Psychological aspects of the concept of regulatory training activities in primary school students with learning difficulties

The paper addresses the issue of developing the regulatory training activities in primary school students. The research reviews the theoretical and practical aspects of the system-based interaction of school psychological service with primary school students who have no clinical diagnosis but face with learning difficulties. It is considered in the context of the Federal State Educational Standard. The author concludes that it is necessary to develop voluntary regulation in the students under review (the basic components are targeting, planning, forecasting, monitoring, correction, and evaluation) because it has a positive impact on individual educational and cognitive process of training primary school students with learning difficulties. The focused efforts of school psychological service help develop universal regulatory training activities in this group of students. The psychological terms of regulatory training activities are defined as a process of movement from the real state of the child to its possible improvement.