The article looks upon the work of a primary school teacher on the formation of adequate retrospective and prognostic self-esteem, goal-setting actions and planning in younger students in the context of educational activities. The authors show that the knowledge obtained in the course of this work create the necessary prerequisites for their subsequent transfer to the moral sphere and upbringing of readiness to make a free moral choice of action in younger schoolchildren.

The article deals with the process of development of younger students’personal freedom from the standpoint of the holistic approach through the logical and historical analysis of the notion of “personal freedom”;by the method of binary oppositions (dichotomies “obedience - freedom”); through the analysis of the whole structure of human activity as “cells” and the methodological guidance in overcoming younger school students growing away from the educational process.

There are considered the peculiarities of interpretation of the ideas of free education and morality in the pedagogic theories by L.N. Tolstoy and K.N. Ventsel.

Круглый стол выездного заседания бюро Отделения философии образования и теоретической педагогики Российской академии образовани.

There is given the methodology of free choice of learning tasks at mathematics lessons at primary school. There are sorted out the stages of involving primary school pupils into free choice of learning tasks at mathematics lessons, revealed the methodological peculiarities of such situations.

There is given the methodology of printed lists use as the means of primary school pupils autonomy development at lessons of mathematics. There are given the examples of the contents of printed lists, which favour primary school pupils independent targeting, behavior consciousness, reflection, adequate self-appraisal, flexible, divergent thinking development.

There is given the conception of teaching process organization at primary school on the basis of freedom principle. With the help of logical and historical analysis, there are sorted out the structural components of personal freedom, substantiated the inclusion of free work experience into the content of primary education, developed the effective mechanisms of the experience formation at primary school pupils.