Characteristics of psychophysiological reactivity of children aged 5-6 and 6-8 years during intellectual, sensomotor and physical challenges

Introduction. Recent years have witnessed theoretical and practical recognition of the problem of measuring children’s psychophysiological reactivity at different developmental stages and identifying its peculiarities during performing different types of tests. The purpose of the article is to identify the characteristics of children’s psychophysiological reactivity during intellectual, sensormotor and physical loads in transition from preschool to primary school age. Materials and Methods. The current study involved apparently healthy children aged between 5 and 6 years (n=106) and between 6 and 8 years (n=102). The intellectual load consisted in working with computer-based Anfimov’s tables. Sensor motor load involved chains of visual-motor reactions with choosing from four alternatives using a control panel. Bicycle ergometer tests were conducted to perform graduated physical exercise of moderate intensity. In order to measure psychophysiological reactivity, the authors used omegametry, heart rate variability analysis, blood pressure recordings, measuring electrodermal activity, external respiration, and occasional anxiety. The authors used such statistical methods as variational series, correlation coefficients and identifying statistically significant difference. Results. The results of this study indicate that intellectual and sensomotor loads performed at maximal speed within time limits with the “threat of punishment” and physical activities of moderate intention cause unidirectional functional changes in the organism. Another important finding was a lower psychophysiological cost of adaptation in schoolchildren aged between 6 and 8 years compared to preschool children aged between 5 and 6 years. Conclusions. The article concludes that in transition from preschool to primary school age peculiarities of children’s psychophysiological reactivity identified at one type of load remain during performing the other tests. Schoolchildren aged between 6 and 8 years demonstrated higher effectiveness and lower psychophysiological cost of adaptation to intellectual, sensomotor and physical challenges in comparison to 5-6-year-old preschool children.