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Analyzation of the Intellectual Development of Young Children

By now in psychology, there are different approaches to the definition of the concept of intellect. The study of the development of intellectual abilities of children of young children is, as a rule, carried out within the framework of the approach interpreting intellect as the system of all the cognitive abilities of the individual: sensations, perception, memory, etc.

It is generally believed that children with impaired analyzer activity, uneven and asynchronous intellectual and psychomotor development, and those whose intellectual capabilities are approaching the lower limit of the norm, are most prone to adaptation disorders. Normal school workloads and requirements for them are often redundant or unbearable.

At the same time, the junior school age contains a significant potential for the intellectual development of children. Younger schoolchildren distinguish color, shape, size of objects, their position in space, and can correctly name and depict the proposed forms and colors, as well as correlate objects by their size. However, the perception of children of this age is not yet perfect: first, the analysis of the perceived object and the isolation of individual elements in its structure cause considerable difficulties; secondly, the perception is closely related to the action (for the younger schoolchild to perceive the object means to do something with it, change it, take it, or touch it); thirdly, this property of perception, like generalization, is poorly developed in many children.

Despite the development of the ability to arbitrarily control their behavior, primary school children still have an involuntary focus. Everything new, unexpected, bright, and interesting attracts the attention of the children without any effort on their part. Children may miss the essential details and pay attention to the nonessential only because they attract attention.

In addition to the predominance of involuntary attention, the age peculiarity is also the relatively small stability of the given mental process in time. As a result, children cannot fulfill the task on time, lose the pace and rhythm of activity. In the younger school age, individual qualities of attention develop: stability, distribution, switchability, and attention.

Leading memory types are emotional and imaginative. Children quickly remember emotionally colored material. Despite the fact that emotional memory provides a fast and lasting memorization of information, it is not always possible to rely on its accuracy.

By now in psychology, there are different approaches to the definition of the concept of intellect. The study of the development of intellectual abilities of children of young children is, as a rule, carried out within the framework of the approach interpreting intellect as the system of all the cognitive abilities of the individual: sensations, perception, memory, etc.

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100005113
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CREATED ON
13 June 2017
COMPLETED ON
15 June 2017
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$15
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