Scholarly record

FORMING OF SELF-REGULATION OF PRIMARY SCHOOLCHILDREN IN THE EDUCATIONAL PROCESS

L. Bayborodova, O. Kusnetsoba, A. Cherniavskaia, V. Belkina, I. Kharisova

Abstract

The State educational standard has defined the requirements for the results of education in the level of Primary school, among which an important place is occupied by interdisciplinary (“meta-subject”) results that help children with the developing the ability to learn. Achievement of interdisciplinary results is possible only if students have sufficient level of self-regulation. Self-regulation means regulation one's own activities, including situations of choosing different ways of realizing one's activity, according to individual goals and tasks set, personality's characteristics, and so on. In order to create self-regulation of primary schoolchildren, it is necessary to create teaching and learning process which help them to be included in the training activities for the implementation of goal-setting, forecasting, planning, monitoring, evaluation and reflection activities. This article presents the static and dynamic models of the process of forming of self-regulation of primary schoolchildren (7-10 years old). The static model demonstrates the interconnection between the conceptual, content, organizational and analytical-output components of this activity. In the dynamic model stages, methods, and conditions of forming of self-regulation of primary schoolchildren in the course of training are designated. At each stage, the goal, results, and specific features of the use of pedagogical tools are defined. Approximately 231 pupils from 1 to 4 grades took part in experimental probation of the model of self-regulation’s development. Analysis of the results of experimental work showed the effectiveness of the pedagogical methods used to form self-regulation. It had been proved that to the process of forming of self-regulation impact such characteristics of educational activity as heterochronicity and unevenness, which is due to the periods of adaptation of schoolchildren, the peculiarities of the content of the primary school course, and the change in student motivation. The level of self-regulation of primary schoolchildren significantly influences to their achievement in the educational program and depends on the sexual and age characteristics.

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