Kokand state pedagogical institute named after mukimi faculty of foreign languages

Junior school age
To begin with, let's analyze the interest of the child at the moment when he comes to school. From an objective point of view, this stage of development characterizes the first interactions of the child with an unknown educational process, which is important both for the child and for society. As a rule, at the end of preschool age, usually, the child has a fairly strong interest in learning at school. It is expressed in the fact that the child feels the need to attend school (to wear school items, accessories and, accordingly, the uniform), to be introduced into a new type of activity for him, i.e. training, to take a new status among others. At the same time, there is an objective readiness for school, a certain degree of development of mental abilities, and the knowledge and skills of the child with which he comes to school.
It should also highlight the positive and negative features of the motivation for teaching primary school age and their development during this period. The following favorable features of motivation are noted: the child has a positive attitude towards school in general, the range of his interests is expanding, and there is curiosity. The range of interests may not always manifest itself when taking into account the needs of younger students in creative games (especially for plots from books or movies). As a result of the performance of these very plots, the social interests of younger students, their emotional side, and collective gaming empathy are embodied. Curiosity is a form in which high mental activity is manifested in younger students. The naturalness, sincerity, gullibility of younger students, their faith in the undeniable authority of the teacher and the desire to do any tasks are positive conditions for developing at this age broad social motives of responsibility, duty, and awareness of the need for learning.
Motivation in elementary school students also implies a number of negative aspects that interfere with learning. For example, younger students have insufficiently effective interests that are changeable, and can quickly be satisfied without the help of a teacher, they can disappear and not be renewed (school educational material and tasks often quickly bore the student, causing him to feel tired).