the learning process require mandatory consideration of the individual characteristics of each child, the creation of full-fledged conditions for his personal development, and formation as 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 learning.
Among the positive potential opportunities for mental development at primary school age, an important role belongs to the formation in children of the ability to self-regulation, the most important component of the overall ability to learn. The urgent needs of school practice in ensuring students’ 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, and the search for new pedagogical technologies in this direction.
Psychological science, having turned to the study of self-regulation relatively recently, now 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. Rubinstein, B.G. Ananyev and others); complexity, integrativeness 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. Wenger, A-V. Zakharova, I.I. Kondratyeva, AKhMarkova , D.B. Elkonin and others); special roles
organization of educational activities in its formation (V.V. Davydov, AKhMarkova, 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 children’s general ability to learn (B.G. Ananyev, Z.I. Kalmykova, N.A. Menchinskaya, S.L. Rubinshtein, U.V. Ulienkova, I.S. Yakimanskaya and others).
The most researched area at present is the study of self-control as a psychological mechanism of self-regulation (L.V. Bertsfai, E.A. Bugrimenko, L.A. Zaporozhets, G.P. Maksimova, K.P. Maltseva, A.K. Markova, K.N. Polivanova, D.B. Elkonin and others).
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-related potential of a preschool child as a subject of educational activity (U.V. Ulienkova, E.B. Aksenova and others) confirm the legitimacy of the search for optimal conditions for its development in the educational activities of younger children schoolchildren, especially since there is very little special research in this area. The study of a junior schoolchild 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 formation of a “new level of regulation of activity” (L.S. Vygotsky, L.A. Wenger, N.N. Poddyakov, D.B. Elkonin and others).
The idea of social conditioning of specifically human mental properties, which include 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, going through a long path of development, depends immeasurably more on the environment than on natural inclinations.
In development of the theoretical paradigm of L.S. Vygotsky, a number of studies have been carried out in Russian psychology, proving that targeted influence on the development of mental processes and the child’s personality is especially effective within the framework of leading activities. Leading activity makes it possible to implement the principle of advanced learning, which, according to L.S. Vygotsky, should go ahead of development, anticipating and bringing closer the immediate prospects for the mental and 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 the internal prerequisites, and 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 ability: as the most important component of the general ability to learn, 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 differentiate 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 (indicative-motivational, operational and evaluative-control).
In other words, the actions of control and evaluation lie at the foundation of 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 evaluative actions, their transformation into psychological mechanisms of regulation, it is necessary, as not indicated
which researchers, so that these activities become a special task for students. This requires a specific organization of the learning process as a developmental one, the implementation in the practice of school education of new means that expand the possibilities of the child’s mental development, leading to 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 processes of awareness of their mental capabilities, the development of motivational readiness to improve educational activities.
The student’s awareness of his own regulatory 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 development in younger schoolchildren and by what means can it be ensured - this is not a complete list of issues that require special study.
The problem of children's awareness of their own capabilities for regulating activity is a new problem in the study of the primary school student as a subject of this activity. Its formulation and research involve the development of methodological approaches, selection and determination of the content of the initial psychological concepts that define the boundaries of the study, and technological means for solving the assigned problems.
To formulate the main problem of our dissertation research, define initial concepts, build hypotheses, formulate specific tasks, and select methods, we were required, first of all, to specially comprehend the data contained in psychological research.
We have seen that many authors in one way or another touch upon the area of child mental development that interests us in connection with the study of related problems. This is largely due to the fact that the peculiarities of the formation of self-regulation in activity largely express the specifics of the formation of the individual as its subject (B.G. Ananyev, A.V. Brushlinsky, V.V. Davydov, N.A. Menchiiskaya, U.V. Ulienkova , I.S. Yakimanskaya and others).
We find scientifically based approaches to the diagnosis and formation of self-regulation as a personal quality, as the most important general ability to learn, in the studies of U.V. Ulyenkova in relation to older preschoolers. As for schoolchildren, we have not encountered any special psychological work in the area of interest to us. The problem of children’s awareness of their own capabilities in the process of self-regulation has not been specifically studied, despite the fact that most researchers (L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov,
Z.I. Kalmykova, N.A. Menchinskaya, U.V. Ulienkova 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 its lack of scientific development, make it urgent.
The purpose of our dissertation research: to study the psychological specifics and general possibilities of developing the sphere of conscious self-regulation of educational activity in primary schoolchildren.
Object of study: the sphere of self-regulation of educational (intellectual) activity among junior schoolchildren in the conditions of traditional and specially organized education
Subject of research: development of a psychological program for differentiated and individualized diagnostics of the formation of conscious self-regulation in children, as a component of 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 capabilities for self-regulation in educational activities at primary school age is the basic basis for its formation. It is determined to varying degrees by conscious actions of self-control corresponding to the structural stages of activity (indicative-motivational, operational, evaluative-control).
Levels of awareness of self-control actions collectively determine the child’s level of awareness of his own self-regulation capabilities, and, therefore, can help 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 actions of self-control 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 development of this most important ability.
The formation of conscious self-regulation in children must be carried out at a relatively early stage, in particular at the beginning of schooling, but with a special organization of their educational activities, taking into account the current 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. To determine conceptual approaches to the development of programs for the study and formation of self-regulation in educational activities among primary schoolchildren.
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 education.
4. Develop and test in specially created pedagogical conditions a program for developing conscious self-regulation in children, 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 activities in younger schoolchildren 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 development of the child’s psyche and the role of the subjective factor in this process. Of great importance in the development of the theoretical foundations of the study, its organization, and the conduct of various types of experiments were the 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 gradual formation of mental actions and concepts P .Ya.Galperina.
