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Lesson plan education of students' psychological culture. Formation of psychological culture among students of primary school age. Main areas of work

Sections: Extracurricular work

Explanatory note

One of the priority tasks of the modern general education school should be recognized as the formation of a creative, bold and free-thinking person with a high culture, broad and deep, constantly updated and developing knowledge. How to build an educational process so that students are just like that, socially in demand?

The main contradiction revealed in the process of educational work is that there is an obvious need to revive and create a spiritual and moral basis for the educational process, which could effectively resist the negative influence of the street, the media and other asocial phenomena of modern life.

The program "Formation of the culture of the student's personality" is intended for educational work in the 8th and 9th grades. The program helps class teachers professionally and competently organize extracurricular work of students. The material of the program is aimed at ensuring that students can independently stay in macro- and micro-society, interact with people around them.

The activities developed in accordance with this program involve the involvement of parents in joint work with children, which undoubtedly unites families and helps in solving the eternal problem of “fathers and children”. The program helps the student to form a new attitude towards himself, his character, abilities.

The class teacher creates a team with a favorable moral and emotional-psychological environment that contributes to the versatile development of students, the formation of their need for self-education and self-education, the formation and manifestation of the individuality of each child.

Purpose of the program is to create conditions for the formation of a student's personality culture, the education of a Person and a Citizen who can adapt in the modern world, able to find a place in it, make decisions independently, express their opinion, and think creatively.

Tasks of educational work:

Development of social skills and skills for the functioning of the team in society (interaction with the teaching staff, class, parents, etc.).
Improving the conditions for the development of needs for self-knowledge, self-development and self-determination based on moral values and leading life guidelines.
Creation of conditions for the preservation and strengthening of the health of pupils. Promotion of healthy lifestyles.
Formation of moral and ethical life principles among students, patriotic education, aesthetic development.
Acquisition of orientation skills by students in the global information space (search for information on-line and off-line, work with remote databases and familiarity with copyright and intellectual property laws)

Main areas of work:

Culture of a healthy lifestyle.
Spiritual and moral culture.
social culture.
Psychological culture.
Information culture.

This program has been tested for two years.

The results of testing showed that the level of upbringing of the class team has increased. Students' communication skills have been developed. Instilled norms of behavior in public places. The horizons of students in the field of a healthy lifestyle have significantly expanded, a system of special knowledge and skills in the field of youth tourism has been formed. The psychological qualities of a highly moral personality are formed, the skills of value orientations are instilled. Techniques of information retrieval with the use of modern computer technologies have been mastered.

Healthy lifestyle culture- health-saving and health-improving functions. This facet of personality culture has its own goal preservation and strengthening of children's health as a condition for the existence and development of other aspects of the lifestyle.

Events: Thematic class hours, outdoor games, conversations with specialists (health workers, psychologists), KTD to promote a healthy lifestyle, sports competitions, excursions and hikes.

Spiritual and moral culture. aim this direction is the formation of the basic spiritual values of a cultural personality. Moral culture, aesthetic culture, ethical culture, etc. stand out in this direction.

Events: Thematic class hours, literary drawing rooms, KTD, meetings with interesting people (poets, museum workers, participants of the Great Patriotic War), participation in charity events, visiting the Krasnodar Academic Theater.

social culture includes a culture of communication, interaction, a culture of behavior, a culture of communicative tolerance, etc. goal This direction of education consists in the formation of a person who is ready to perform the social functions of a worker and a citizen.

Events: Class hours, Situational workshop on the culture of communication, parent-student conference (prevention of interethnic conflicts).

Psychological culture. aim This aspect of educational work is the harmonization of the child's inner world, the creation of a holistic, consistent "I-concept", a state of inner well-being. This direction involves the activation of the processes of self-education, self-improvement, self-realization, self-development.

Events: Individual conversations and consultations with a psychologist, thematic class hours, KTD.

Information culture. This line of work has goal formation of a person's ability to identify the need for information, the ability to effectively search for it, evaluate, interpret and use it, observing ethical norms and rules.

Events: Classroom hours, KTD, brain-ring, erudite show, quizzes, contests.

The program is implemented through student government in class and parenting systems.

Student self-government in the classroom carried out through creative groups (Centers), which is the most appropriate form, because involves the voluntary association of students into interest groups.

Each group is engaged in the planning and organization of KTD, traditional school affairs in the main areas of the school's work (intellectual, patriotic, spiritual and moral, aesthetic, environmental, labor development).

General Meeting of Friends . The highest body of student self-government of the city of Friends (students of the 8th grade).

Cool Duma plans class affairs, prepares scripts for cases and events, hears the report of the Mayor of the city, heads of the Centers, evaluates the results of the Centers, approves rules, memos and other documents for residents of the city of Friends, implements the decisions of the General Meeting of Friends.

Mayor of Friends City - elder. It is the principal representative of the city of Friends in the school-wide state, elected by the general secret ballot of all students, at the beginning of the school year for a period of one year. Voting is preceded by an election campaign. Candidates for the post of Mayor prepare and present their programs. The results of the elections are summed up by the counting commission, consisting of 1 representative of each Center.

Center for Science and Knowledge organizes mutual assistance in learning, plans, organizes and conducts educational activities in the city, holds "city" conferences, participates in the preparation of days of science and creativity, keeps records of the intellectual achievements of the inhabitants of the city of Friends.

Press center collects and processes information from other Centers and services, prepares for the publication of messages and news from the city of Friends in the school newspaper; informs students about the events taking place in the school-wide state, competitions and competitions held in it and reports on their results;

Center for work and care plans and organizes the work of a volunteer detachment (assistance to the school library, patronage of a veteran of the Great Patriotic War), controls the activities of class attendants, makes proposals for its improvement; organizes pupils to help the school in various chores (subbotnik, furniture repair, general cleaning, etc.).

Within the framework of the Center for Labor and Care, there is Committee "Cozy House" who organizes the work on gardening the classroom, is engaged in its improvement.

Technical Service Center provides assistance to the Centers in holding events, monitors the safety of school furniture and equipment, organizes minor repairs.

Culture and Recreation Center organizes traditional holidays (“Birthday Day”, “Kapustnik”, etc.); plans and organizes class leisure, organizes concerts, cultural programs, show programs. Provides assistance in the conduct of CTD.

Health and Sports Center holds days of health, organizes work on preparing and forming a team for various competitions, records sports achievements of the inhabitants of the city of Friends, organizes educational work on a healthy lifestyle.

Involvement of their parents in work with students

The educational system of the classroom cannot work effectively without close cooperation with the parents of the students.

