It’s the beginning of the school year and many parents sent their children to school for the first time. Today I propose to talk about the age crisis of 7 years in children, the manifestations of which may be aggravated due to a changed social situation. At this age, the child becomes aware of his inner life: now he understands what it means when he is angry, happy, afraid, or sad - but there is no experience yet in dealing with his feelings (the child does not know when and how to demonstrate them). Hence the frequent loss of spontaneity and the appearance of mannerisms, antics, and artificial tension in behavior. These external features, as well as the tendency to whims, conflicts, and affective reactions, begin to disappear when the child emerges from the crisis. There is also a revaluation of values ​​- what was significant before loses its value - now the game for the child loses its motivating power ( preschoolers will play for a long time, but play ceases to be the main content of his life), now educational activities become valuable. The child has exhausted the developmental possibilities of games, now he needs more - not to imagine, but to understand how and what works. He strives for knowledge, strives to become an adult. Therefore, many favorites (stuffed toys that used to be comforting) may go into the trash or be adjusted - what if you cut your favorite doll? Now the child is aware of his needs - but so far he does not have a balance between “want” and “need” (sometimes they respond slowly to adult demands, which can cause conflicts). At this age, children learn self-control in order to be able to restrain, dose, or express their emotions and thoughts in an acceptable form. Childhood spontaneity is lost - the child thinks before acting, begins to hide his experiences and hesitations, and tries not to show others that he feels bad. The child is no longer the same externally as he is internally, although throughout primary school age openness will still be largely preserved, the desire to throw out all emotions on children and close adults, to do what he really wants. Thought processes develop intensively: the child develops logically correct reasoning, scientific and everyday concepts are formed (which leads to the development of theoretical thinking). Memory develops in two directions - voluntariness and meaningfulness: now the child is able to voluntarily remember material that is not interesting and is not presented in a playful way; but semantic memory needs to be improved during this period - parents should control how children learn new material (many children memorize texts mechanically, which leads to significant difficulties in the middle grades, when the material becomes more complex and larger in volume - and then children tend to word for word reproduce what you remember. Therefore, it is important to master various mnemonic techniques when the child comprehends the educational material, understands it and at the same time remembers it - it is important for parents to check not only the accuracy of the answer, but also how the child remembered it). Attention also continues to develop: however, it is still characterized by a small volume and low stability (they can do one thing for 10-20 minutes), as well as the difficulty of distributing attention and switching it from one educational process to another. During this period, the child’s self-esteem develops - the formation of self-esteem depends both on academic performance and the characteristics of relationships with the teacher and class, as well as on the style of family education and the values ​​​​accepted in the family. To develop adequate self-esteem, it is necessary to create an atmosphere of support - it is important that children are not just given a grade, but also given appropriate explanations, their work is assessed, not their personality, children are not compared with each other, they are not encouraged to imitate excellent students, but are focused on personal achievements - so that tomorrow's work was better than yesterday's; successful students were not praised. Family parenting style also influences the formation.