The purpose of the study is to analyze theoretically and simulate the formation of management skills in junior schoolchildren. The authors classified junior schoolchildren’s management skills, defined psychological and pedagogical principles of their formation. Empirically obtained results of questionnaires for teachers and parents (n=550) determined how well they understood the importance and relevance of forming management skills at primary school. In order to examine the organization of the pedagogical process at schools the pedagogical documents were analyzed. Obtained data were used to develop indices and criteria of formed management skills, as well as a structural and functional scheme of forming management skills in junior schoolchildren. The suggested model of the content of learning-activity management preserves the substantial distinctness of management actions and operations and creates possibilities for comprehending the structure of learning-activity management to apply knowledge thereof consciously when organizing the educational process in elementary schools.

Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 7-33.

Bennis, W. G. & O’Toole, J. (2005). How business schools lost their way. Harvard business review, 83(5), 96-104.

Estes, C. A. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 27(2), 141-160.

Flanders, N. A. (1960). Teacher influence, pupil attitudes, and achievement. Institute of Education Science.

Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of educational research, 60(4), 517-529.

Jones, J. (2004). Management skills in schools: A resource for school leaders. London; Paul Chapman Educational Publishing.

Jones, V. & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems. London; Pearson.

Lerner, R. M. (2001). Concepts and theories of human development. New Jersey; Psychology Press.

Levy, Y. & Ramim, M. M. (2015). The Effect of Competence-Based Simulations on Management Skills Enhancements in E-Learning Courses. In Proceedings of the 10th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era.

Lorig, K. R. & Holman, H. R. (2003). Self-management education: history, definition, outcomes, and mechanisms. Annals of behavioral medicine, 26(1), 1-7.

Malmberg, J., Järvenoja, H. & Järvelä, S. (2013). Patterns in elementary school students′ strategic actions in varying learning situations. Instructional Science, 41(5), 933-954.

Moeed, A. (2013). Science investigation that best supports student learning: Teachers' understanding of science investigation. International Journal of Environmental and Science Education, 8(4), 537-559.

National plan of actions for developing schoolchildren’s functional literacy for 2012-2016. No. 832. (2012). Astana.

Pilling-Cormick, J. & Garrison, D. R. (2013). Self-directed and self-regulated learning: conceptual links. Canadian Journal of University Continuing Education, 33(2).

Reynolds, M. (2013). Group Work in Education and Training. London; Routledge.

Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of educational psychology, 88(3), 408.

Rue, L., Byars, L. & Ibrahim, N. (2012). Management: Skills & Application. USA; McGraw-Hill Higher Education.

Sajko, V. D. (2000). Valuable orientations of children during the moving to primary school and growing-up years. Psychology issues, 2, 67-74.

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F. & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.

Shamova, T.I. (2004). Selected works. Moscow; Central Publishing House.

Shiyanov Ye.N. & Kotova I.B. (1999). Personality developed in education: Study guide for students of pedagogical higher educational institutions. Moscow.

Skibbe, L. E., Connor, C. M., Morrison, F. J. & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy, and language growth. Early Childhood Research Quarterly, 26(1), 42-49.

State Compulsory Educational Standard for Secondary Education (elementary, basic, and general secondary education). No. 1080. (2012). Astana.

State program for the development of education in the Republic of Kazakhstan for 2011-2020. No. 1118. (2010). Astana.

Stroud, N. D. (2015). Transitioning from a Traditional School Setting to a Montessori Learning Environment. Texas; Texas Christian University.

Syllabus in Mathematics for 1-4 grades of comprehensive schools. (2013). Astana.

Tatyanchenko D.V. & Vorovshchikov S.G. (2003). Developing schoolchildren’s general learning skills. National Education, 8, 115-126.

Zimmerman, B. J. & Schunk, D. H. (2012). Self-regulated learning and academic achievement: Theory, research, and practice. Springer; Science & Business Media.