Well-organized interaction between the family and the school makes it possible for parents to realize that for the development of a healthy and full-fledged personality, their direct active participation in the life of the class and school is necessary.

Collaboration between students and parents is multifaceted .

Parents of the class should be actively involved in all aspects of educational work in the classroom. They should have a high interest not only in improving the academic performance and quality of education, but also in shaping the spiritual and moral culture of students. Particular attention in joint activities with parents is given to the culture of a healthy lifestyle of schoolchildren. An important part of the educational process is the activity of the class teacher and parents in the formation of the psychological culture of schoolchildren. Parents should understand that only the personal example of adults is able to educate a person who is ready to perform the social functions of a worker and citizen, therefore they are also active in shaping the social culture of students.

Criterion	Indicators	Diagnostic tools	Result
Satisfaction of students and parents with life in the classroom and school.	Comfort, security of the student's personality, his attitude to the main aspects of life in the classroom and school. Satisfaction of parents with the results of education and upbringing of the child, his position in the school team.	Method A.A. Andreeva "Study of students' satisfaction with school life". Methodology E.N. Stepanova "Studying the satisfaction of parents with the work of an educational institution"	Active participation in KTD, conferences

List of used literature

Parent meetings: Grade 9 / Auth. - comp. L.A. Egorova. -M.: VAKO, 2009.-224p. -(Academic year).
Kulinich G.G. Bad Habits: Addiction Prevention: Grades 8-11. – M.: VAKO, 2008.-272p.-(Pedagogy. Psychology. Management).
Istratova O.N., Exakusto T.V. Handbook of a secondary school psychologist. - Ed.5th. - Rostov n / D.: Phoenix, 2008. -510, p.: ill. - (Handbook).
Derekleeva N.I. Handbook of the class teacher. 5-11 grades. M.: "VAKO", 2004, 272p. – (Pedagogy. Psychology. Management).
In the computer country / ed.-comp. L.I. Zhuk. - Minsk: Krasiko-Print, 2009. At 11 - 128s. - (Holiday at school).
Civil-patriotic education (class hours, school-wide events, intellectual games, quizzes) / ed. E.V. Usatova and others - Volgograd: Uchitel, 2006. - 137 p.
Compiled by: a team of co-authors. The system of open events at school: classroom hours, extracurricular activities, open lessons - Volgograd: Uchitel, 2007. - 204 p.
Journal "Class teacher" No. 3, 2004

Webbliography

www.klass.resobr.ru
www.uroki.net
www.search.hotbox

The problem of psychological preparation for ensuring security is one of the most urgent in modern theory and practice of education. However, until now, the structure of the education of the psychological safety culture of schoolchildren belongs to the least studied in pedagogy.

We consider and study the upbringing of a psychological culture of safety in the pedagogical process of a general education school as an integral part of the psychological preparation of schoolchildren for ensuring safety. Education of the psychological culture of safety is also an integral part of the process of education of the safety culture of schoolchildren. Education of the psychological safety culture of schoolchildren is a pedagogical phenomenon. Psychological preparation for ensuring safety is a socio-pedagogical process that is carried out not only at school, but also in other educational organizations, cultural institutions, under the influence of the media and interpersonal communication, in the process of independent work of students, etc. Thus, the upbringing of the psychological safety culture of schoolchildren is inherent in both the properties of the upbringing of a safety culture and the psychological preparation of schoolchildren to ensure safety. However, the education of the psychological safety culture of schoolchildren also has properties that the education of the safety culture of schoolchildren and the psychological preparation of schoolchildren to ensure safety do not possess.

For a holistic understanding of the education of the psychological safety culture in the pedagogical process, we used the modeling method. Modeling - “a method of studying objects of knowledge on their models; construction and study of models of real-life objects and phenomena and constructive objects to determine or improve their characteristics, rationalize the methods of their construction, control, etc.” . Modeling expresses the general aspect of the cognitive process. The concept of modeling is an epistemological category that characterizes one of the most important ways of cognition, in which one system (object of study) is reproduced in another (model). In turn, the model is an ideal reflection of the most important qualities and elements of real processes, it is “a substitute for the original in knowledge and practice”. Building a model allows you to better understand the relationships that arise within the subject of study.

V.S. Bezrukova in the structure of the pedagogical process highlights the goal, principles, content, means, methods, forms of organization of the pedagogical process. In the model of organizing educational work with schoolchildren, V. Karakovsky includes a target setting, main directions, content, organizational forms, interaction with the environment, and management. N.V. Bordovskaya, A.A. Rean came to the conclusion that "the structure of the educational process is the relationship of the following elements: goals and content, methods and means, as well as the results achieved" . According to L.N. Gorina, the context (social order for a person who owns a safety culture), stages of preparation (kindergarten, school, vocational education, additional education), structural components of a safety culture (knowledge, skills, reflection, philosophy) should be identified in the model for the formation of a life safety culture. safety), levels of safety culture achievement (associative, reproductive, algorithmic, creative).

Based on the concepts developed in pedagogy, we will present the results of the substantiation of the model for educating a psychological safety culture.

In the description of the procedural aspect of culture, adequate concepts are, according to L.S. Kolmogorova, “formation”, “genesis”, “development”, “initiation”, and not “formation”, “education”, “development”, which are found in special literature. The terms “formation”, “education” L.S. Kolmogorova refers to individual components, and not to human culture as a whole. According to L.S. Kolmogorova, this is due, firstly, to the very concept of personality culture, which means at the same time training, upbringing, and the level of personality development. Secondly, the process of formation occurs under the influence of many external and internal, objective and subjective factors.

It is important to find out how the education of the psychological safety culture of schoolchildren is included in the pedagogical process. This question can be answered by finding out in what forms this component of the pedagogical process is implemented. According to P.I. Pidkasistogo, at present, the forms of organization of the educational process in the school are classified as follows: a lesson, as the main form of organization of education in a modern school; accompanying forms of organization of educational and cognitive activity of students: excursions, consultations, electives, alignment groups; forms of extracurricular and extracurricular work of students: subject circles, scientific societies, competitions, exhibitions, olympiads, etc. . V.A. Slastenin points out that "the lesson as the main form of organization of the pedagogical process is complemented by other forms of organization of the educational process" . At the same time, an excursion, additional classes and consultations, an educational conference, a school lecture, etc. act as additional forms of organizing the pedagogical process; auxiliary forms of organization of the pedagogical process include electives, circles, interest clubs, etc. Based on the analysis of existing approaches to the forms of organization of the educational process at school, we have identified the following forms of psychological preparation of schoolchildren for ensuring safety: lesson, extracurricular and extracurricular work, joint work parents, students and teachers. Based on the selected forms of psychological preparation of schoolchildren for ensuring safety, we have developed a model that reveals the role of the pedagogical process in preparing schoolchildren for ensuring safety, which is graphically presented in Figure 1.

