Statement of intent literature review procedures and process

LITERATURE REVIEW

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   PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF TEACHING ENGLISH FOR 4 GRADERS
   

The initial stage of education is one of the most important stages in the life of any child, it is during this period that his or her personality is formed, the identification and development of abilities, mastering the elements of the culture of speech and behavior. Modern school assumes learning English from the second or even first grade, which confirms the importance and necessity of a foreign language as a subject of study.
The immediate task of teaching a foreign language, as is known, is the formation of communicative competence in unity with the education of respect for the cultural traditions of different peoples and readiness for intercultural cooperation (Y.P. Azarova, 1985; 14). It is quite obvious that the earlier you start this process, the more opportunities there are to achieve high results. The primary school age (from 6-7 to 9-10 years) is determined by an important external circumstance in the life of a child - admission to school.
From the point of view of physiological changes, the nervous system improves in children at primary school age, the functions of the cerebral hemispheres develop intensively and the analytical and synthetic functions of the cortex are improved.
The fourth year of study completes the first stage of the child's school life. At this time, the formation of the main neoplasms of primary school age ends in children. Most children already have an individual style of academic work, which manifests itself not only in the general approach to completing educational tasks, but also in the use of various educational skills by schoolchildren. So, for example, some start lessons immediately after coming home from school, others require rest. Someone is quickly and easily involved in the work, and someone needs a preparatory period (Bozhovich, 2008; 15).
Younger schoolchildren develop unevenly due to the peculiarities of temperament, the type of nervous system, health, family situation and the specifics of family education. Possession of productive methods of academic work means that a pupil has acquired the ability to learn: he or she is able to qualitatively assimilate the proposed knowledge and, if necessary, extract them independently.
In fourth graders, the arbitrariness of cognitive processes is formed: attention and memory. The most important neoplasm is cognitive reflection as the ability to understand the causes of educational successes and failures. Personal reflection develops, the child gradually begins to recognize and differentiate his personal qualities.
At the end of primary school age, pupils show individual differences: psychologists distinguish three types of children during this period. So, there is a group of "theorists" or "thinkers" who easily solve educational tasks in verbal terms, "practitioners" who need to rely on visibility and practical actions, and "artists" with vivid imaginative thinking (Dubrovina, 2001; 17). Thus, we see that there are children who better assimilate the material based on graphic images (drawings, diagrams, etc.), and there are children, those who prefer a verbal explanation. Most children have the relative balance between different types of thinking. One child begins to do homework with difficult academic subjects, the other, on the contrary, with easy ones.
The perception of younger schoolchildren is characterized by instability and disorganization, but at the same time sharpness and freshness, "contemplative curiosity."
Thinking in primary school children develops from emotional-figurative to abstract-logical. "Children think in shapes, colors, sounds, sensations in general," K.D. Ushinsky reminded the teachers (Ushinsky, 2004; 24). L.S. Vygotsky noted that a child enters school age with a relatively weak function of intelligence, but during training, intelligence develops more intensively than at any other time (Vygotsky, 1997; 16).
By the fourth grade, the majority of schoolchildren have a differentiation of educational interests, a different attitude to academic subjects: I like some disciplines more, others less. The preference for certain academic subjects is largely related to the individual inclinations and abilities of the child: someone likes mathematics, someone has clearly manifested linguistic abilities.
Communication becomes more mature. If we talk about communicating with adults, then it should be borne in mind that at this time there should be a differentiation of significant figures as ordinary people. The beginning of the differentiation process is the desire of the child to notice and discuss the advantages and disadvantages of the teacher, the end is the ability to compare your teacher with other teachers and parents.
According to E.P. Ilyin, by the 4^th grade the motivation to study decreases, compared with students in grades 1-2 (Ilyin, 2002; 18). Such shifts in the motivational sphere occur, as L.I. Bozhovich suggests, because the cognitive need is not satisfied students, and this is due to the methodology of their training, in particular, with an excessive number of exercises aimed at developing skills (Bozhovich, 2008; 15 ). As a result, memory is overloaded and intelligence is not used enough.
I.V. Shapovalenko notes that this period of study is marked by a deep motivational crisis, which manifests itself in a negative attitude towards the school as a whole and to the obligation to attend it, unwillingness to perform educational tasks, conflicts with teachers (Shapovalenko, 2005; 25). The less successful a child is in learning activities, the more painful it is perceived by them.
The role of the teacher in encouraging learning activities is decreasing due to a decrease in his authority. This is also due to the increase in independence of schoolchildren, and their greater orientation to the opinion of classmates. This is how the preparation of the student's psyche for the transition to younger adolescence, where peers become more important than the surrounding adults. Accordingly, the opinion of peers becomes more important than the opinion of adults.
The study of children's development shows that all mental processes develop more effectively in the game than in other activities. The changes caused by the game in the child's psyche are so significant that in psychology (L. S. Vygotsky, A. A. Leontiev, D. B. Elkonin, A.V. Zaporozhets, V. S. Mukhin) the view of the game as the leading activity of children has been established.
L. S. Vygotsky, considering the role of play in the psychological development of a child, noted that in connection with the transition to school, the game not only does not disappear, but, on the contrary, permeates the entire activity of the student. "At school age, the game does not die, but penetrates into the attitude to activities. It has its internal continuation in its schooling and work..." (Vygotsky, 1997; 16)
Due to the active development of a child at this age, there is an urgent need to form his or her speaking competencies.
Since the activity of children in primary school age is very is high, then learning becomes a challenging task for the school. When teaching a foreign language, the question often arises "Which method of teaching to choose?" Psychologists advise teaching children at primary school age through game technologies, because this method is the most familiar to them.

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