The article is connected with theoretical analysis and empirical research of psychological peculiarities of hyperactive junior pupils.
The characteristics of types of violations of children of primary school age with hyperactivity syndrome are presented. Pupils Students with a lack of active attention: hard to keep an eye on; do not listen when somebody talk to them; with a great desire to take up the tasks, but never end it distracting on external stimuli; experiencing difficulties in self-organization; not collected, forgetful, things are often lost; avoid tasks that require mental effort; It is difficult to concentrate attention when performing tasks. Pupils with motor breakdown: always spinning; expressing signs of anxiety (knocking with your fingers, or can not sit comfortably in one place); sleeping much less than peers; enjoy talking a lot; too ruffled; not calm; They can not quietly, quietly play or do anything in their free time. Pupils are impulsive: answer without question; not able to wait their turn, often interrupt the interlocutor; poor focus; free behavior is poorly managed; when performing tasks behave in different ways and show unequal result.
It was found that the more pupils with hyperactivity syndrome are characterized by motor deflection. A high percentage of explored children have violations concerning the lack of active attention and impulsivity.
The basic psychological features of hyperactive children are characterized; It has been established that for hyperactive pupils there are quite frequent manifestations of nervousness, aggression, impatience, abrupt mood change, sensitivity to criticism or ignoring the comments of adults, etc.
The psychological features of children of the junior school age with hyperactivity syndrome are revealed, namely: inconsistent in the tasks performed; often diverted to third-party stimuli; prone to abrupt mood change; inattentive; unable to bring the matter to an end; find difficulties in self-organization; distraction; things are often lost; forgetful; impatient; Can not sit on the spot; shout; talkative; Excessive motor activity on breaks and lessons; aggressive; answer without listening to the question; do not wait for their turn; sensitive to criticism; interrupt the interlocutor; ignore adult comments; not able to control and regulate their actions; behavior is poorly managed, impulsive.
It is concluded that hyperactive children did not have a delay in intellectual development, but problems in education arose mainly due to insensitivity, inability to focus attention and bad memory. Having enough potential to learn the curriculum, these children are unwanted at school, classmates do not accept them. Hyperactive children often show cruelty to their peers, they are the culprits of conflicts, which leads to tense situations.
We see the prospect of further research on the problem of psychological peculiarities of hyperactive junior students in the development of complex correction and developmental methods for working with such children.
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