Diagnostics of theoretical and methodological approaches to deviant behavior of primary school students

the relevance of the study is confirmed by a theoretical analysis of the literature on the problem of deviant behavior of younger schoolchildren in secondary schools. The empirical part of the study is due to a number of factors influencing the formation of deviant manifestations, as well as the introduction of effective methods used to diagnose them. The purpose of the article is to comprehensively study the existing theoretical and methodological approaches to the diagnosis of deviant behavior in younger schoolchildren, identify the main criteria, indicators and levels, as well as substantiate the author's methodology "Confident steps of usefulness: from desire to action" for the diagnosis of deviant behavior in younger schoolchildren. The objectives of the study include: analysis of theoretical and methodological approaches to the diagnosis of deviant behavior in younger schoolchildren; identification of criteria, indicators and levels used in the diagnostic process; identification of basic techniques for effective diagnosis of deviant behavior in younger schoolchildren. The practical significance of the study lies in identifying and analyzing the main criteria and indicators of deviant behavior in younger schoolchildren, which will help primary school teachers more accurately and timely identify deviations in children's behavior and, accordingly, develop strategies for their correction. Understanding and using techniques (cognitive, personal, projective), theoretical and methodological approaches (socio-pedagogical, personality-oriented, socio-psychological) to diagnose deviant behavior in younger schoolchildren can also help prevent and reduce its negative manifestations, which is an important task for secondary schools.

criteria, indicators, deviant behavior, primary school students, theoretical and methodological approaches, diagnostics