DIFFICULTIES OF CHILDREN’S TEACHING IN ELEMENTARY SCHOOLS

This article describes the main features, nature and characteristics of learning difficulties of Junior schoolchildren. Based on the analysis of literary sources and exploring the works of prominent psychologists and educators in the article the essence of concept «learning difficulties» of the child, features of their manifestation and methods of overcoming them. Focused on complex school problems of the child in systematic training and lead to significant functional voltage, deviations in health status, disruption of socio-psychological adaptation and reduced learning success. Highlights the major causes of learning difficulties students in mainstream secondary school, in particular: the lack of preparation for schooling, in its extreme form serving as a social and pedagogical neglect; somatic debility of the child as a result of long-term illnesses in the preschool period; speech defects are not corrected at preschool age, impaired sight and hearing; mental retardation; negative relationships with classmates and teacher. Explains such basic concepts as «the syndrome of hyperactivity of deficiency of attention» and «slow children». Slow children are a special risk group because their school problems may be associated only with slow pace of activity. The slowness is not a disease, not a developmental disorder, it is just an individual feature of a person, a feature of nervous activity. It was found that the feature of slow children, we should remember the difficulty of switching to a new activity. The slow adaptation of children to school largely depends on what the attitude of adults to the school to the slowness of the child. Most often the slow child whose parents to the school were treated negatively, comes to school already convinced that everything she is doing wrong and adults are unhappy with them. Even more difficult for those children, and there are many among slow, which, because of the individual characteristics are unable to program their action, to draw up its plan, have any delays in motor development that does not allow them to control their movements and manage them. It is proved that among the factors influencing the health, the share of the impact of the so-called «school» factors, including pedagogical, is 20%, whereas the influence of medical support only an estimated 10-15%. Failure to comply with school sanitation and hygiene norms and recommendations, excessive teaching load, violation of the day regimen, stress tactics of authoritarian pedagogy, the discrepancy.