Abstract: the article is devoted to the analysis of factors of priority motivation of primary schoolchildren to receive information and learn in an individual educational space. The study involved 54 11-12 years old students of the State institution of linguistic gymnasium No. 132, Almaty, of which 26 were boys and 28 were girls. During the study, written informed consent was obtained from the parents of students participating in the program and a bilateral agreement on non-disclosure of personal data. To study the specifics of individual educational space, we used the questionnaire method (a specially developed questionnaire) and the projective method – a drawing on a given topic. Focusing on their motivational and value preferences, students design their own representation of an individual educational space. It has been established that extracurricular objects are regarded by primary schoolchildren as the main source of information, training and education. Moreover, the very concept of school, mentioned in isolation from the class, lessons, pupils, teachers, classmates, books, studies, has a generalizing, impersonal criterion. Accordingly, these parameters cannot be considered from the position of motivating factors in the development of the cognitive process and personal growth. Moreover, educational activity and one’s own activity related to cognition and knowledge acquisition is not considered by a schoolboy as an important part of an individual educational space, is not recognized as a source of new knowledge and skills. It is necessary to develop and introduce new programs and approaches to learning in the educational space of the school, taking into account the characteristics of the individual educational space, aimed at eliminating the shortcomings that activate the motivation for independent learning and creativity.
Keywords: individual educational space, educational environment, development of primary schoolchildren, information, motivation, creativity, self-development