Cognitive and emotional development of first-graders in the Sakha Republic (Yakutia)

Abstract

The relevance of the problem of adaptation of first-graders to school has become increasingly obvious due to the increase in neuropsychiatric diseases of children, as well as violations of academic performance, behavior and interpersonal relationships among children of primary school age. The practice shows that untimely recognition of these problems and the lack of special corrective programs have lead not only to chronic retardation, but also to secondary disorders of the child’s psychosocial development, and to various forms of deviant behavior. Purpose of the study: to analyze the cognitive and emotional development of first-graders. Research objectives: determining the research program; diagnostics of cognitive abilities and emotional sphere of children; analysis of research results. As part of the study, such methods as subtests of diagnostic complexes aimed at assessing regulatory functions were used: the Memory for Designs technique, the Sentence Repetition technique, the Sorting cards by variable attribute technique Dimensional Change Card Sorting, Inhibition technique, and the tests aimed at studying the ability to understand emotions [1]. The levels of cognitive and emotional development of first-graders, participants in a longitudinal study of the project “Growing with Yakutia” were studied, information about their academic performance and social success was collected.