Functions: a) preparing schoolchildren for the safe study of the psychological problems of man and modern society; b) preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture; c) preparing schoolchildren to use psychological culture to ensure safety; d) prevention, neutralization of the destructive influence of the elements of the psychological preparation of schoolchildren outside the pedagogical process.
Lessons on the psychological problems of security.	Lessons that include individual questions on psychological security issues.	Extracurricular and extracurricular activities dedicated to psychological security issues.	Extracurricular and extracurricular activities, including individual psychological security issues.	Classes, activities on psychological security issues with the participation of parents.	Pedagogical general education of parents on the psychological aspects of safety.
Educational process.		Cool hours, extracurricular activities.		Joint activities of teachers, students and parents.
Methodological associations of teachers of life safety, valeology, educational psychologists, class teachers.

Rice. 1. The pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety

The above model (Fig. 1) reveals the links between the educational process, extracurricular and extracurricular work on the psychological aspects of safety, joint work of parents, schoolchildren and teachers on the psychological aspects of safety. Based on the analysis of advanced pedagogical experience, we have identified specific functions of the psychological preparation of schoolchildren for ensuring safety: preparing schoolchildren for the safe study of the psychological aspects of a person and society; preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture (religion, advertising, art, pseudo-art, etc.); preparing schoolchildren to use psychological culture to ensure safety; prevention, neutralization of the destructive influence of the elements of the psychological preparation of schoolchildren outside the pedagogical process.

Based on the theoretical provisions of pedagogy and psychology, based on the analysis of advanced pedagogical experience, we will reveal the essential properties of the phenomenon under study. In the process of joint activities of teachers and schoolchildren on the psychological aspects of safety, the following components of the education of a psychological safety culture are implemented: goals, content, means, diagnostic criteria. At the same time, the activities of educators consist in conducting lessons, extracurricular and extracurricular activities, joint work with parents on the psychological aspects of safety. The activities of schoolchildren are carried out in the course of the educational process, extracurricular and extracurricular work, joint work with parents. The process of educating the psychological safety culture of schoolchildren includes the following components: diagnostics of the level of formation of the psychological safety culture of schoolchildren; planning joint work of teachers and schoolchildren to master the psychological culture of safety; encouraging schoolchildren to adopt a psychological safety culture; organization of joint work of teachers and schoolchildren to master the psychological culture of safety; correction of the joint work of teachers and schoolchildren to master the psychological culture of safety. These components are implemented as stages or as functions of educating a psychological safety culture in the pedagogical process. Summarizing and systematizing the above, we present the structure of the education of the psychological safety culture of schoolchildren in the pedagogical process in Figure 2.

Joint activities of teachers, schoolchildren and parents to master the psychological culture of safety.
The activities of teachers during lessons, extracurricular and extracurricular activities, joint work with parents on the psychological aspects of safety		The activities of schoolchildren during the educational process, extracurricular and extracurricular activities, joint work with parents on the psychological aspects of safety.
The goals of educating the psychological safety culture of schoolchildren.		Means of education of the psychological safety culture of schoolchildren.	Criteria for diagnosing the education of the psychological safety culture of schoolchildren.
Diagnosis of the formation of the psychological safety culture of schoolchildren.	Planning joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.	Encouraging schoolchildren and parents to adopt a psychological safety culture.	Organization of joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.	Correction of the joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.

Rice. 2. The structure of educationpsychological

The structure of the education of the psychological safety culture of schoolchildren in the pedagogical process, outlined above (Fig. 2), reflects the main, most general properties of the phenomenon under study. On this basis, we formulate conclusions about the specific content of the structural components of the phenomenon under study. First of all, let us present the results of our study of the goals, content, means, criteria for diagnosing the development of a psychological safety culture in the pedagogical process.

The most generalized properties of the phenomena we study (education of a psychological culture of safety, psychological preparation for ensuring safety) were disclosed by psychologists M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko, who formed the principles and ways of formation in the course of training readiness for action in especially difficult conditions.

M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko believe that the part of future activity that is singled out for independent study should consist of actions that are identical in their psychological structure with actions performed in a real situation. In educational activities, first of all, it is necessary to create a system of actions for training attention, perception, memory and thinking, as well as to determine the actions necessary to solve complex problems.

The authors note that educational activity should be based on physical and psychological modeling of real conditions of activity. The chosen model must psychologically correspond to the one with which a person will act in a real situation.

According to the authors, the task of educational activity is the formation of not only automated actions, but also those psycho-physiological mechanisms that contribute to the activation of the properties of the psyche that carry out the adaptation of the body to any variance of the conditions of activity.

In the process of educational activity, it is necessary to take into account the relationship: a person - an instrument of labor, a labor process - the environment - a product of labor. To achieve the desired effect of training, these relationships must comply with the principle of similarity. It is important to take into account the psychological requirements of similarity in relation to extreme conditions.

According to the authors, learning activities should include tasks that develop such functions of the psyche as cognitive, regulatory, and communicative. It is assumed that preparation for action in a tense situation will ensure the development of the appropriate qualities of perception, attention, memory, thinking, decision-making methods, etc. .

Recognizing that the above conclusions of M.I. Dyachenko, L.A. Kandybovich and V.A. Ponomarenko reveal some properties of the process of formation of readiness for action in particularly difficult conditions, we note that the authors mainly write about what should be (which is more typical not for a scientific, but for a methodological approach), to a lesser extent revealing the essential properties of the phenomenon we are studying .

Based on the selection of the main thing from our analysis of the content of the structural components of the phenomenon under study, we present graphically a model for educating the psychological safety culture of schoolchildren in the pedagogical process (Fig. 3).

Formation of motivational readiness to ensure safety;

Formation of a system of psychological knowledge about the process of ensuring security;

Formation of psychological skills and security skills;

Formation of readiness for creative solution of psychological problems of security;

Formation of strong-willed readiness to ensure security;

Formation of experience in the implementation of self-control in the process of ensuring security.

Information about psychological harmful and dangerous factors, about safety factors, about the psychological experience of ensuring safety, about the psychological qualities of a person that affect the safety of a person and society, presented in the content of the pedagogical process;

Information about worldview, volitional, intellectual, communicative, informational aspects of security, contained in the pedagogical process;

Psychological concepts that reveal various aspects of ensuring life safety (“victimity”, “destructiveness”, “stupor”, etc.);

Psychological knowledge, skills, attitudes and beliefs on ensuring security, formed in the pedagogical process.

