Empirical study of cognitive and social motives of teaching primary school children

An empirical study of cognitive and social motives of teaching primary school children is presented. The dynamics and interrelation of cognitive interests and upbringing of moral qualities, as well as the peculiarities of social motives of teaching in primary school students are described. It is established that the motives directly related to learning are not a priority in primary school age, but social motives embedded in educational activities dominate. During the educational process in primary school, there is no significant increase in the levels of formation of children’s cognitive interests, unlike moral qualities, the level of which is constantly improving.