The phone rings and in an excited voice the mother asks the question: how can I get to your Center for a consultation? The problems that parents address are indicated approximately the same for all first-graders in recent years - does not want to study, the teacher suggests home schooling, does not obey at school, plays in class, everyone laughs at him, does his homework with scandals... There are other calls to about the failures of first-graders, but that’s a different story and it will be called “Why children can’t study and how can a psychologist help?” What happens and why is the teacher often powerless in such situations? Parents are perplexed - the child was successful in kindergarten, he was taken to various developmental centers, began reading and writing at almost 5 years old, by the way, this is often a strict school requirement, and underwent pre-school preparation. There were positive results everywhere, the child completed tests, recited poems - everything was fine, but at school it became bad. At the same time, parents note that the teacher is good, the child does not complain, he is not offended, but does not want to study and behaves inexplicably. If the diagnostic results and information from the parents indicate normal mental development of the child, then the search begins for the reason for this behavior. Each case is unique in its solution, but the reasons are the same: - the role of the student is not formed, because the mechanisms of role behavior are not formed (does what he wants in the lesson, gets up, leaves, crawls around the class, talks to the teacher as equals, does not listen and does not perform demands from teachers, gets angry at home, cries, is capricious when doing homework); - the motivational-need sphere is not developed, or needs psychological correction (plays with toys during lessons, attracts classmates to play during lessons, does homework only with parents and only with persuasion, talks with peers only on topics of games, does not like to talk about school, resists the requirements of independent behavior in school matters); - the strong-willed self-regulation of a first-grader is not developed (he starts doing everything together with everyone else, quits without doing it, or does it haphazardly , because of this, he quickly ceases to be successful, because new knowledge is not taught and skills are not developed, he promises, but cannot fulfill, he takes on several things at once, because everything is interesting. Remembers only what attracts attention. By the end of the second quarter, parents are exhausted from the fact that they have to do everything together and instead of the child, while in response to demands and criticism the child gets very upset, cries... Usually everything ends in neurosis or illness of the first grader) There are other problems, but these are the ones make the child unsuccessful in the role of a first-grader, and his teaching is ineffective in such conditions. During the educational process, teachers rely on these qualities of first-graders, that is, you can teach a child to learn provided that he easily performs the role of a student (not a mother’s child in the class of others children), understands why he needs to study and this is very important and significant for him (parents play a major role in the formation of educational motivation), makes strong-willed efforts to manage his desires, emotions and his studies. As an example, imagine a picture, a child was bought a bicycle and they sent him to a competition, they offer him and force him to ride a bicycle to the finish line, the child himself wants to, but he doesn’t know how to turn the pedals with his feet, he doesn’t know how to keep his balance. After all, he will fall, well, if he doesn’t crash, he definitely won’t win the competition, and then he will and everyone will scold that nothing worked out. Children come up with different ways: someone throws a bicycle and runs on his own - they tell him, no, he couldn’t stand the rules and conditions. Then the child takes the bike and runs with it, but again it’s not like that, he’s not riding. In the best case, the child will say - I don’t know how, teach me. In most cases, at first he will be offended, then he will stop.