Facilities:

Tasks for using information about psychological risk factors in activities;

Tasks requiring the use of information on psychological safety factors in activities;

Tasks involving the use of information about the psychological experience of ensuring safety in the activity;

Tasks that require the use in the activity of information about the psychological qualities of a person that affect the safety of a person and society.

Diagnostic criteria:

Psychological readiness for activities to ensure safety in the presence of factors negatively affecting a person in a dangerous situation;

Psychological readiness to ensure safety when interacting with various risk factors;

Psychological readiness to ensure security in various types of situations that arise in the process of ensuring security;

Psychological readiness to ensure safety in various activities;

Formation of components of safe activity;

Readiness for self-improvement of the psychological culture of safety in specific conditions of activity.

Rice. 3. Parenting modelpsychologicalsafety culture of schoolchildren in the pedagogical process

The model shown in Figure 3 includes the main components of the process of educating a psychological safety culture (goals, content, means, diagnostic criteria). From the analysis of the model, the conclusion follows that the system properties (functions of education) are determined by the composition of the goals, content, means of education, criteria for diagnosing a psychological safety culture. These components of education are combined in the activities of the subjects of the pedagogical process and their implementation in pedagogical practice is the content of the education process.

Based on the analysis of pedagogical theory and practice, we have identified the system-forming factors of educating a psychological safety culture in the pedagogical process:

psychological training programs for schoolchildren, involving the study of security problems;
training programs in the basics of security (including, as one of the aspects, the psychological aspect of security);
the personality of a teacher who has a high level of knowledge of the psychological safety culture;
destructive tendencies, psychological risk factors in society, the presence of which stimulates teachers to organize the activities of schoolchildren to comprehend these destructive tendencies, to prepare schoolchildren for psychological protection from risk factors.

Summing up, we note that consideration of the pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety; study of the nature of the relationship between the education of the psychological safety culture of schoolchildren and the psychological preparation for ensuring safety; disclosure of the structure of education of the psychological safety culture; study of the content of education of the psychological culture of safety; creation of a model of education of the psychological safety culture of schoolchildren; the identification of system-forming factors and system properties of the education of a psychological safety culture allowed us to penetrate into the essence and structure of the phenomenon under study, to expand theoretical knowledge about this process.

Philosophical Encyclopedic Dictionary / Ch. edition: L.F. Ilyichev, P.N. Fedoseev, S.M. Kovalev, V.G. Panov. – M.: Sov. Encyclopedia, 1983. - 840 p.

Afanasiev V.G. Society: consistency, knowledge and management / V.G. Afanasiev. - M.: Politizdat, 1981. - 432 p.

Bezrukova V.S. Pedagogy. Projective Pedagogy: Textbook / V.S. Bezrukov. - Yekaterinburg, Business book, 1996. - 344 p.

Karakovsky V. The system of educational work with the student team of the secondary school / V. Karakovsky // Questions of education: a systematic approach / Ed. L.I. Novikova. - M.: Progress, 1981. - S. 91-135.

Bordovskaya N.V. Pedagogy: Textbook for universities / N.V. Bordovskaya, A.A. Rean. - St. Petersburg: Peter, 2000. - 304 p.

Gorina L.N. Multi-level pedagogical system for the formation of a culture of human life safety on the basis of iso- and homomorphism: author. dis. doc. ped. Sciences / L.N. Gorin. - Tolyatti, 2002. - 40 p.

Kolmogorova L.S. Age opportunities and features of the formation of the psychological culture of students: author. dis. doc. psycho. Sciences / L.S. Kolmogorov. - Barnaul, 2002. - 489 p.

PEDAGOGY. Textbook for students of pedagogical universities and pedagogical colleges / Pod. ed. P.I. piddly. - M .: Pedagogical Society of Russia, 2001. - 640 p.

PEDAGOGY: Textbook for students of pedagogical educational institutions / V.A. Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov. - 3rd ed. - M.: School-Press, 2000. - 512 p.

Readiness for activity in stressful situations: Psihol. aspect / M.I. Dyachenko, L.A. Kandybovich, V.A. Ponomarenko. − Minsk, University Publishing House, 1985. − 206 p.

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Extra-curricular event (lesson-lesson) on multicultural education. Abstract

Topic: We are different - this is our wealth, we are together - this is our strength.

Goloborodko Elena Evgenievna, 4th year student of the Institute of Science and Technology of the North Caucasus Federal University

Target: formation of a comprehensive and harmoniously developed personality capable of creative self-development and carrying out ethno-cultural and civil self-determination on the basis of national and family traditions, cultural values; creation of conditions for the development of tolerant consciousness of students.
Tasks:
1. To master the basics of national culture and introduce students to the history of different peoples, whose representatives study in the classroom.
2. To instill in students an understanding of the identity of the culture of peoples, respect for national values, ethnic characteristics.
3. Show students that they are completely different and unlike each other, but each of them is a person; to help students realize their uniqueness.
4. Give each student the opportunity to think about their behavior in the classroom, in the family, among friends and evaluate the behavior of others; help students understand that discrimination in any form contributes to exclusion.
5. Expand the horizons of pupils.
Planned results:
Personal:
1. Positive attitude towards the culture of all peoples.
2. The desire to acquire new multicultural knowledge, skills, improve existing ones.
3. Be aware of your difficulties and strive to overcome them, mastering new types of multicultural activities.
Metasubject:
Regulatory UUD
1. Independently determine the purpose of extracurricular activities, correlate their actions with the goal.
2. Make a plan for completing extracurricular activities under the guidance of a teacher.
3. Correct the execution of the task in accordance with the plan, the conditions for execution, the result of the action at a certain stage.
4. To carry out a selection of literature for a specific task.
5. Evaluate your own success in completing tasks.
Cognitive UUD:
1. Independently assume what additional information will be needed to study unfamiliar material; select the necessary sources of information in the framework of project activities.
2. Extract information presented in different forms.
3. Present the results of work, including with the help of ICT.
4. Actively participate in the discussion of tasks, offer different ways to complete tasks, justify the choice of the most effective method of action.
Communicative UUD:
1. Observe the norms of speech etiquette and the rules of oral communication in everyday life.
2. Read aloud and to yourself the texts of fiction and popular science books, understand what is read, ask questions, clarifying what is not clear.
3. Participate in dialogue, listen and understand others, express your point of view, understand the need to argue your opinion.
4. Participate in the work of the group in the course of project activities, distribute roles, negotiate with each other, taking into account the ultimate goal.
5. Provide mutual assistance and mutual control when working in a group.
Equipment: multimedia projector, PowerPoint presentations; music of the peoples represented, costumes, cards with the names of countries, a candle.
Members: elementary school students (grades 4-7), teachers and parents.
Epigraph
(Written on the board or poster)

