By the age of 7, the will of the preschooler is undergoing significant changes in his or her development. Preschoolers aged 6-7 can already set a task on their own, plan the course of its implementation and solve it according to the plan (perform rather complex targeted actions). For example, a boy of 7 years old, under the impression he saw in his companion's drawing, decided to draw a girl himself - "Red Riding Hood". He comes home, pulls out an album, a pencil, paints, pours water into a glass and starts drawing. In the process of drawing, he sees that the drawing of the wolf does not work - the young drawer erases the lines depicting the wolf with a rubber band and draws the wolf again, and so on until the end of the drawing. After 30-40 minutes of drawing, the boy joyfully runs to his comrade to show his drawing.
By the end of preschool age, the child's ability to control his or her behavior in accordance with generally accepted rules and regulations is mainly formed. However, at this age you can also find a vivid manifestation of shortcomings, weak will, expressed in stubbornness, negativism.
Stubbornness is a lack of will that manifests itself in the child's desire to do something in his or her own way, regardless of the expediency and correctness of these actions. Negativism is the highest degree of stubbornness. A child's negativity is manifested in the fact that he or she responds to any request, advice, or demand in the opposite way.
By the end of the preschool age and at the beginning of the school year, the child usually takes a big step forward in his or her willful development, which is an essential condition for the possibility of schooling.
At the beginning of school, the formation of the child's will enters a new stage, characterized by purposeful and systematic education under the guidance of a teacher. Teaching is an interesting and fascinating activity for children. At the same time, there are many uninteresting and sometimes even difficult things to do in it. In these cases, the willful efforts are necessary. Overcoming various difficulties in the process of learning, in the process of learning activities educates the will, develops the volitional qualities of the student.
The first - grader's motives for behavior change. However, they are not yet stable enough and are conditioned by the immediate prospects. Motives of duty and responsibility to the teacher, class, and school are being actively formed in primary school pupils. The specific nature of educational activities makes it necessary to show will.
At the lesson, the pupil must show mental effort to solve the set tasks and search for answers to various questions, perseverance in performing monotonous and continuous work, the purposefulness of perception, attention, observation, and memory. Thus, along with the general mental development of the younger student, he or she will also develop.
The school environment, starting in the early grades, offers a wide range of opportunities for the successful development of students' will.
In the process of upbringing the will of primary school pupils, the teacher should take into account the age peculiarities of children's will. Thus, the younger pupil is not yet able to make long-term willful efforts, especially when performing monotonous tasks. Hence, the need to constantly diversify the activities of the younger student. An important factor in upbringing the will of a schoolchild is teamwork. A friendly, purposeful team has a positive impact on the personality of the pupil, bringing up his will. The schoolboy imitates the best in the school team, tries to keep up with the team, strives to bring up in his own team those strong-willed qualities that are especially valued in the team. The team's assessment of the actions, behavior of a particular student significantly affects the formation of his will.
Positive results in the education of the will of the students give stories to children about the heroes who have shown determination, courage, courage and heroism. Favorable conditions for overcoming difficulties, and thus for the development of the will create physical education and sports.
In adolescence, for the willful regulation of behavior, there are certain difficulties. The emergence of new drives in puberty makes new demands on the will.
In the process of learning, work, accumulation of life experience in the teenager has accumulated the necessary stock of knowledge, skills, allowing him to express his own views in conversation with adults, the assessment of reality. He actively participates in the social life of the collective, strives to prove himself in big, "adult" affairs, dreams of making heroic deeds. The teenager is sensitive to the behavior of adults, his comrades, independently assess them, critically approaching everything that surrounds him.
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