Psychological and pedagogical correction of difficulties in junior schoolchildren teaching

The article is devoted to the study of psychological and pedagogical correction. The problems of psychological assistance to younger schoolchildren with learning difficulties, the features of the mental development of students of primary school age, the causes of difficulties in teaching younger schoolchildren, problems in mental development and behavior in such children are considered. There is a social and pedagogical neglect of the child, which manifests itself in the underdevelopment of educational and cognitive motivation, social and communicative properties and personality traits, in inadequate self-esteem, in violation of environmental adaptation. Particular attention is paid to the consideration of the content of psychological assistance. The complex of psychological assistance includes a program of correctional and developmental classes aimed at overcoming the causes of learning difficulties, holding pedagogical councils and parent meetings to develop specific recommendations. The purpose of the study was to create and test the effectiveness of a set of psychological assistance tools in the development of the personality of younger schoolchildren experiencing learning difficulties. The experimental work carried out to overcome the causes of learning difficulties is described. The sample, psycho diagnostic methods and diagnosed indicators are characterized. An analysis of the results of the study is presented. The results of the study are of interest to teachers, parents and educational psychologists. The complex of psychological and pedagogical correction developed by us makes it possible to partially overcome difficulties in learning.