THE THEORETICAL ANALYSIS OF THE PROBLEMS OF PRIMARY SCHOOL AGE CHILDREN’S INTELLIGENCE DEVELOPMENT
Anastasiya Shsherbenyuk
Taras Shevchenko  National University of Kyiv
https://orcid.org/0000-0001-8506-9258
PDF 53-66 (Українська)

Keywords

theoretical analysis
developmental process
primary school age
intelligence
structure of intelligence

How to Cite

Shsherbenyuk, A. (2019). THE THEORETICAL ANALYSIS OF THE PROBLEMS OF PRIMARY SCHOOL AGE CHILDREN’S INTELLIGENCE DEVELOPMENT. PSYCHOLOGICAL JOURNAL, 5(4), 53-66. https://doi.org/10.31108/1.2019.5.4.4

Abstract

The article highlights the problems of primary school age children’s intelligence development. The author raises questions on the structure and processes of intellectual development of such children within the boundaries of the pedagogical psychology and shows that the psychological characteristic of intellectual development are inextricably linked with the general development of higher mental processes. The article discusses also the requirements of the "new Ukrainian school" concerning intellectual development.

The present problem is also topical because the classical theories (the theories of P.Ya.Galperin, L.S. Vygotsky, P.P. Blonskii) should be updated to correspond to the modern age psychology.

The article concludes that the theoretically analysed problem of primary school age children’s intelligence development provides grounds for methodological searches and further empirical research.

The holistic development of intelligence at the primary school age takes place in the following directions:

1) assimilation and active use of language as a means of thinking. This direction is related to the development of children's speech, its active use by solving various problems. It is important to teach children to think aloud, verbally reproduce thoughts and verbalize (express in words) the process and the results of solved tasks and exercises;

2) combination and mutual enrichment of all types of thinking: visually-effective, visual-figurative, verbal-logical. To this end, children are offered tasks that require both practical actions and the ability to manipulate images, concepts, and express judgments at the level of logical abstractions;

3) separation of the preparatory and executive phases of the task. At the preparatory phase, children analyze task conditions and produce a plan, which is implemented practically at the executive phase. At the same time, it is mandatory to check the results (Petrovsky, 1996). If any of these areas are difficult, problematic for a child, it means that the child’s intellectual development is one-sided.

Thus, the modern psychology considers the intelligence functions not only as a memory or thinking, but mainly as a factor in the internal activities, as the base of learning. The article proves that the learning process not only improves mental abilities and forms new intellectual qualities, but also restructures the intellectual sphere.

 

PDF 53-66 (Українська)

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