Great help in understanding the role of the subjective factor in mental development was provided by the works of S.L. Rubinstein, as well as studies developing the concept of educational activity (V.V. Davydov, AKHMarkova, V.V. Repkin, D.B. Elkonin and others).
The works of domestic psychologists who are developing the concept of general learning
sti (B.G. Ananyev, Z.I. Kalmykova, N.A. Menchinskaya, U.V. Ulienkova, I.S. Yakimanskaya and others).
Research methods. Our research program 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 the dissertation work; theoretical modeling of a program for studying self-regulation in educational activities in children 7-8 years old (ascertaining experiment); theoretical and applied modeling of the formative experiment program.
The validity and reliability of the research results was ensured by theoretical principles, the use of a set of methods adequate to the subject and objectives of the study, and 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 primary schoolchildren - have been identified;
For the first time, an attempt was made to identify the characteristic features of the formation of self-regulation in the educational activities of first-graders 7-8 years old at the beginning of school;
For the first time, as a special subject of research, the peculiarities of younger schoolchildren’s awareness of their own self-regulation capabilities (self-control actions at the main stages of educational activity) were studied, as a unique form of manifestation of their subjective activity in this activity;
Evidence has been collected and systematized, illustrating individual and individual-typical actual and potential features of self-regulation awareness in the educational activities of 7-8 year olds
children in the absence of targeted pedagogical formation;
A model of a comprehensive program for the step-by-step formation of conscious self-regulation in younger schoolchildren through educational-type classes has been developed, specific enough to be used in the practice of working with primary schoolchildren;
As a result of testing the formative program developed in the study, the most important theoretical provisions of pedagogical psychology about 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 regulating educational actions into the arsenal of personal forms through the processes of children’s awareness of their own regulatory capabilities, through the formation 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 to self-regulate in first-graders aged 7-8 years during the learning process, helping to bring students to the levels of optimally realized age-related capabilities;
The general capabilities of 7-8 year old students in the formation of conscious self-regulation as a general ability to learn in specially created conditions at the beginning of schooling have been 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 primary schoolchildren 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 for teaching staff.
Approbation of the work: The main ideas and results of the study were reported and discussed at: city and regional scientific and practical conferences (1995-1997) in Kirov; regional scientific and practical conference of teachers of pedagogical universities and teacher training colleges on the problem of new technologies in the system of training future teachers (Nizhny Novgorod, Nizhny Novgorod State Pedagogical University, 1997); international scientific conference on problems of norms of human communication (Nizhny Novgorod, Nizhny Novgorod State Linguistic University, 1997); scientific and methodological seminars and conferences (1995-1997), organized by the Center for Psychology of the Institute of Advanced Training for 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 primary school teachers at school No. 27 in Kirov.
PROVISIONS FOR PROTECTION:
1. The formation of conscious self-regulation in a child of primary school age is the most important condition for his development as a subject of educational activity.
2. The ability for self-regulation, as a specific form of subjective activity of a schoolchild, 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. Junior schoolchildren, as many researchers note, are for the most part children with insufficiently realized potential for subjectivity (activity and independence), which is due, on the one hand, to the characteristics of their age, and on the other, to the lack of qualified
pedagogical management of its formation. It is natural to assume that in personal terms, in particular in the formation of conscious self-regulation, younger schoolchildren naturally demonstrate unrealized age-related potential.
4. Criteria-based diagnostic techniques developed and used in the study have objective scientific significance and can be used in practical work with children in order to identify individual current characteristics and potential capabilities of children in the emerging field of intellectual self-regulation.
5. The criterion-oriented methods developed in the study, to a certain extent, concretize, in our opinion, the theoretical premises embedded in the concept of general learning ability, regarding the psychological mechanisms of the transition of the means and methods of activity regulation mastered by children into the arsenal of personal forms: they allow us to “see” 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 specific manifestations of self-regulation in educational activities among primary schoolchildren made it possible to obtain valuable information about the qualitative uniqueness of this sphere of the psyche, and to predict psychological and pedagogical conditions that contribute to the effective realization of children’s potential in the formation of this most important ability.
7. Testing of the program we have developed 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 primary schoolchildren, but only if they have 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
literature, bibliography /182 titles, including 9 in a foreign language/ and appendices.
The introduction substantiates the relevance of the research problem, defines its purpose, object, subject, formulates hypotheses, tasks, provisions submitted for defense, characterizes the methods, the novelty of the results obtained, their theoretical and practical significance.
The first chapter is devoted to an 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 schoolchildren. It examines theoretical and methodological approaches to the problem of the genesis of self-regulation, the specifics of its manifestation in preschoolers and primary schoolchildren, and the possibility of formation in the conditions of specially organized training. In this chapter, the main research problem is formulated and justified, tasks are set, and the scientific apparatus for solving them is determined.
In the second chapter, the objectives are formulated and the methodology of the ascertaining experiment is described, the experimental data obtained on the characteristics of self-regulation awareness in primary school age subjects in comparison with the age standard are discussed, and conclusions are drawn 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 schoolchildren in specially created conditions of educational activity, as well as the objectives and methodology of the control ascertaining section. The chapter presents comparative results of the formative and final ascertaining experiments, and draws conclusions about the general possibilities of developing awareness of self-regulation in primary schoolchildren in the initial stages of education and in specially created pedagogical conditions.
In conclusion, conclusions are drawn about the implementation of the objectives set in the study, about the correspondence of the goals and hypotheses to the actual data obtained, and the effectiveness of the study is assessed.
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