“Our school is our common home,
Our common happiness
We are looking forward to meeting her.
To get together
Sons of different peoples -
Here we are like one family.
We are different, but equal
Whether it's you or me..."
Event progress:
I. Organizational moment
Student activities: To the music, children enter the hall and sit on pre-set chairs in front of the projector, greet guests who come to the event.
Greetings:
Teacher: Hello dear guests and dear friends! We welcome our guests to our open event.
Video - (what is tolerance, how this word is translated, what it means; how to become tolerant)
Introductory word:
We are all different, and yet we have a lot in common. At school, as elsewhere, there are small, big, thin, overweight, disabled, foreigners, gypsies, girls, boys. We are all different. Why do we sometimes reject some, make fun of them? Because we are afraid of them, do not want to share with them, or we are not confident in ourselves. Of course, we don't have to love everyone! However, all people, even if they are poor, old or sick, have the same right to live with dignity on our planet and not suffer from contempt or insults. Despite our differences, we all belong to the human race, and each of us, whether man, woman or child, is unique and significant.
People of different nationalities live on our planet. Between them there is something similar, but there are also differences. Today, on the eve of the day of tolerance, we will talk on the topic: "We are different - this is our wealth, we are together - this is our strength."
Exercise "The most important person".
Teacher: I suggest you get acquainted with the most important person, whose portrait is in the "magic chest".
(Children look into the boxes and see their reflection in the mirror.)
Conclusion - the most important person on earth is themselves.
Teacher: Who you are?
Children: Son, daughter, brother, sister, resident of Russia, grandson, granddaughter, student (ca) ...
Next, the teacher asks questions: Guys, ...
1. Raise your hands - who was born in winter ..., spring, etc.
2. Stand up those with blue eyes ..., brown ..., green ...
3. Line up in order of height (smallest to tallest), hair color (darkest to lightest).
Teacher: See how different you are. What unites you?
Students:- we learn in the same class
- We live in the same city
- the same age, etc.
Teacher: You are united by a team, certain rules that operate in society.
1. Exercise-greeting.
Target:
to facilitate the establishment of contact between group members and the mood to work in the group.
get to know the greetings of different peoples.
Teacher: distributes cards with country names and students greet each other using greeting rituals adopted in different cultures (country name sheets are offered to choose from)
- a hug and a triple kiss alternately on both cheeks (Russia);
- a slight bow with arms crossed on the chest (China);
- handshake and kiss on both cheeks (France);
- slight bow, palms folded in front of the forehead (India);
- slight bow, arms and palms extended at the sides (Japan);
- a kiss on the cheeks, the palms lie on the partner's forearms (Spain);
- a simple handshake and eye contact (Germany);
- soft handshake with both hands, touching with fingertips only (Malaysia);
- to rub each other's noses (Eskimo tradition).
Now you have become a little closer to each other, felt the energy of another person, support, and this is sometimes so necessary in our life.

2.Teacher: Our country is very huge and multinational, rich and amazing. In it coexist different religions and different nationalities. They live, make friends, help each other for many centuries.
Guys, name the nationalities known to you living on the planet.
Students name nationalities they know
Teacher: look at the board (presentation about people of different nationalities - pictures of people in national costumes and music). How do nationalities differ from each other?
Students name the differences.

3.Teacher: And now I will read you a poem by A. Usachev, and you imagine the main character.
There was an amazing house by the river,
An amazing gnome lived in the house,
His beard grew to the floor,
And in that beard lived the Star.
This Dwarf knew neither worries nor anxieties.
The star lit up the whole house
And she stoked the stove, and cooked porridge,
And she told him stories before going to bed ...
And the Dwarf scratched his beard with admiration,
Which, of course, pleased the Star.
She fed only on bread crumbs,
And at night I flew to the sky for a walk.
So the years and centuries went by slowly...
But one day the flour ended in the house.
And the Dwarf, having said goodbye to the familiar stove,
At dawn I went to the city across the river.
And in that city they did not wear beards.
"Ha-ha, hee-hee-hee" - the people began to laugh.
"Here's a scarecrow" - everyone told him.
And the Dwarf was frightened, and shaved off his beard.
And his beard fell to the floor,
And then his star went down.
The river now has an ordinary house,
The most ordinary Dwarf lives in this house.
He grew his beard again
But the Star never returned to him.

Teacher: Why did people treat him this way and not otherwise?
How would you act in such a situation?
The teacher listens to the answers of the students and draws conclusions that the children write in a notebook: each person is one and only, each person is a person who has rights and obligations to himself and other people.
4.Teacher: Guys, now let's think about the Golden Rule - "Do to other people as you would like them to do to you."

Can you answer why people should follow this rule and take care of others?
Students: That's what parents and teachers advise you to do. If you behave differently, you can get into trouble.
If you take care of others, they are more likely to take care of you.
- if you are a kind and honest person, others will think well of you.
- Other answers are possible.
Teacher: Let's say that you represent a society where cruelty and oppression already reign, your own behavior must comply with the established rules. Does this mean that you should behave badly towards others?
Students: No, people have the right to be treated with respect. Other people have the same rights as you.
This conclusion is recorded in a notebook.
5.Teacher: Let's all together try to guess the riddles of different peoples of the world.

