Report: Psychological readiness of children for school. Psychological readiness of a child for school

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Committee of General and Professional Education

Leningrad region

Autonomous educational institution

higher professional education

Leningradsky State University named after A.S. Pushkin

Psychology faculty

Department of Developmental and Educational Psychology

Course work

Specialty: Clinical Psychology

Psychological readiness to training

3rd year student, 7xx group

Scientific adviser:

O.A. Pinchuk

Saint Petersburg

Introduction

1.1 Personal readiness

1.2 Intelligent readiness

1.3 Social and psychological readiness

1.5 Motivational readiness

1.6 Physical fitness

Conclusion

Bibliography

Introduction

psychological readiness child school

The problem of children's psychological readiness to study at school is extremely relevant. On the one hand, the determination of the goals and content of education and upbringing in preschool institutions depends on readiness indicators, and on the other hand, the success of the subsequent development and education of children at school.

Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but a certain system of basic elements of readiness: volitional, mental, social, and other readiness. The problem of psychological readiness for school has recently become very popular among researchers in various specialties. Psychologists, teachers, physiologists study and justify the criteria for readiness for schooling, argue about the age at which it is most advisable to start teaching children at school. Interest in this problem is explained by the fact that figuratively psychological readiness for schooling can be compared to the foundation of a building: a good strong foundation is the key to the reliability and quality of future construction.

Issues of psychological readiness for learning at school are considered by teachers, psychologists, and defectologists: L.I. Bozhovich., L.A. Wenger., A.L. Wenger., L.S. Vygotsky, A.V. Zaporozhets., A. Kern, A.R. Luria, V.S. Mukhin, S.Ya. Rubinstein, E.O. Smirnova and many others.

The purpose of the work is a theoretical study of children’s psychological readiness for school, which involves performing the following tasks:

Review of scientific literature on the topic under study

Highlighting the logic and structure of the course work being performed

Analysis of the material and summing up the course work.

1. General concepts psychological readiness

Psychological readiness for schooling is the formation of a child’s psychological properties, without which it is impossible to successfully master educational activities at school. There are: general psychological readiness, which is evidenced by indicators of intellectual and sensorimotor development, and special, which is evidenced by achievements in preschool education programs (counting within ten, reading speed) and general personal readiness as an integrative indicator of already achieved mental development (voluntariness of activity, adequate communication with adults and peers, a positive attitude towards school and learning). Individual indicators of these forms of readiness are assessed by comparing them with indicators of the age norm.

Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task.

Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the point of view of the periodization of the child’s mental development and the change of leading types of activity.

Recently, the task of preparing children for school education has occupied one of the important places in the development of ideas in psychological science.

The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.

A. Anastasi interprets the concept of school maturity as “mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum.”

L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and the social position of the student. Similar views were developed by A.I. Zaporozhets, who noted that readiness to study at school “is an integral system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical-synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc. d.”

Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research. In the structure of psychological readiness, it is customary to distinguish the following components

Psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers. A child’s psychological readiness for school is one of the most important results of mental development during preschool childhood.

The high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance. Its decision is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution.

According to L.A. Wenger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova, O.M. Dyachenko and others in the structure of psychological readiness it is customary to distinguish the following components:

1. Personal readiness, which includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.

2. The child’s intellectual readiness for school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.

3. Social and psychological readiness for schooling. This component includes the formation of moral and communication abilities in children.

4. Emotional-volitional readiness is considered formed if the child knows how to set a goal, make decisions, outline a plan of action and make an effort to implement it.

Practical psychologists face the problem of diagnosing children’s psychological readiness for school. The methods used for diagnosing psychological readiness should show the child’s development in all areas. But in practice, it is difficult for a psychologist to choose from this set the one that will (fully) help to comprehensively determine the child’s readiness for learning and help prepare the child for school.

It should be remembered that when studying children in the transition period from preschool to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and the initial forms of activity of the next period.

Readiness, as measured by testing, essentially boils down to mastering the knowledge, skills, abilities and motivation necessary to optimally master the school curriculum.

1.1 Personal readiness

Includes the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests.

The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed educational motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

Intellectual readiness is important, but not the only prerequisite for successful schooling. Preparing a child for school includes the formation of his readiness to accept a new “social position” (L.I. Bozhkovich) - the position of a schoolchild who has a range of important responsibilities and rights, who occupies a different, in comparison with preschoolers, special position in society. This personal readiness is expressed in the child’s attitude towards school, towards educational activities, towards teachers, towards himself.

