Psycho-Functional Indicators of the First-Graders in the Dynamics of Learning

У статті представлені результати дослідження деяких психофункціональних показників першокласників, які навчалися в умовах традиційної школи й гімназії. Виявлено, що учні-гімназисти мали більш високий рівень розумової працездатності та пам’яті порівняно із школярами. Встановлені певні відмінності досліджуваних показників у дітей різної статі, що полягали в перевазі когнітивних функцій у дівчаток. Отримані дані свідчать про задовільну адаптацію дітей 6-річного віку до навчання незалежно від типу освітнього закладу, проте в гімназистів це забезпечується за рахунок більш вираженого функціонального напруження адаптаційних механізмів, ніж у школярів в умовах традиційного навчання.The article presents the results of a study of some psycho-functional characteristics of the first-graders in the dynamics of the school year. The aim of this work is to clarify the features of adaptive activities for 6-year-old children, enrolled in a traditional school and gymnasium. The quantitative and qualitative indicators of mental work and productivity, the amount of visual and auditory memory, emotion and performance level of adaptability are determined. The conventional techniques of psycho-physiological testing are used. The research, conducted at the beginning and end of the school year, has showed a significant improvement of the most psycho-functional characteristics of the pupils, regardless of the type of institution in which they were trained. It is noted that the first-graders pupils of gymnasia have the higher level of productivity of mental activity and memory during the school year than that of the pupils of secondary schools. Some differences indices studied of children of different sexes, consisting of the advantages of cognitive function of the girls are revealed. Assessment of the emotional state of the first-graders in the course of their training in different conditions have showed that most children respond positively to the training load and micro-social environment. However, the performance of the boys and girls of emotion vary somewhat: emotional stability is more common for the boys, whereas the girls have more pronounced psycho-emotional lability. The overall results of the study indicate that satisfactory orientation adaptation of the children to the complex intraschool factors is associated with learning in educational institutions of various types. However, the high efficiency of the mental activity of the first-graders of gymnasia during the school year is provided by significant functional stress adaptation mechanisms, which manifest itself in a greater number of children at “risk” with signs of fatigue varying degrees among the pupils enrolled in a school. The data obtained on psycho-functional characteristics of the 6-year-old children may be used as a scientific basis in the development and implementation of effective organizational measures in order to create the optimal conditions for training and education of children in primary school educational institutions of various types. This will give the opportunity to prevent the development of early fatigue and exhaustion of children during their learning activities that may adversely affect their health and productivity of their learning activities in the subsequent stages of training