Mysteries of the peoples of the world
No one offends, but everyone pushes her (Kazakh). - a door
Flying all day
Everyone gets bored
The night will come
Then it will stop (Belarusian). - fly
Four guys wear one hat (bashk.) - table
Wooden neck, iron beak, shouting: "Knock-knock-knock!" (nan.) - hammer
Teacher: People of different nationalities live on our planet. Each nation glorifies and honors its traditions, customs, holidays, each nation has its own national costumes, dishes, folk poets and artists, each nationality has its own language and even a president, coat of arms, flag and anthem. Between them there is something similar, but there are also differences. You and I live in a large, large territory, which is correctly called the Russian Federation, in which many people with different nationalities live. Our class is also multinational and today the guys have prepared for you interesting information about their nations.
Then the students of the class speak, each tells about his nationality. (Popular music plays in the background)
Teacher: And now let's play.
6. The game "What makes us different?"
Target: awareness of the individuality of people around
If there are few guys, you can work together, if there are more than 15 people, you can divide them into two teams and hold a competition between them.
Tasks:
line up by the first letter of your name (as a check on the completion of the task, we ask the guys to give their full name);
line up by hair color: from the lightest, blondes, to the darkest, brunettes;
line up according to the color of the eyes: from light blue to dark brown (this task usually causes violent emotions, because, having studied together for ten years, many do not know what color the eyes of his classmate are).
Variations of tasks are possible at the discretion of the teacher and students, you can invite the children to come up with tasks of this type.
Conclusion: what makes us different? (children's answers):
Growth
Hair and eye color
clothing
Knowledge
Name
Nationality
Figure
Age
Character
Culture…
We are all so different: blondes and brunettes, good and evil, plump and thin, bald and with pigtails, sad and funny ...
What unites us is that we are all human.
We live in the same country, on the same planet
We live in the same city, republic
We study in the same school, in the same class
We do one thing and so on.
S.Ya Marshak's poem "The World Round Dance" - read by children.

1 student:
Poems for children of all peoples and countries:
For the Abyssinians and the British,
For Spanish children and for Russians,
Swedish, Turkish, German, French.
2 student:
Negroes, whose homeland is the coast of Africa;
For the redskins of the Americas.
For the yellowskins who get up
Needed when we go to bed.
3 student:
For the Eskimos, that in the cold and snow
They climb into a fur bag for the night.
From tropical countries where in the trees
Do not count the monkeys;
4 student:
For children dressed and naked.
Those who live in cities and villages.
All this noisy, perky people
Let them gather in one round dance.
Let the north of the planet meet with the south,
West with East
And the kids are with each other.
Teacher: What is this poem about?
Children: Children of different skin colors should be friends with each other
Teacher: Why should they live together?
Children: So that there is no war.
7. Exercise "Tree of qualities of our class"

Purpose: awareness of the value and uniqueness of one's own personality and the personality of other people and the presence of a unifying principle in spite of all differences.
So, we are talking about the fact that each person is unique, but at the same time there is something that can unite us, so different. Now each of you will receive two small leaves of different colors - green and orange. Explain the meaning of each color:
green - "like everyone else";
orange - "like no one else."
Each student is invited to write about himself, about his own properties and traits on pieces of paper of the corresponding color. Wherein
on a piece of paper “like everyone else” there should be a quality that is really inherent in this person and unites him (as it seems to him) with all other members of the group.
on a piece of paper “like no one else” write your unique character traits, which are either not characteristic of the rest at all, or are much more pronounced in you.
Draw a trunk on a magnetic board with a marker. The tree can be called
“Qualities of our class” After filling in the leaflets by all participants, we ask everyone to stick two leaflets on the tree and voice both qualities. As a result, a tree with a lush crown consisting of multi-colored foliage is obtained on the board: green leaves (similarities), which are as many as orange ones (differences).
Conclusion: everyone was able to make sure that there are people in the class who have similar characteristics, on the one hand, and that these properties are not inherent in everyone, on the other.
The exercise is quite lyrical and sincere. It allows participants to see themselves as a kind of “unity of difference”, helps everyone to find support and at the same time emphasize their individuality.
9. Exercise "Let's dream up ..."
Imagine that there will come a time when all people on Earth will become exactly the same (height, hair and eye color, clothing, amount of knowledge, etc.)
1. What will this world be like? How will people live in it?
2. Is it good or bad that we are all different?
3. How to live in a world where there are so many different people?
The facilitator concludes: Differences complement and enrich society. To live in peace, people need to learn how to live by solving problems and tasks on the basis of cooperation.
Do not judge people, but appreciate!

Reflection. "Problem on the palm."
Candle - a symbol of the hearth is passed in a circle. Everyone talks about what they learned, what they understood in class.
Final word from the teacher: Once Antoine de Saint-Exupery said: “If I don’t look like you in some way, I don’t offend you at all, but, on the contrary, I bestow.” His words are not only a lesson to us living in the 21st century, but also a confirmation that the world, like nature, is diverse and that is why it is beautiful. Its beauty lies in the fact that peoples and nations live on Earth, unique in their culture, traditions and customs. And the continuation of this beauty is that we are the people of this planet. Each of us must remember - "We are different - this is our wealth, we are together - this is our strength"!!! “The key word in this phrase is “we”, it is it that unites us, such different, but living together Russians!
Social video - We are all different.

STRUCTURE OF EDUCATION OF PSYCHOLOGICAL SAFETY CULTURE

Moshkin Vladimir Nikolaevich,

Lapaeva Anna Ivanovna

Based on the concepts developed in pedagogy and psychology, the article presents the results of the substantiation of the model of educating a psychological safety culture, reveals the results of a study of the structure, functions, goals, content, means, criteria for evaluating the effectiveness of educating a psychological safety culture in the pedagogical process.

Key the words: security, education, criteria, culture, model, psychological, system properties, content, means, structure, factors, functions, goals, students

For a holistic understanding of the education of the psychological safety culture in the pedagogical process, we used the modeling method. Modeling - “a method of studying objects of knowledge on their models; construction and study of models of real-life objects and phenomena and constructive objects to determine or improve their characteristics, rationalize the methods of their construction, control, etc.” . Modeling expresses the general aspect of the cognitive process. The concept of modeling is an epistemological category that characterizes one of the most important ways of cognition, in which one system (object of study) is reproduced in another (model). In turn, the model is an ideal reflection of the most important qualities and elements of real processes, it is "a substitute for the original in knowledge and practice." Building a model allows you to better understand the relationships that arise within the subject of study.

Based on the concepts developed in pedagogy, we will present the results of the substantiation of the model for educating a psychological safety culture.

Functions: a) preparing schoolchildren for the safe study of the psychological problems of man and modern society; b) preparing schoolchildren for safe interaction with various manifestations of psychological culture and counterculture; c) preparing schoolchildren to use psychological culture to ensure safety; d) prevention, neutralization of the destructive influence of the elements of the psychological preparation of schoolchildren outside the pedagogical process.
Lessons on the psychological problems of security.	Lessons that include individual questions on psychological security issues.	Extracurricular and extracurricular activities dedicated to psychological security issues.	Extracurricular and extracurricular activities, including individual psychological security issues.	Classes, activities on psychological security issues with the participation of parents.	Pedagogical general education of parents on the psychological aspects of safety.
Educational process.	Cool hours, extracurricular activities.	Joint activities of teachers, students and parents.
Methodological associations of teachers of life safety, valeology, educational psychologists, class teachers.

