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Organization of the Normative Space among Junior Schoolchildren
Pashchenko A.K., Ph.D. in Psychology, associate professor at the Department of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia, email@example.com
The article discusses the normative space of junior schoolchildren. The characteristics of the normative activity space organization of the pupils were studied using the following methods: the “Perception of the normative situation” method, socio-metric and reference-metric techniques, and methodic technique of informal intra-group power structure determination and analysis of pupil’s academic success. Each academic level of primary school has its own differential index that determines the normative development of the pupil. Thus, for pupils in the first grade their ability to master the general cultural norms acts as the differential index of normative development. The differential index of a second-grader is the ability to master the pupil’s roles spectrum and the arbitrariness of perception of the situation’s field characteristics. In the third grade the arbitrariness of perception of role and impulsive features of the given situation serve as an index. The ability to differentiate external features and master the content-meaning side of the role is an indicator of normative development in the fourth grade.
Keywords: normative situation, activity space, normativity
Column: Social Psychology