PSYCHO-PHYSIOLOGICAL REQUIREMENTS FOR FORMING LEARNING INDEPENDENCE IN PRIMARY SCHOOL STUDENTS

Abstract

This article examines the psycho-physiological requirements underlying the formation of learning independence in primary school students. Learning independence is treated as an integrative personal quality that enables a child to set educational goals, select ways of achieving them and monitor the results with progressively less external help. The paper analyses the age-related maturation of the central nervous system, the development of voluntary attention, memory and thinking, and the emerging capacity for self-regulation during the primary school years. On this basis, a set of psycho-physiological requirements is proposed — accounting for the child’s working capacity and fatigue, the transition from involuntary to voluntary regulation, the sensitive period of primary schooling, and the individual dynamics of higher nervous activity. The findings show that the effective formation of learning independence is possible only when pedagogical demands are matched to the physiological maturity and psychological readiness of the learner.