Rice. one The pedagogical process as a factor in the psychological preparation of schoolchildren to ensure safety

Joint activities of teachers, schoolchildren and parents to master the psychological culture of safety.
The activities of teachers during lessons, extracurricular and extracurricular activities, joint work with parents on the psychological aspects of safety	The activities of schoolchildren during the educational process, extracurricular and extracurricular activities, joint work with parents on the psychological aspects of safety.
The goals of educating the psychological safety culture of schoolchildren.		Means of education of the psychological safety culture of schoolchildren.	Criteria for diagnosing the education of the psychological safety culture of schoolchildren.
Diagnosis of the formation of the psychological safety culture of schoolchildren.	Planning joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.	Encouraging schoolchildren and parents to adopt a psychological safety culture.	Organization of joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.	Correction of the joint activities of teachers, parents and schoolchildren to master the psychological culture of safety.

Rice. 2 The structure of the education of the psychological safety culture of schoolchildren in the pedagogical process

- formation of motivational readiness to ensure safety;
- formation of a system of psychological knowledge about the process of ensuring security;
- formation of psychological skills and security skills;
- formation of readiness for creative solution of psychological problems of security;
- formation of strong-willed readiness to ensure security;
- formation of experience in the implementation of self-control in the process of ensuring security.

- information about psychological harmful and dangerous factors, about safety factors, about the psychological experience of ensuring safety, about the psychological qualities of a person that affect the safety of a person and society, presented in the content of the pedagogical process;
- information about worldview, volitional, intellectual, communicative, informational aspects of security, contained in the pedagogical process;
- psychological concepts that reveal various aspects of life safety (“victimity”, “destructiveness”, “stupor”, etc.);
- psychological knowledge, skills, attitudes and beliefs to ensure security, formed in the pedagogical process.

Facilities:

- tasks for the use of information on psychological risk factors in activities;
- tasks requiring the use of information on psychological safety factors in activities;
- tasks involving the use of information about the psychological experience of ensuring safety in the activity;
- tasks that require the use of information about the psychological qualities of a person influencing the safety of a person and society.

Diagnostic criteria:

- psychological readiness for activities to ensure safety in the presence of factors negatively affecting a person in a dangerous situation;
- psychological readiness to ensure safety when interacting with various risk factors;
- psychological readiness to ensure security in various types of situations that arise in the process of ensuring security;
- psychological readiness to ensure safety in various activities;
- formation of components of safe activity;
- readiness for self-improvement of the psychological culture of safety in specific conditions of activity.

Rice. 3 Model of Education of Psychological Safety Culture of Schoolchildren in the Pedagogical Process

Based on the analysis of pedagogical theory and practice, we have identified the system-forming factors of educating a psychological safety culture in the pedagogical process:

· psychological training programs for schoolchildren, involving the study of security issues;
· training programs for the basics of security (including, as one of the aspects, the psychological aspect of security);
the personality of the teacher, who has a high level of knowledge of the psychological culture of safety;
· destructive tendencies, psychological risk factors in society, the presence of which stimulates teachers to organize the activities of schoolchildren to comprehend these destructive tendencies, to prepare schoolchildren for psychological protection from risk factors.

Bibliographic list

1. Bogutskaya T.V. On some issues of the system of social education of children and youth // World of science, culture, education. 2014. No. 1. P. 126-129.
2. Zharikova L.I. Value attitude to continuing education as a factor in the life safety of youth // Children, youth and the environment: health, education, ecology: materials of the international scientific and practical conference, July 5-9, 2012 / under. ed. S.D. Karakozov, P.G. Vorontsov. Barnaul: AltGPA, 2012. S. 88-90.
3. Kashirsky D.V. Subjective values of modern youth [Text]: monograph / D.V. Kashirsky. Barnaul: AAEP Publishing House, 2012. 224 p.
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5. Afanasiev V.G. Society: consistency, knowledge and management / V.G. Afanasiev. M.: Politizdat, 1981. 432 p.
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8. Bordovskaya N.V. Pedagogy: Textbook for universities / N.V. Bordovskaya, A.A. Rean. St. Petersburg: Piter, 2000. 304 p.
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FORMATION OF PSYCHOLOGICALCULTURE AT PUPILS OF PRIMARY SCHOOL AGE

Galina Vinokurova

Candidate of Sciences, Dean of Faculty of Psychology and Defectology, assistant professor of Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

Maria Dementieva

4th year student of faculty of Psychology and Defectology Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

ANNOTATION

The article is devoted to a topical problem for modern psychology - the formation of psychological culture among students of primary school age. The concept of psychological culture, its structural components are revealed. A technology for the formation of psychological culture in children of primary school age is proposed through purposefully organized work on the development of the main structural components of this personal education. The results of a tested program for the formation of psychological culture among primary school students are presented.

ABSTRACT

The article is devoted topical the problem for modern psychology – the formation of psychological culture at pupils of primary school age. Reveals the notion psychological culture, its structural components. Offered the technology of formation of psychological culture among children of primary school age by means of purposefully organized work on the development of the main structural components of the personal education. Presented the results of a proven program on the formation of psychological culture among pupils of primary school age.

Keywords: psychological culture; structure of psychological culture; technology of formation of psychological culture; junior school age.

keywords: psychological culture; the structure of psychological culture; technology of formation of psychological culture; primary school age.

The progressive development of society is impossible without the education of a new generation of people who have fully absorbed all the achievements of material and spiritual culture. The most important direction of this process is the formation of a psychological culture among the younger generation.

In the most general form, psychological culture can be defined as a system of mental processes and human properties, thanks to which an understanding of oneself and other people as subjects and personalities is carried out, an effective impact on other people and oneself, an adequate attitude towards people (including oneself) as to individuals. In accordance with this, the main structural components of this culture are: intellectual (cognitive), regulatory-practical (behavioral) and value-semantic (spiritual-moral).

The problem of psychological culture at the present stage of development of society is being actively solved both at the theoretical and practical levels. However, despite the numerous studies done by scientists (S.V. Borisova, E.V. Dementieva, L.S. Kolmogorova, K.M. Romanov, O.N. Romanova, etc.) on various aspects of the study of the psychological culture of personality , the problem of its formation is relevant. It becomes especially significant during the period of primary school age, when the most important changes occur in the cognitive and personal spheres of a person. Already in elementary school, students have an increased interest both in studying their own inner world, their own characteristics and possibilities of interpersonal relationships, and the spiritual component of their life as a whole. That is why it is important from this moment to form a psychological culture as a holistic personal formation.

