Проблема развития индивидуальности ребёнка в раннем школьном возрасте занимает основополагающее место в современном педагогическом и психологическом дискурсе. Начальное образование представляет собой сензитивный и формирующий период, в течение которого ребёнок переходит от преимущественно игровой деятельности к структурированной учебной.

Индивидуальность — это не фиксированная характеристика, а конструкт развития, формирующийся в диалектическом взаимодействии внутреннего потенциала ребёнка и внешнего социокультурного контекста. Школьная среда играет решающую роль в этом процессе, обеспечивая структурированные условия для проявления личностной уникальности, расширения познавательных интересов и формирования исходных мотивационно-ценностных ориентаций. В этом контексте индивидуальность охватывает не только когнитивные и эмоционально-волевые аспекты, но и формирование самосознания, коммуникативной компетентности и способности к саморегуляции учебной деятельности.

Ключевые слова : индивидуальность, младший школьный возраст, начальное образование, личностное развитие, педагогика, психология, дифференцированный подход, образовательная среда.

The concept of individuality indicates that a person, from the diversity of social roles and functions, the totality of connections and relationships with others, identifies their own, personal essence; making them the absolutely valuable content of their true self [1, p. 354]

«Individuality is the character traits and psychological makeup that distinguish one individual from another. Individualism is a moral principle that places the interests of the individual above the interests of society» [7, p. 769].

Individuality has many facets and manifestations. It is in this context that B. G. Ananyev proposes to consider individuality. According to him, it is a unique system of an individual's mental properties, individual personality traits, and special mental abilities formed on the basis of natural inclinations and under specific social environmental conditions; a generalized characteristic of a person's individual psychological characteristics. The first component of individuality is psychodynamic characteristics, determined genetically, manifested in the subject's character and realized at the next level. Thus, the second level of individuality can be defined as personality traits, which form a kind of personal thesaurus. Particularly noteworthy is the following: the more pronounced a certain characteristic is, the greater the person's tendency to develop a particular pathology.

Both contribute to the individual's unique manifestation in social space, harmoniously combining temperament, character, social experience, worldview, and other qualities that are, on the one hand, genetic and, on the other, formed through the process of socialization [1, p. 12].

Having studied the causes of individual differences in intelligence and personality (including psychopathological manifestations) for many years, R. Plomin and D. Daniel concluded that one of the main causes of psychological variability is the influence of the social environment in which a child's individuality is formed (in particular, parental relationships and their attitudes toward children, various forms of education, and interaction with peers).

A. V. Toropova views individuality as an integral whole, which manifests itself at three basic levels:

1. the organismic (natural) level;
2. the strictly psychological;
3. the social.

Rubinstein noted that a child's development occurs through upbringing and education; the transition from one level of development to the next becomes possible through the realization of the potential of the previous level; the ontogenetic development of each person depends on how they navigate their individual life path and is essentially the development of their individuality [2, p. 162]. Individual psychological characteristics of a person that are a prerequisite for the successful implementation of a particular activity and that determine differences in the acquisition of necessary knowledge, skills, and abilities are called abilities [1, p. 378]. General abilities are often referred to as giftedness and are sometimes equated with intelligence [2, p. 540]. Both general and specific abilities, manifested in various types of activity, are interconnected. Creativity is an activity that facilitates the creation and discovery of something previously unknown to a given person, and creativity is both the ability to create and the opportunity to realize this ability.

The development of individuality should be based on the formation of the personality as an open system with great freedom and ambiguity. The objective psychological basis of this approach is the interrelations between personal variables. Individuality is formed under the condition that these connections are less rigid and less deterministic, which characterizes the space of the «possible». If these connections are «shaken», i.e. By ensuring the prevalence of differentiation processes, more opportunities for various forms of their integration appear, thereby laying the foundation for the development of greater variability in individuality and increased individual complexity. In this case, the decisive factor in the organization of a person's own activity is the voluntary influence on the cause-and-effect patterns that influence their life, i.e., the factor of self-determination [1].

According to V. Slobodchikov, from a psychological perspective, a person represents the mutual complementarity of five images of subjective reality: the individual, the subject, the personality, individuality, and the universe [2]. According to A. Skripchenko and other scholars, individuality is one of the seven hypostases of a person and represents a combination of a person's mental characteristics that shape their uniqueness and distinction from others [4]. A creative individual is a unique, distinctive personality, realizing themselves through creative activity.

The development of individuality is influenced by education and upbringing, the family environment, and the street. Enriching a child's intellectual and creative abilities requires educational activities in various areas. For example, the creation of clubs, sections, and children's interest groups at school can facilitate students' creative self-expression. In this context, it is clear that the primary role in shaping a student as a creative individual belongs to the family and school, with the active participation of extracurricular institutions.

The use of project-based and information technologies promotes the development of logical, creative, and critical thinking in primary school students; the ability to independently explore and solve problems; a holistic understanding of the world based on systems thinking and the place of one's self in the world; the ability to self-knowledge and self-understand; the emotional sphere of the individual, their abilities, inclinations, and interests; and information competence. Students enjoy learning, their intellectual potential increases, they absorb material more easily, and they develop good learning skills [8, p. 214].

Thus, primary school age is characterized by high sensitivity, which provides significant opportunities for personal development in children.

The leading activity of this age is educational, within the framework of which psychological neoplasms are formed, which characterize the most significant achievements in the development of children of primary school age and are the basis for ensuring development at subsequent age stages.

References:

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