If a child is not ready for the social position of a schoolchild, then even if he has the necessary stock of skills and a high level of intellectual development, it will be difficult for him at school.

Such first-graders behave at school, as they say, childishly, and study very unevenly. Their success is obvious if the activities arouse their immediate interest. But if it is not there, and children must complete an educational task out of a sense of duty and responsibility, then such a first-grader does it carelessly, hastily, and it is difficult for him to achieve the desired result.

It's even worse if children don't want to go to school. Although the number of such children is small, they are of particular concern. The reason for such an attitude towards school, as a rule, is mistakes in raising children. One can understand the fear and anxiety of these children associated with the upcoming schooling. A positive attitude toward school includes both intellectual and emotional components. The desire to take on something new social status, i.e. becoming a schoolchild, an October student, a pioneer, merges with an understanding of the importance of schooling, respect for the teacher, for older schoolmates, it also reflects love and respect for the book as a source of knowledge.

Research shows that the emergence of a child’s conscious attitude towards school is determined by the way information about it is presented. It is important that the information given to children about school is not only understood, but also felt and experienced by them. Such an emotional experience is provided, first of all, through the inclusion of children in activities that activate both thinking and feelings.

As noted…”Personal readiness for school includes the ability to enter a child’s society, act together with others, yield in some circumstances and not yield in others. These qualities ensure adaptation to new social conditions."

1.2 Child’s intellectual readiness for school

By older preschool age, children acquire a certain outlook, a stock of specific knowledge, and master some rational abilities to examine the external properties of an object.

Preschoolers have access to an understanding of the general connections, principles and patterns underlying scientific knowledge. But at the same time, one should not overestimate their mental abilities. The logical form of thinking, although accessible, is not yet characteristic of them. Even acquiring the features of generalization, their thinking is based on real actions with objects and their “substitutes”.

The highest forms of visually imaginative thinking are the result of the intellectual development of a preschooler.

Intellectual readiness for school also presupposes the development of certain skills in a child. These, first of all, include the ability to isolate a learning task and turn it into an independent goal of activity. Such an operation requires the child entering school to be able to be surprised and look for the reasons for the similarities and differences between objects and their new properties that he notices.

In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, although this is also an important factor, but on the level of development of intellectual processes. “... a child must be able to identify the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, and draw conclusions.” For successful learning, a child must be able to identify the subject of his knowledge.

Intellectual readiness is an important, but not the only prerequisite for the successful education of children at school

This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

1.3 Social and psychological readiness for schooling

This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers, i.e. the formation of his readiness to accept a new social position - the position of a schoolchild who has a range of important responsibilities and rights, occupying a different position in society compared to preschoolers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the children's society, act together with others, the ability to give in and defend himself. This readiness is expressed in the child’s attitude towards school, towards educational activities, towards teachers, towards himself.

Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

If a child is not ready for the social position of a schoolchild, then even with the necessary stock of skills and abilities, it will be difficult for him at school.

In the works of E.E. Kravtsova, when characterizing the psychological readiness of children for school, focuses on the role of communication in the development of the child. Three areas are distinguished - attitude towards an adult, towards a peer and towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.

Thus, socio-psychological readiness for school includes the formation in children of such qualities that would help them communicate with classmates and teachers. Each child needs to enter the children's society, act together with others, give in in some circumstances and not give in in others. These qualities ensure adaptation to new social conditions. Social readiness includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as to play the role of a student in a school learning situation.

N.G. Salmina draws attention to the level of formation of the semiotic function and personal characteristics, including communication features (the ability to act together to solve assigned problems), the development of the emotional sphere, etc.

1.4 Emotional-volitional readiness

By the end of senior preschool age, the formation of the basic elements volitional action: the child is able to set a goal, make a decision, outline an action plan, carry it out, show some effort in overcoming an obstacle, and evaluate the result of his action. But all these components of volitional action are not yet sufficiently developed. The identified goals are not always stable and conscious; goal retention depends on the difficulty of the task and the duration of its completion.

Of primary importance in the formation of will is the cultivation of motives for achieving goals. Forming in children not the fear of difficulties (accepting them), the desire not to give in to them, but to resolve them, not to give up on the intended goal when faced with obstacles, will help the child independently or with little help to overcome the difficulties that will arise in the first grade.

