Баландин, В.А.
    Возрастные особенности динамики показателей физического развития, физической подготовленности и психических процессов детей 6 - 10 лет в период подготовки и адаптации к обучению в школе = Changes of Parameters of Physical Development, Physical Preparedness and Mental Processes of 6 - 10 Years Aged Children Peculiarities During Training and Adaptation to Education at School / Баландин В.А., Чернышенко Ю.К.
    // Физ. культура: воспитание, образование, тренировка. - 2001. - № 3. - С. 39-42. - Библиогр. (17 назв.).

 HTTP://sportlib.info/Press/FKVOT/2001N3/p39-42.htm

    -- 1. Особенности возрастные. 2. Подготовленность физическая. 3. Учреждение дошкольное образовательное. 4. Младший школьный возраст. 5. Возрастная психология. 6. Методика исследования. 7. Анкетирование. 8. Измерения антропометрические. 9. Личность. 10. Психические качества. 11. Динамика. 12. Развитие физическое. 13. Активность познавательная. 14. Эмоции. 15. Программа физического воспитания. 16. Учреждение общеобразовательное. 17. Адаптация к нагрузкам. 18. Воля.

    УДК 796.078                 ГРНТИ 77.03.13
                                ГРНТИ 15.31

    The features of physical development, physical preparedness, cognitive processes and emotional-strong-willed properties of the personality of 6-10 years aged children by training and adaptation them to the new conditions of education at school are considered in the article. The adaptation of children to regular education in a comprehensive school lasts during 3-4 years and does not equally influence on various attributes. Thus the negative tendencies in physical development and physical preparedness are more expressed in girls. When the transition of children from a kindergarten to school the tendency of the gain of cognitive processes rates increases and their reduction since 8 years in girls and since 9 years in boys is observed. Imagination as the cognitive process influencing on the success of education is not claimed in the younger forms of a comprehensive school and, as the consequence, does not develop. The transition of children to training in an elementary school ambiguously influences on the development of the cognitive processes at boys and girls. Since 8 years of age the negative displays of some emotional-strong-willed properties are observed in children of both genders.