EXPERIMENTAL STUDY OF THE INFLUENCE OF INTERACTIVE LEARNING AS A DEVELOPMENT FACTOR PERSONALITIES OF YOUNGER SCHOOL STUDENT

Abstract

The article discusses interactive learning and constant psychological support as a factor in the development of the personality of a younger student. The analysis of literary sources and empirical research have shown that it is interactive learning as a specific form of organizing cognitive activity that contributes to the creation of a favorable and safe environment, and helps younger schoolchildren to reveal their inner potential in the process of those activities that naturally ensure the self-development of a child's personality. It is proved that the use of new methods of interactive learning and constant psychological support increases the effectiveness of learning, develops the creative abilities of the individual, has a positive effect on the development of mental processes and mental development of students. In the process of empirical research, it was confirmed that in accordance with organized and selected in accordance with age, interactive forms of education and psychological games have a positive effect on such external factors as learning activity, communication, and the students' own activity. And accordingly, the organization of a favorable and safe environment makes it possible to realize the potential of a junior schoolchild as an active subject who learns the world and himself. A rather weighty argument of the experimental study was to confirm that a preliminarily thought out and planned favorable psychological learning environment allows children to feel completely safe, which in turn has a very positive effect on the significant and accelerated development of all mental processes in primary schoolchildren. The methods we used contributed to the conclusion that interactive learning, including psychological games with constant psychological support, allow the theoretical means of orientation in the surrounding reality to turn into the personal abilities of students. This confirms the hypothesis that interactive learning is indeed a factor in the development of the personality of a younger student. Considering the above, it was established that interactive learning has a significant effect on the development of all mental processes in primary school children, in particular attention, memory, imagination, and creativity. Based on the results obtained, we have developed and tested methodological recommendations for primary school teachers, GPA educators, practical psychologists in order to create a safe environment to ensure the positive impact of interactive learning on the development of the personality of a younger student. Summing up the results of the conducted empirical study of the influence of interactive learning on the development of the personality of primary schoolchildren, it should be noted that our creation of a safe and supportive environment using new methods of interactive learning has a positive effect on the development of mental processes in primary schoolchildren. The prospects for further research are the improvement of interactive teaching methods, in particular psychological games and their further implementation in the educational process.