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Ego – acts according to the reality principle; i.e. it seeks to please the id’s drive in realistic ways that will benefit in the long term rather than bringing grief. The ego comprises the organized part of the personality structure that includes defensive, perceptual, intellectual-cognitive, and executive functions. Conscious awareness resides in the ego, although not all of the operations of the ego are conscious. Originally, Freud used the word ego to mean a sense of self, but later revised it to mean a set of psychic functions such as judgment, tolerance, reality testing, control, planning, defense, synthesis of information, intellectual functioning, and memory. The ego separates out what is real. It helps us to organize our thoughts and make sense of them and the world around us. The ego is that part of the id which has been modified by the direct influence of the external world. The ego represents what may be called reason and common sense, in contrast to the id, which contains the passions in its relation to the id it is like a man on horseback, who has to hold in check the superior strength of the horse; with this difference, that the rider tries to do so with his own strength, while the ego uses borrowed forces. Egocentrism – is when one is over preoccupied with their own internal world. Egocentrics regard oneself and one's own opinions or interests as most important or valid. Self-relevant information is seen to be more important in shaping one’s judgments than do thoughts about others and other-relevant information. It also generates the inability to fully understand or to cope with other people's opinions and the fact that reality can be different from what they are ready to accept despite any change in their personal belief. Elkonin Daniel Borisovich (1904–1984) – the Soviet psychologist, the author of the original direction in the nursery and pedagogical psychology. His major works: «The Doctrine about conditioned reflexes», «Oral and written speech school students», «Development of constructive activity ofpre-school children, «Psychological questions of preschool game», «Thinking of younger school students», «Mental development of the child from the birth», «Creative roleplaying games of preschool children», «Speech development at preschool age», «Children's psychology», «Questions of psychology of educational activity of younger school students», «Psychology of children of preschool age», «Psychology of training of the younger school student», «How to learn children to read», «Game psychology». 27