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Peculiarities of the development of arbitrariness of mental cognitive processes in primary school children

Research Article
EDN: QLFKZE
International academic journal «Development of education». Volume 8
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Published in:
International academic journal «Development of education». Volume 8
Authors:
Svetlana A. Elantseva 1 , Victoria A. Uslamina 1
Work direction:
Psychology in Education
Received: 27 December 2024 / Accepted: 19 February 2025 / Published: 18 March 2025

Rating:
Article accesses:
111
1 Tyumen State University, P.P. Ershov Ishim Pedagogical Institute (branch) Tyumen State University
For citation:
Elantseva S. A., & Uslamina V. A. (2025). Peculiarities of the development of arbitrariness of mental cognitive processes in primary school children. Development of education, 8(1). EDN: QLFKZE.
UDC 37.016.3

Abstract

The relevance of the study lies in understanding the development of cognitive and regulatory functions in primary school-age children, which is crucial for their adaptation to the modern socio-cultural context. Rapid changes in technology and education require the development of volitional processes such as attention, memory, planning, and self-organization, key for academic and social adaptation. The study was conducted with a sample of 60 children (ages 8-9) from the Municipal Autonomous Educational Institution Secondary School No. 31 in Ishim. Diagnostic techniques assessed various aspects of volitional functions: goal-setting, forecasting, planning, correction, flexibility, adaptability, and reflection. Methods used included "Template," "Running Goose," "Simple Instructions Test," "Circles," and others, with data analysis performed using the φ* criterion – Fisher’s angular transformation. Most children’s voluntary cognitive and regulatory functions are in an active process of formation, with their components developing unevenly. Prediction, adaptability, and mnemonic abilities develop faster and more efficiently than goal setting, planning, correction, flexibility of actions, reflection, and attentional abilities. The study confirms the need for psychological and pedagogical support to enhance volitional functions in younger schoolchildren, aiding their successful academic and social adaptation.

Acknowledgments

Appreciation is expressed to Valentina Voronova, a teacher-psychologist at the MOE Secondary School No. 31 in Ishim, for her help in organizing an empirical study.

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