Maksymov M. Psychology of development of reflexive personality skills in primary school age

The dissertation is devoted to the study of the problem of developing reflexive skills of the individual in primary school age. The essence, features and conditions of the process of developing reflexive skills of Primary School students in the modern information space are theoretically substantiated and experimentally studied. The problem of finding methods for developing reflection in children is gaining particular relevance in our time, since the realities of today do not contribute to the natural development of this phenomenon. This is explained by the fact that the oversaturation of the information space, the change in the educational paradigm from humanitarian-personal to pragmatic, the overflow of society with incentives for immediate action slows down the desire for reflection, introspection, and awareness of one's life experience. The child's habit of getting the desired result by simply pressing a computer button leads to deformation of the activity components of the personality structure in general and reflection in particular. Theoretical and methodological approaches to the development of a system of reflection formation in primary school children using nonverbal stimuli are highlighted. The connection of personal maturity, creativity, as well as the role of musical art in the formation of personality in general and reflection in particular is shown. The reflexive mechanism of perception and comprehension of a musical text is as follows: musical intonation as a significant stimulus, affects unconscious structures, and causes an emotional reaction of the listener. The reflexive mechanism allows you to fix this reaction by "stopping - turning back (to yourself) - understanding your emotional state (emotional reaction) - identifying States and reactions with certain feelings - entering the associative field, based on personal emotional experience and rethinking its content in a new context-creating figurative constructions of musical text and constructive analysis of expressive means of music, gave consciousness an "image". As a result of these reflexive actions, there is a simultaneous comprehension of oneself, changed by music, and comprehension of the meaning of the musical text. It is found out that the development of reflection in younger schoolchildren in the process of education involves the choice of pedagogical conditions that correspond to both the phenomenon of reflection itself and the content of the activity within which the formation of reflexive skills is carried out. In our opinion, the most effective type of such activity is the process of perception of music. The intonation nature of music and the nonverbal nature of its influence on the emotional and sensory sphere of a person represent a unique opportunity for the development of reflection. The results of an empirical study of the main trends and age dynamics of reflection development are presented, its levels and factors of formation in accordance with the degree of personal development are determined. It has been experimentally proved that the formation of reflection as an integral neoplasm depends on the personal maturity of the subjects, which in turn is due to their social development situation. Self¬awareness, the ability to reflect in an unfavorable social situation of development is blocked by negative emotional experiences. There is a close correlation between indicators of the level of development of reflection and the degree of awareness, assessment and assimilation of one's life experience and the balance of self-perception in the space of the surrounding world. It is proved that nonverbal methods of forming reflexive skills are more effective than verbal ones; the role of emotional experiences caused by the perception of musical works in activating the process of reflection is shown. There are significant differences in the levels of reflection between the groups of subjects using verbal and nonverbal methods; a statistical tendency was found to have differences between groups of children who analyzed works of art (paintings) and music. So, the effectiveness of nonverbal means of developing reflection in primary school children has been empirically proven. Particular effectiveness was found due to the use of music as a stimulating material. A system of formation of reflexive skills of Primary School students by means of musical art has been developed. The results of testing this system in the course of teaching the academic discipline "art" in secondary education institutions are presented. Statistically confirmed data on the effectiveness of developing reflexive skills of Primary School students using nonverbal stimuli are shown.