The most significant of all areas of psychological readiness, according to a number of scientists (B.G. Ananyev, L.I. Bozhovich, A. Maslow, L.S. Vygotsky, J. Atkinson and others), is the formation of motivational readiness. It is the low level of motivational readiness that entails a huge number of difficulties that will contradict the successful systematic education of the child at school.

In addition to the above-mentioned components of psychological readiness for school, I also identified immotivational physical and speech readiness.

1.5 Motivational readiness

In his works, L.I. Bozhovich identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them, a certain level of the child’s motivational development stands out, including cognitive and social motives for learning.

The main criterion of readiness for school in the works of L.I. Bozhovich “is the new formation of the internal position of the student,” which is a fusion of the cognitive need for communication at a new level.

In older preschool age, children develop new motives that have a significant impact on behavior. These are, first of all, motives associated with children’s interest in the world of adults, with the desire to be like them. Children are interested in new activities - games, construction, work, etc. (that is, the activity remains the same, but it is carried out with various complications). Another important group of motives is establishing and maintaining positive relationships with adults in the family and school. This makes the child especially sensitive to the assessments of the teacher and parents, and causes reluctance to comply with their requirements and the rules established by them.

The motive for activity is often the motives of personal achievements, pride and self-respect. They manifest themselves in children’s claims to the main roles in games, to the role of an excellent student at school, the child’s grievances or joy when achieving success in a difficult task, recognition of merits, and sometimes in attributing to themselves qualities that do not yet exist, in whims. Based on the desire for self-affirmation, children also develop a competitive motive - to win, to win, to be better than others.

The new formation “internal position of the schoolchild,” which arises at the turn of preschool and primary school age and represents a fusion of two needs - cognitive and the need to communicate with adults at a new level, allows the child to be involved in the educational process as a subject of activity, which is expressed in the conscious formation and fulfillment of intentions and goals, or, in other words, voluntary behavior of the student.

Psychological readiness for school presupposes the formation of the main components of educational activity, mental and cognitive skills: differentiated perception, cognitive activity, cognitive interests, the formation of voluntariness (memory, attention, thinking). That is, children who meet the established criteria can be considered ready for school. But, first of all, it is necessary to remember that “psychological readiness for school” is understood not as individual knowledge and skills, but as a specific set of them, in which all the basic elements must be present, although the level of their development may be different.

To summarize all that has been said, we list the psychological spheres by the level of development of which psychological readiness for school is judged: motivational, voluntary, intellectual, volitional and social.

In addition to the above-mentioned components of psychological readiness for school, I also highlighted physical and speech readiness.

1.6 Physical fitness

Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators that meet the norms physical development boys and girls aged 6-7 years. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility.

To successfully study at school, a child needs not only mental and volitional preparation, but also physical one. A changing way of life, breaking old habits, increasing mental stress, establishing new relationships with teachers and peers are factors that significantly strain the nervous system and other functional systems of the child’s body, which affects the child’s health as a whole. It is no coincidence that in the first year of school, the incidence of illness increases in many children. Some six-year-olds do not adapt to the school regime even throughout the year, which indicates insufficient attention to their physical condition in the previous preschool period of life.

Sufficient physical training presupposes a high level of hardening and general physical development, a vigorous and active state of the body. Various movements, motor qualities and work skills formed according to age must be accompanied by appropriate training of various functional systems, high performance of the nervous system, etc.

Good hardening helps not only to withstand various unfavorable factors that arise in new school conditions, but also to work in lessons without much difficulty, with interest, and to master knowledge, skills and abilities in a timely and durable manner.

All tasks for the physical training of a kindergarten graduate can be successfully solved if the work is carried out systematically and step by step in each age period.

By the end of the sixth year of life, the child’s physical development indicators on average reach: body length - 116 cm, body weight - 22 kg, chest circumference 57-58 cm. Basic movements become more complex: running speed, step length and height increase; when jumping, you can already draw the child’s attention to the correctness of the run-up, grouping and landing; Six-year-olds are already dribbling, throwing and catching the ball with one hand. Children get acquainted with the technical elements of different sports - skiing, skating, swimming, master the skills of cycling, master some sport games(badminton, towns, etc.). Serious demands are placed on the development of physical qualities of older preschoolers (endurance, agility, speed, strength).

