Value-semantic bases of self-organization of educational activities of younger schoolchildren: the axiological approach

the article considers an axiological approach to understanding the self-organization of educational activities in relation to students of the primary school group. The role of students' values in the process of regulating behavior, planning, and monitoring the implementation of educational activities is analyzed. The article reveals the thesis that the value-semantic sphere acts as a significant psychological mechanism, and the values of cognition, cooperation, responsibility, and achievement have a significant impact on the nature of a primary school student's involvement in the educational process, determining the depth of data processing, the quality of regulation, and the sustainability of learning activities. The author pays special attention to the relationship of value orientations with the mechanisms of regulation and self-control, as well as their connection with the features of goal setting and planning typical of primary school age; the article emphasizes that value inclusion acts not only as a motivating factor, but also as a fundamental condition for the formation of educational independence and arbitrariness. The article substantiates the need for systematic pedagogical support aimed at forming a value-semantic base of educational activities, and suggests the possibility of considering self-organization as an integrative result of the interaction of values, regulatory processes and individual characteristics of students, which makes the axiological approach a promising direction for the development of modern educational practice.

primary school age, self-organization, regulation of educational activity, axiological approach, values of schoolchildren