Psychological Factors that Facilitate or Hinder the Intellectual Development of Younger Schoolchildren in Primary School

This article analyzes psychological factors that either promote or hinder the intellectual development of younger school-aged children. Both internal and external conditions influencing the formation of cognitive activity are examined, including the motivational-emotional background, the nature of the educational environment, pedagogical interaction styles, and family support. It is shown that the development of intellectual potential at this stage depends not only on initial cognitive abilities, but also on the child’s subjective sense of comfort within the learning context. Special attention is given to limiting factors such as anxiety, fear of failure, cognitive overload, and lack of psychological support. The importance of a differentiated approach to supporting cognitive processes is identified, taking into account children's individual responses to educational stimuli. It is concluded that intellectual development in primary school age is not only a cognitive but also a deeply emotionally mediated process, requiring fine-tuned coordination of all components of the educational interaction.