1.7 Speech readiness

Speech readiness means the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.

Special criteria for readiness for schooling apply to a child’s mastery of his native language as a means of communication. And this:

· Formation of the sound side of speech. The child must have correct, clear pronunciation of sounds of all phonetic groups.

· Formation of phonemic processes, ability to hear, distinguish phonemes of the native language.

· Readiness for sound-letter analysis and synthesis: ability to isolate the initial vowel sound; reverse syllable analysis; hear and highlight the first and last consonant sound in a word, etc. Children must know and correctly use the terms “sound”, “syllable”, “word”, “sentence”, sounds vowel, consonant, voiced, voiceless, hard, soft. Be able to work with a word diagram, a split alphabet, and read syllables.

· Ability to use different methods of word formation, correctly use words with a diminutive meaning, the ability to form words in in the required form, highlight sound and semantic differences between words, form adjectives from nouns.

· Formation of the grammatical structure of speech: the ability to correctly construct simple sentences, see the connection of words in sentences, distribute homogeneous and secondary members; work with deformed sentences; make sentences based on supporting words and pictures. The ability to use detailed phrasal speech and retell a story. Compose your own descriptive story.

The presence of even small deviations in phonemic and lexico-grammatical development leads to serious problems in mastering general education school programs.

Formation of grammatically correct, lexically rich and phonetically clear speech, which makes it possible verbal communication and preparing for schooling is one of the most important tasks in educating a child in preschool institutions and in the family. A child with well-developed speech can easily communicate with others, he clearly expresses his thoughts and desires. Conversely, a child’s slurred speech makes it difficult for him to interact with people, and can leave an imprint on his character.

To develop full-fledged speech, you need to eliminate everything that interferes with the child’s free communication with the team. In the family, the child is understood perfectly, but over time the circle of connections with the outside world expands, and it is very important that both peers and adults understand him. At school, the child will have to answer and ask questions in the presence of other children, and read aloud. Correct pronunciation of sounds is especially necessary when mastering literacy. Phonetic and phonemic defects are one of the causes of dysgraphia and dyslexia.

Incorrect pronunciation of one or more sounds with formed phonemic processes, as a rule, does not affect negative influence to master the school curriculum.

Children who have not developed the sound side of speech and phonemic processes can mix sounds that are similar in sound or articulation. This prevents mastering the skills of analysis and synthesis of the sound composition of a word and leads to dyslexia and dysgraphia. Children with general speech underdevelopment (pronunciation disorders combined with underdevelopment of phonemic processes and lexico-grammatical means) have great difficulties in reading and writing, which leads to poor performance in their native language and other subjects. There is a poverty of vocabulary, an inability to express one’s thoughts and formulate them correctly. Difficulties in identifying cause-and-effect relationships lead to misunderstanding of texts and task conditions. Deviations in the development of oral speech affect the mastery of literate writing and correct reading.

Correct speech is the merit not only of the teacher and speech therapist, but, first of all, of you - the parents, those whom your little ones imitate, for whom you are an example, an example not only at the moment, but for the rest of their lives.

A preschool child has enormous developmental potential and cognitive abilities. Help him develop and realize his capabilities. Show true interest in everything related to learning, be patient and friendly. Praise, encourage your child and rejoice in his successes with him.

Interaction between kindergarten and family - necessary condition full speech development of preschool children.

Sometimes various aspects relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, as opposed to moral and physical readiness.

Preparing a child for school is a very pressing issue for teachers, psychologists, doctors and parents. In my work, I researched recommendations and psychological and pedagogical methods for developing children’s readiness for school.

Thus, in order to successfully organize work with children of senior preschool age to prepare them for school, the following recommendations must be taken into account:

· Formation of psychological readiness for school involves a combination of gaming, productive, educational and other types of activities;

· To achieve effectiveness in teaching six-year-olds, it is necessary to develop a positive, emotional attitude towards classes;

· Management of the activities of six-year-old children should be carried out widely using (especially in the first half of the year) methods of preschool education with partial use of school methods;

· IN pedagogical work in the first grade it is necessary to maintain continuity not only in working methods, but also in styles of pedagogical communication;

· It is necessary to maintain the continuity of preschool and school methods of work when forming a team of first-grade children and organizing their interpersonal communication;

· Use great educational opportunities of joint activities;

· To develop abilities for role and personal communication as an important condition in preparing for a change in leading activity;

· When forming psychological readiness for school, it is necessary to take into account individual psychological characteristics, which are manifested in the level of learning ability, the pace of knowledge acquisition, attitude to intellectual activity, characteristics of emotions and volitional regulation of one’s own behavior, etc.

