The problem addressed reflects the essential aspects of the influence of learning attitudes on the intellectual development of pupils of low school age in the context of the radical changes of society and of the education system, respectively. The overcoming of the difficulties in the reference activity is based on
the mobilization of the existing pedagogical resources, in order of their importance, oriented towards the creation of favorable contexts for acquiring and personal valorization of concrete contents specific to the educational subjects. The intellectual potential and the experience of early age children is a context in which new knowledge, under the influence of learning attitudes, is processed and structured according to their scientific validity. The process aspect of learning attitudes extends to the cognitive experience of pupils of low school age, influencing the autonomous components of their intellectual development, which are mutually conditioned, intertwine, integrate into a unitary process, called intellectual education.
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