Educational Activity as a Resource for Preserving and Strengthening the Psychological Well-being of Primary School Children



The task of preserving and strengthening the psychological well-being of schoolchildren has become relevant due to its formulation in the main normative documents regulating the content and organization of education. The structure of psychological well-being is considered from the point of view of developing the abilities of primary school children to personal growth, the ability to set goals, the ability to empathy, cooperation, autonomy, self-acceptance and effective management of life circumstances. The risks of psychological well-being due to being in unfavorable life circumstances, as well as the negative consequences of uncontrolled digitalization of the child’s living environment are presented. The advantages of a system-activity approach to the organization of educational work are substantiated. Education, designed and implemented as an activity, can become the main resource for the psychological well-being of students. Teacher training for educational activities at the stage of study at the university should be based on the scientific foundations of psychology and pedagogy and take into account current trends in the social and personal development of school children.

General Information

Keywords: psychological well-being of a school child, education, educational activity, system-activity approach in education, professional standard of a teacher

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article


Received: 05.03.2023


For citation: Egorova M.A., Теrekhova A.M. Educational Activity as a Resource for Preserving and Strengthening the Psychological Well-being of Primary School Children [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 1, pp. 71–80. DOI: 10.17759/bppe.2023200107. (In Russ., аbstr. in Engl.)


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Information About the Authors

Marina A. Egorova, PhD in Education, Professor, Department of Pedagogical Psychology n.a. Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:

Antonina M. Теrekhova, Head, Department of Employment Assistance for Graduates, Lecturer, Department of Pedagogical Psychology named after Professor V.A. Guruzhapov, Faculty of Psychology of Education, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:



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