Psychological readiness for schooling is a multicomponent neoplasm. Parents, as his first and most important educators, can do a lot to prepare a child for school. The recommendations we have compiled on the basis of the data obtained in the work and taking into account the existing recommendations of psychologists can be used in advising parents on the problem of preparing 6-year-old children for school.

A preschool child has truly enormous developmental opportunities and cognitive abilities. It contains the need for knowledge and exploration of the world. The child needs to be helped to develop and realize his or her potential. But work to develop school readiness should be built taking into account age characteristics. For example, you need to take into account that the leading motivation at the age of 6 is play. Thanks to developmental work that takes into account the characteristics of age, the child will cross the threshold of school with confidence, learning will not be a heavy duty for him, but a joy, and there will be no reason to be upset about his progress.

For child preparation efforts to be effective, the following principles must be followed.

1. It is unacceptable for a child to get bored during classes. If a child has fun studying, he learns better. Interest is the best kind of motivation, it makes children truly creative personalities and gives them the opportunity to experience satisfaction from intellectual pursuits.

2. Preschool children do not perceive strictly regulated, repetitive, monotonous activities well. Therefore, when conducting classes, it is better to choose a game form.

3. Repeat the exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work out for you, take a break, return to it later, or offer your child an easier option.

4. Pay attention to the development of mental operations with concepts. U modern school great demands on the child’s mental development. When he goes to school, he will be required to be able to generalize concepts, compare them, and highlight what is essential. This is especially important if the child will study in developmental education programs.

5. Don't be overly concerned about not making enough progress, not making enough progress, or even regressing a little. Be patient, do not rush, and do not give your child tasks that exceed his intellectual capabilities.

6. When working with a child, moderation is needed. Do not force your child to do the exercise if he is fidgety, tired, or upset; do something else. Try to determine the limits of your child's endurance and increase the duration of classes by a very small amount of time each time. Give your child the opportunity to sometimes do something he likes.

7. Develop your child’s communication skills, spirit of cooperation and teamwork; Teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.

8. Avoid disapproving assessments, find words of support, often praise the child for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his confidence in his abilities.

9. Develop fine motor skills and graphic skills using activities with plasticine, drawing on a sheet of paper, in educational notebooks, drawing pictures, cutting out figures with scissors, etc.

10. Learn to navigate in space and on a sheet of paper.

11. Expanding your horizons through reading books together, retelling and discussing what you read, looking at drawings, developing cognitive interest in the environment, developing interest in research natural phenomena and so on.

12. Formation of a correct idea about school, the desire to go to school.

13. Development of the ability to cooperate with peers (playing out situations, visiting various clubs, sports sections), awareness of one’s emotions and the emotions of other people through drawing, games, discussion of illustrations in books.

14. Formation of self-awareness. Start to “forget” that your child is small. Give him feasible work in the house, define the range of responsibilities.

15. Involve your child in the economic problems of the family. Gradually teach him to compare prices and navigate the family budget.

16. Teach your child to share his problems. Discuss conflict situations and be sincerely interested in his opinion.

17. Answer every child’s question. Only in this case will your cognitive interest not dry up. Get used to looking for answers to some questions on your own.

18. Do not build your relationship with your child on prohibitions. Always explain the reasons, the validity of your requirements, and if possible, offer an alternative option.

Taking into account the characteristics of the physical development of children, adults need to:

– supplement exercises for the physical preparation of children for school with a set of exercises designed to develop fine motor skills with the help of finger gymnastics;

– organize games with small toys, small construction sets, mosaics, modeling;

– carry out hardening procedures, including air baths, walking barefoot, rinsing the mouth cold water, dousing feet, visiting the pool, etc.;

– accompany physical education classes with a complex of herbal medicine, music therapy, art therapy, aromatherapy and physiotherapy.

Teachers should place the main emphasis in developing emotional and volitional readiness for school on cultivating motives for achieving goals:

Don't be afraid of difficulties;

The desire to overcome them;

Don't give up on your goal.

