The formation of attitudes towards teaching and cognitive development in the interests of primary school age. Go to school and a new way of life associated with the provision of the student, if the child is internally adopted a position open for the formation of his personality. However, the formation of the child is practically in different ways, depending, first, of whether a measure of readiness for school is a child, and, secondly, from a system of teacher effects, which it receives. Children come to school with a desire to learn, to learn new things, with interest to the knowledge itself. This interest in the knowledge they are closely intertwined with the attitude to the doctrine as a serious, socially relevant activities. This is due to their extremely conscientious and diligent attitude. Studies show that young students in the vast majority of cases, love to learn. In doing so, they are just serious training, and much cooler as they relate to the types of work that they resemble the type of pre-school classes. Pilot interviews with the students of classes I-II show that they are more like lessons in reading, writing, arithmetic, than the lessons of physical education, handicrafts, singing. The lesson they would prefer to change, want to reduce holiday, pet peeve, if they do not give jobs to the house. In this regard, expressed in the teachings and educational interests of children and experience of their social importance of their academic work. Social meaning of exercise is clearly a relationship to a small school marks. They have long been perceived as a mark of their assessment of effort, rather than the quality of the work. This attitude to the point in the future disappears, its presence indicates that the original meaning of social education activities for children is made not only in its result, but in the process of academic work. This residue remains persistent for a child to its activities, which was typical for him in early childhood. Pilot studies conducted by Mikhail F. Morozov, showed that students in the class I begin to bring the knowledge, which require the well-known intellectual activity, mental stress. Especially to involve children increasingly complex content of the training sessions. MF Morosov results showing that, with interest the students of class I go to the writing of letters and stick to writing the most letters and whole words as they want to learn to write correctly and beautifully. Similar observations he made and lessons learned in reading and arithmetic. And here they are showing exceptional activity and diligence, especially like children when they are given to all new: the material is virgin soil and in a manner that it makes them think. Thus, the data of this study refute that are still with the view that the interests of younger students there are from entertaining and is supported by it. It turns out that the vast majority of students preferred to always complex and difficult task easier and simpler. Interestingly, even the introduction of teacher performance evaluation has not changed fundamentally the nature of the choice assignments. In summary, the study provided MF Morozov observation and experimentation, it can be argued that students of primary school age are interested in all types of serious academic work, but prefer those which, being more complex and difficult, requiring great mental strain, push the idea of students give them new skills. And another fact been established in the described study. By the end of primary school-age children begins to be selective to the individual interest subjects. And for some students, it becomes relatively stable interest, is that they are on their own initiative are beginning to read the scientific and popular literature on this subject. 2. The formation of a responsible and faithful to the teachings of the younger pupils. Data obtained in our study motivation training school, show that the fracture in relation to the teaching of students going on about with the class III. There are already many children begin to suffer in school duties, seeking to skip the lesson, their diligence is reduced, the credibility of the teachers is decreasing. Even the children themselves to notice a change in them, the students of classes V-VI are beginning to call for young students: their utmost good faith and diligence «ass». So strange, paradoxical pattern: all the mental processes and functions of primary school-age children are complicated and have improved the memory becomes a logical nature, the focus becomes more stable and is arbitrary, intelligent operation more abstract and complex, but the moral qualities - responsibility, diligence, desire for serious socially relevant activities, respect for labor, for the elderly not only improved, but they are undergoing as a reverse development. The relationship between children in the class being built mainly by the teachers: the teacher identifies any of the disciples as a model to be emulated, it will determine their opinions about each other, they organize their work together and communicate its requirements and evaluation are accepted and assimilated by students. Thus, the teacher is the central figure for students in grades I-II, support for existing. Public opinion. In so doing, nurturing teacher is done directly, it almost does not even need to rely on the children's team. However, our studies show that the III-IV class of the motives which formed the basis of behavior and activities of younger pupils are beginning to gradually subside, and that, therefore, need to prepare for a new, no less meaningful to the individual student motivation. Recall that the students of classes I-II for their needs and aspirations, their interest and experience in the first place to their new social status. However, the III-IV grade, children have become accustomed to this provision, developed with their new responsibilities, acquire the necessary requirements. Direct experience of the significance of the situation of the student, it is novel and unusual, which initially caused the children a sense of pride and without any additional educational activities led to their desire to be at the level expected of them claims, loses its emotional appeal.