For the formation of psychological culture and its improvement in recent decades, independent training courses in psychology for primary and secondary schools have been introduced into school practice (I.V. Dubrovina, Yu.M. Zabrodin, M.V. Popova, G. Bardier, I.M. . Nikolskaya and others), as well as integrated courses, including the psychological aspect: "Human Science" (L.S. Kolmogorova and others); "Humanity" (L.I. Malenkova and others), "Valeology" (V.V. Kolbanov and others). Technologies for the formation of psychological culture are also presented in the works of S.V. Borisova, E.V. Dementieva, K.M. Romanova, O.N. Romanova and others. However, it should be noted that at present in the system of psychological education there are no integrated methods, techniques, techniques focused on the formation of psychological culture as a holistic personal education. Most often, the methods are aimed at the formation of only its individual components. In connection with the existing problem, we have made an attempt to develop and test a comprehensive program aimed at forming a psychological culture among primary school students.

In order to study the level of formation of the components of psychological culture among younger schoolchildren at the stage of ascertaining experiment, we conducted the appropriate diagnostics, in which twenty-two fourth-grade students of the Municipal Educational Institution "Gymnasium No. 23" took part. Saransk. The following methods were used as psychodiagnostic tools: the questionnaire "Psychological literacy" (L.S. Kolmogorova), the questionnaire "How do I behave?" (L.S. Kolmogorova), method "Unfinished sentences" (modified by L.S. Kolmogorova), method "Diagnosis of the level of development of reflexivity" (A.V. Karpov), method "Definition of self-esteem" (Dembo-Rubinshtein, modification A .M. Parishioners). The data obtained is presented below:

The majority of junior schoolchildren have a low level of formation of psychological literacy and psychological competence (54.5%), an average level is observed in 36.4%, a high level in 9.1% of the subjects.
A positive nature of relations in relation to others and to oneself is observed in 9.1% of junior schoolchildren, negative - in 36.4% of the subjects. The majority of children (54.5%) have a neutral relationship.
The majority of children of primary school age showed an average level of development of reflexivity (54.5%), a high level was found in 9.1% of the subjects, and a low level in 36.4%.
The majority of younger schoolchildren have an overestimated level of self-esteem (54.5%), an adequate level of self-esteem was found in 36.4% of children, low - in 9.1%.

Analyzing the data presented above, we can say that the majority of primary school students do not have certain psychological knowledge, awareness in the field of human mental activity, therefore, they are not able to apply them in the course of interpersonal interaction and communication with others. In children, in most cases, there is a neutral nature of relations, an average level of reflexivity as an awareness of the characteristics of their personality and an overestimated level of self-esteem, which is characteristic of this stage of development.

To organize effective work, we randomly divided the group into two equal subgroups (11 people each) and carried out with one of them (group No. 1 - experimental) formative work according to the previously developed program, having previously determined whether there were statistically significant differences between these subgroups in terms of the formation of components of psychological culture. Mathematical data processing, carried out using the Mann-Whitney U-test and the φ٭ test - Fisher's angular transformation, showed that the differences are minimal and statistically insignificant.

I would like to describe our program a little. This program is focused on the development of psychological culture among students of primary school age (10-11 years old) and consists of diagnostic, installation, developmental stages, as well as a block of the effectiveness of developmental classes. It includes various psychological technologies (diagnostic, developmental, educational), which are built in a certain sequence and are represented by developing exercises, role-playing games, analysis and modeling of various situations, methods of art therapy, etc. It is based on the following methodological principles of the formation of psychological culture: the principle of activity, the principle integrity, the principle of relying on individual everyday psychological experience, the principle of relying on elementary units and genetically early forms of the existence of psychological culture, the principle of taking into account age and individual psychological characteristics.

At the stage of the control experiment, a repeated diagnosis of the level of formation of the components of psychological culture was carried out using diagnostic tools used at the diagnostic stage of the study. General data for the experimental and control groups are presented in tables 1-5.

Table 1.

The results of the study of psychological literacy of the subjects of the experimental and control groups after the formative experiment

The data in Table 1 indicate that the level of formation of psychological literacy in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: the younger schoolchildren of the experimental group have certain psychological knowledge, greater awareness of the surrounding reality, mental activity and human characteristics than the children of the control group.

Table 2.

The results of the study of competence in the behavior and communication of the subjects of the experimental and control groups after the formative experiment

Indicator	Group #1	Group #2
Indicator
The level of formation of competence in behavior and communication

The data in Table 2 indicate that the level of formation of competence in behavior and communication among the subjects of group No. 1 after the formative experiment became significantly higher than that of the subjects of group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: younger students in the experimental group are able to better control their actions and statements, find ways of harmonious relationships and communication with people around them.

Table 3

The results of the study of the characteristics of the nature of the relationship of the subjects of the experimental and control groups after the formative experiment

Significance level: * – р≤0.05 (1.64); ** – р≤ 0.01 (2.31)

The data in Table 3 indicate that, in general, the subjects of group No. 1 have a predominantly positive attitude (45.4%), while the subjects of group No. 2 have a neutral attitude (54.5%). A significant difference between the indicators of the subjects of these groups was obtained in the positive sphere of relations at p≤0.05. The results obtained indicate that the majority of younger schoolchildren in the experimental group have a positive self-attitude and attitude towards others than their classmates.

Table 4

The results of studying the level of development of reflexivity of the subjects of the experimental and control groups after the formative experiment

The data in Table 4 indicate that the level of reflexivity in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.05. This suggests that the younger students of the experimental group gradually began to pay attention to themselves, to analyze their actions, speech, products of their own activity, etc.

Table 5

The results of studying the level of self-esteem of the subjects of the experimental and control groups after the formative experiment

Indicator	Group #1	Group #2
Indicator
Self-esteem level

The data in Table 5 indicate that the level of self-esteem in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.05.

In accordance with the above results, we can conclude that the tested program is quite effective and can be used by school psychologists when working with younger students. Purposeful work on the formation of psychological culture contributes to the development of its main structural components in younger students.

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Karpov A.V. Reflexivity as a mental property and methods of its diagnostics // Psikhologicheskiy zhurnal. - 2003. - No. 5. - P. 13–23.
Kolmogorova L.S. Diagnostics of the psychological culture of schoolchildren: a practical guide for school psychologists. – M.: Vlados-Press, 2002. – 360 p.
Romanov K.M. Psychological culture: textbook. allowance. - M.: Kogito-Tsentr, 2015. - 314 p.
Romanova O.N. Formation of psychological culture of younger schoolchildren: dis. … cand. psychol. Sciences. - Kazan, 2003. - 203 p.
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