Adults should strive to develop the following qualities and characteristics of the personal sphere in the area of ​​emotions:

– stability of feelings;

– depth of feelings and emotions;

– awareness of the reasons for the appearance of certain emotions;

– manifestations of higher feelings: aesthetic, moral, cognitive;

– emotional anticipation (conscious expectation of success or failure).

The development of volitional and emotional readiness can be helped by using examples from fairy tales and stories (reading fiction, staging fairy tales in a children's theater, looking at paintings, listening to music).

To form motivational readiness for school it is necessary:

Maintain the child’s interest in everything new, answer his questions, give new information about familiar objects.

Organize excursions to schools, introduce them to the main attributes of school life.

Practice the arrival of schoolchildren in kindergartens.

Use riddles on a school theme.

Use educational games like “Pack up your school bag,” “Put it in order,” “What’s extra?”

Create conditions for a role-playing game with a school theme: “Lessons”, “Library”, “Holiday at school”, “Preparing homework”.

Do homework (talk with parents about how they studied at school, collect photographs of parents, from which you can then make an exhibition “Our fathers and mothers are schoolchildren.”

There are the following methods and means for developing readiness in the field of communication:

Methods of teaching expressive movements through playing sketches with sequential study of poses, gait and other expressive movements;

Staging emotional states, children’s awareness of emotions, naming them;

Methods of using auxiliary means of communication in the process of teaching children the skills of adequate perception and expression of emotions (facial expressions in drawings, playing “blots”, free and thematic drawing, music);

Psycho-gymnastics is a special course of classes aimed at the development and correction of the cognitive, emotional and personal sphere. The main emphasis of this course is on teaching elements of expressive movement techniques, the use of expressive movements in cultivating emotions and higher senses, and acquiring skills in self-relaxation.

Currently, many schools organize so-called preparatory courses for future schoolchildren. This is a very good filling. There are undoubted advantages of such activities:

The child learns to communicate with the teacher and children;

The child gets acquainted with and gets used to the rules of behavior at school and in the classroom;

The child begins to develop general academic skills: how to properly position a notebook, hold a pen when writing, and work with a book.

However, there are also disadvantages to such training:

Classes are usually held in the evening and the likelihood of overwork is quite high, since the child is forced to attend courses after kindergarten;

Classes on courses most often end in May, and training begins in the fall (September). During the three summer months (if parents do not study), a child can forget a lot;

If you attend courses at a particular school, it is advisable to continue to study there in the future. This is due to the fact that the child gets used to the peculiarities of learning in a given school.

In my opinion, it is most effective to combine attending preparatory courses with classes at home.

And most importantly, try not to perceive working with your child as hard work, rejoice and enjoy the communication process, and never lose your sense of humor. Remember that you have a great opportunity to make friends with your child. Parental support and interest in the child is the main condition for his successful adaptation to school and successful studies.

As a result of the experimental study, the following conclusions can be drawn:

1. Methodology of Yasyukova L.A. allows you to analyze the characteristics of a child’s intelligence (both the general level and the operational structure) and assess the degree of development of thinking in concepts, which is necessary for successful learning and further full development of the child at school.

2. The results for the study group can say that the group as a whole is ready for school. According to the diagnostic results, compared by gender, boys are 100% ready, girls 91% of 20 diagnosed children, one is not ready, or rather, according to the results of the examination: speed of information processing, development of attentiveness, development of visual structural thinking, development of hand-eye coordination, conceptual intuitive thinking parameters showed a low level of development.

3. Teachers and parents were informed about the results of the identified weak levels of development, on the basis of which they received recommendations on what to pay attention to in the child to work on this developmental problem.

Conclusion

Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood.

Readiness for learning is a complex indicator; each test gives an idea only of a certain aspect of a child’s readiness for school. Any testing technique gives a subjective assessment. The performance of each task depends largely on the state of the child at the moment, on the correctness of the instructions, and on the conditions of the test. The psychologist has to take all this into account when conducting the examination.

The test results can help in time to notice disturbances in the mental development of a preschooler and correctly draw up a correction program. The problem of children's readiness to study at school is not only a scientific, but first of all a real-practical, very vital and urgent task that has not yet received its fruition. final decision. And a lot depends on its decision, ultimately the fate of the children, their present and future.

Bibliography.

