Pedagogical conditions for the formation of self-support skills of primary education students in the course of distance learning

Urgency of the research. According to modern trends, primary school students should have formed life skills that will become a kind of foundation for successful self-realization in adult life. One of the key concepts in ensuring these skills is mental health, which also includes the ability to support oneself.

Target setting. The research problem is to substantiate the pedagogical conditions for the formation of self-support skills in younger schoolchildren during distance learning and to present the results of experimental testing of their effectiveness.

Actual scientific researches and issues analysis. The pedagogical direction, although important in the face of modern challenges, is currently at the initial stage of theoretical training, methodological development, and practical implementation.

The research objective. The purpose of the study is to select, develop, systematically and systematically use in the educational process pedagogical tools (a set of methods, forms of work, exercises and techniques), which stimulates students' self-awareness, a positive attitude towards themselves, an understanding of their own emotional and physical states and reduces anxiety.

Main material presentation. The issue of developing and maintaining the mental health of younger schoolchildren during distance learning is considered. Mastering the components of self-support skills will contribute to the formation of an elementary school student as an emotionally stable and self-confident person, capable of effectively solving life's problems.

Conclusions. One of the options for solving the problem of developing self-support skills in primary school students is to implement the following pedagogical conditions in the educational process: comprehensive development of all components of self-support skills in primary school students while studying various academic subjects; use of various applications in the course of distance learning. The experimental study contributed to the improvement of the content of the teacher's work in the process of developing self-support skills in primary school students and the expansion and refinement of the relevant pedagogical tools. The positive results of the pedagogical experiment confirmed the effectiveness of these pedagogical conditions and the possibility of using the pedagogical tools we proposed by primary school teachers. Further research could focus on the theoretical and methodological support for the continuity and consistency of the process of supporting and maintaining the mental health of students in general secondary education at different levels of learning.