Topic: The significane of educational technologies in the developing of dialogic speech of general school pupils

1.2 Psychological and pedagogical characteristics of first-graders
This period is a relatively calming physical development. The brain does its own formation (physiological and mental). A change in a child’s relationship with others means that he or she has new rights and responsibilities. This age is valuable, first of all, for the formation of abilities in self-discipline and mental activity. It should be clearly stated that a distinctive feature of small school students is that it is an active cognitive activity.
Leadership is a learning process. The young student exercises a wide range of exercises “reflecting the school student’s inner position”. They demonstrate for what the child is learning. First graders say, “I want to go to school, at what age do I want to learn,” so it’s important that kids are interested in teachers in general.
But in addition to broad social aspirations, other reasons are steadily evolving:
Lying in the field of education (I want to learn - I get knowledge);
Reason related to the teaching process;
The goal of prosperity (for praise);
Large assets (to be the first);
Negative cause (avoidance of failure).
At the beginning of a young school age, all mental processes: Memory, speech, thinking, perception of imagination - have already developed a long weather. In order to educate children properly, it is very important to know about their characteristics of the diploma.
The perception of small school students is imperfect, because children generally differentiate without differentiating the subject, without analyzing their relationship without synthesis. According to J. Welje, the child wants to see everything at once. Weak cognitive differentiation in the school age distinguishes children, as well as preschoolers, according to many lively, challenging characteristics.
Improving children’s perception When it comes to developing a child’s disruptive activities, this means a significant, systematic study, based on the analysis and analysis of the most important features and structure of the holistic image.
Small school students need to be trained individually to more accurately analyze the quality of the facilities they receive.
As noted, L.F. Obukhov said, «Young teachers often underestimate the difficulties a child experiences in perceiving a new object. Children need to consider the object because the child needs to see it in advance. they have been produced for thousands of years; a child’s eye needs a pointer; you need to have visual material, you need to teach, you need to see. « By the end of the desired school age, there will be synthetic changes that reflect the synthesis of perceptual synthesis, allowing you to establish links between accepted elements.
At a young school age, like all other mental processes, memory undergoes significant changes due to a qualitative conversion of thinking. The essence of these changes is that the child’s memory gradually acquires arbitrary features that become consciously adjustable and mediated. Memory at this age becomes contemplation. Modification of the meremic function is necessary to significantly increase its requirements for its effectiveness and to perform the various molecular tasks that occur in learning activities. The child needs to remember a lot: to memorize the material, to be able to bring it closer to the text or in your own words. The child’s preferences for memorization affect his or her academic performance and ultimately his or her attitude toward learning and schooling. Bright, emotionally saturated information and events in his life are well developed in the young student. However, everything you need to memorize in school is fun and engaging, so emotional memory isn’t enough.
Memorization of neodinakov in young children in primary school classes and in students in grades 1-2 and 3-4 differs significantly. For younger school children, it’s easier to set up an installation, remembering to remember some help. Complications of learning tasks are simply remembered, which stops the justification and forces the child to strive for memory organization, which is a very frequent repetition. This method is often maintained throughout the entire period of school teaching.
This is because the child has not mastered the methods of semantic memorization, so that his logical memory is sufficiently formed.
The basis of logical memory is to use these ideas as a means of support, memorization. L.n.N. According to Tolstoy, only then did you realize that you had made an effort. «
The process of developing logical memory in a young student should be of a special order, because children of this age do not use methods of semantic revision of the material to memorize the tested repetition.
The plant is unstable, unstable due to the lack of neurophysiological mechanisms that attract the attention of schoolchildren. At school age, there have been significant changes in the development of attention, its characteristics are increasing: the amount of attention is developing rapidly, its stability is increasing, switching and distribution skills are developing. Well-developed features of attention and its organization are factors that directly determine learning success at a younger school age. Attention of a young student is one of the most common reasons for low development.
Mistakes by cultivating in writing and reading are the most insulting to children. Some children may twist letters or write with the wrong turn. Others can set or record one letter instead of another.
All of these situations are explained by the shortcomings of perception, visual - in one example, in the audience - in another.
Research by Soviet psychologists shows that in children, the child or child finds answers to the questions «why» and «why» and «why» and «why». Thinking is at a turning point in development. The passage of thought is formed visually - verbally - logically, conceptually.
An intensive process of developing a child’s motor functions at a young school age continues.
Complaining psychomotor developments are observed. The highest level of cortical organization of movements has been launched, which also creates the necessary conditions for the development of motor skills and mastery of objective manipulations.
Children significantly increase agility in shooting, climbing, sports activities. All this is undoubtedly important for the overall mental development of the child.

Motor development plays an important role in mastering skill skills, primarily lettering.

During this period, voluntarily switch to arbitrary and conscious behavior.
actively manage yourself;
build their activities in accordance with the goals;
act in accordance with your intentions.
But your ability to arbitrarily provide for a child is almost gradually formed in the high school age.
Thus, the acquisition of knowledge in the first grade requires observations, arbitrary memorization, organizational attention, general assessment, the ability to draw. In the youngest school age, there are significant changes in a child’s mental development: a qualitatively changing field changes, a complex system of relationships with the individual, peers, and adults is formed.³