1. Ananyev B.G. Man as an object of knowledge. L., 2000.

2. Anastasi A. Psychological testing 1997.

3. Bozhovich L.I. Problems of personality formation. - M., 2001. - 349

4. Wenger P.A., Wenger A.L. is your child ready for school? M., 1994.

5. Vygotsky L.S. Pedagogical psychology. M., 1991.

6. Dyachenko O.M., Lavrentieva T.V. Mental development of preschool children. - M., 1994. - 127 p.

7. Zinchenko V., Meshcheryakov B. - Large psychological dictionary.

8. Konysheva N.M. Preschool childhood: preparation for school or stage of life? Primary School, 2002. - No. 1. - P. 96.

9. Kravtsova E.E. Psychological problems of children's readiness to study at school. - M., 1983. - P. 56

10. Sazonova A. Diagnosis of a child’s psychological readiness for school Preschool pedagogy, 2003. - No. 1. - P. 10-1

11. Elkonin D.B. Child psychology M 1983

12. Questions of psychology 1983 No. 4 Ulienkova U. V.: Study of the psychological readiness of six-year-old children for school

13. Questions of psychology Tsukerman 1991 No. 3 Tsukerman G. A.: Readiness for school

14. Reader on developmental psychology. - M. 1998

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Psychological readiness for schooling. Personal readiness for schooling. Formation of the student’s internal position. Intellectual, strong-willed, moral readiness for schooling.

We present to your attention excerpts from the book “ Preschool psychology: Textbook. aid for students avg. ped. textbook establishments“Uruntaeva G.A. - 5th ed., stereotype. - M.: Publishing center "Academy", 2001.

During the first seven years of life, the child has come a long way in development. From a helpless being, completely dependent on an adult, who cannot even speak or eat independently, he has turned into a genuine subject of activity, possessing a sense of self-esteem, experiencing a rich range of emotional processes from delight to guilt and shame, consciously fulfilling moral norms and rules of behavior in society . The child has mastered the world of objects. Social relationships, meanings and goals of adults’ activities were “opened” to him in the process of modeling social reality in different types of activities. By the age of 6, the child first developed ideas about himself as a member of society, awareness of his individual significance, his own individual qualities, experiences and some mental processes. These transformations in the child’s psyche lead to a change in the main contradictions of mental development. What comes to the fore is the discrepancy between the old “preschool” way of life and the new opportunities of children, who are already ahead of it. By the age of 7, the social development situation changes, characterizing transition to primary school age.

The child strives for more important, significant from the point of view of society, socially approved and evaluated activities (A.N. Leontyev, L.I. Bozhovich, D.B. Elkonin). Specifically “preschool” activities lose their attractiveness for him. The child recognizes himself as a preschooler and wants to become a schoolchild.

Entering school marks the beginning of a qualitatively new stage in a child’s life.: his attitude towards adults, peers, himself and his activities changes. The school determines the transition to a new way of life, position in society, conditions of activity and communication.

A new adult enters the child’s environment - teacher. The teacher performed maternal functions, providing all life processes for the pupils. The relationship with him was direct, trusting and intimate. The preschooler was forgiven for his pranks and whims. Adults, even if they were angry, soon forgot about it as soon as the baby said: “I won’t do it again.” When assessing the activities of a preschooler, adults more often paid attention to positive sides. And if something didn’t work out for him, they rewarded him for his efforts. You could argue with the teacher, prove that you were right, insist on your opinion, often appealing to the opinion of your parents: “But my mother told me!”

The teacher occupies a different place in the child’s activities. This is, first of all, a social person, a representative of society, whom it has entrusted to give the child knowledge and evaluate academic success. Therefore, the teacher is the most authoritative person for the child. The student accepts his point of view and often declares to peers and parents: “But the teacher at school told us...”

In addition, the assessment given by a teacher at school does not express his subjective personal attitude, but shows an objective measure of the significance of the student’s knowledge and his performance of educational tasks.

Changes in relationships with peers are associated with the collective nature of learning. This is no longer a playful or purely friendly relationship, but an educational relationship based on shared responsibility. Grades and academic success become the main criterion for peer assessment of each other and determine the child’s position in the class.

In kindergarten, learning is most often carried out in a playful way. For example, a bunny “comes” to visit the children and asks them to draw a house for him, Dunno “appears” and asks riddles. A preschooler has the opportunity to act under the influence of his own interests and inclinations, choosing a particularly attractive type of activity. At school, educational activities are mandatory for all children; they are subject to strict regulations, strict rules that the child must comply with.

In connection with the transition to school, the attitude of adults towards the child also changes. He is given greater independence than a preschooler: he must manage his own time, monitor the implementation of the daily routine, not forget about his responsibilities, and do his homework on time and efficiently.

Thus, teaching is a new, serious, socially significant activity, embodying a serious, socially important and, therefore, more adult way of life.

The most important neoplasm of preschool age is school readiness. Being the result of the child’s development during the first 7 years of life, it ensures the transition to the position of a schoolchild (A.N. Leontiev). The degree of readiness for schooling is largely a question of the child’s social maturity (D.B. Elkonin), which manifests itself in the desire to take a new place in society, to perform socially significant and socially valued activities.

When starting school, a child must be ready not only to master knowledge, but also to radically change his entire lifestyle.

A schoolchild’s new internal position appears by the age of 7. In a broad sense, it can be defined as a system of needs and aspirations of a child associated with school, when involvement in them is experienced by the child as his own need (“I want to go to school”). This is an attitude towards entering school and staying there as a natural and necessary event in life, when the child does not imagine himself outside of school and understands the need for learning. He shows special interest in the new, school-specific content of classes, preferring literacy and numeracy lessons to preschool-type classes (drawing, singing, etc.). The child refuses the orientations characteristic of preschool childhood in terms of organizing activities and behavior, when he prefers collective classroom activities to individual learning at home, has a positive attitude towards discipline, prefers socially developed, traditional educational institutions a way to evaluate achievements (marks) and other types of rewards (sweets, gifts). He recognizes the authority of the teacher (T.A. Nezhnova).

The formation of a student’s internal position takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful aspects of school and educational activities. The child emphasizes only the external, formal side; he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, an orientation towards social, although not the actual educational, aspects of activity arises. The fully formed position of a schoolchild includes a combination of orientation towards both social and educational aspects of school life itself, although only a few children reach this level by the age of 7.

Thus, the internal position of a schoolchild is a subjective reflection of the objective system of relations between the child and the world of adults. These relationships characterize the social situation of development with its outside. The internal position represents the central psychological new formation of the 7-year crisis.

At school, the child begins to systematically master the fundamentals of science and scientific concepts. Therefore, an important component of readiness is associated with the development of the child’s cognitive sphere. We emphasize that knowledge in itself does not serve as an indicator of readiness for school. Much more important is the level of development of cognitive processes and cognitive attitudes towards the environment. What points should you pay attention to? First of all, on the child’s ability to substitute, in particular to visual-spatial modeling (L.A. Wenger). Substitution is the beginning of a path that leads to the assimilation and use of the entire wealth of human culture, enshrined in the system of signs: oral and written speech, mathematical symbols, musical notations, etc. The ability to use figurative substitutes rebuilds the mental processes of a preschooler, allowing him to mentally build ideas about objects, phenomena and apply them in solving various mental problems.

Unlike a preschooler, a schoolchild is faced with the need to acquire a system of knowledge according to a specific program, drawn up in accordance with the requirements of science itself, and not follow only his interests, desires and needs.

In order to perceive and remember educational material, the child must set a goal and subordinate his activities to it (L.I. Bozhovich).

Consequently, by the end of preschool age, the child must have formed elements of voluntary memory and the ability to observe, the ability to voluntarily imagine and control his own speech activity.

School education is subject-based. Therefore, by the age of 7, a child should be able to distinguish between different aspects of reality, to see in an object the sides that make up the content of a separate subject of science. This distinction is possible if the child has developed the ability to differentially perceive the objects of reality, not only to see their external signs, but also to understand the inner essence; establish cause-and-effect relationships, draw independent conclusions, generalize, analyze and compare.

The purpose of schooling is to acquire knowledge. Therefore, the success of educational activities is also ensured by clearly expressed cognitive interests and the attractiveness of mental work for the child.

In the personal sphere, the most significant for school education are arbitrariness of behavior, subordination of motives, and the formation of elements of volitional action and volitional qualities. Voluntary behavior is manifested in various areas, in particular in the ability to follow the instructions of an adult and act according to the rules of school life (for example, monitor your behavior in class and recess, do not make noise, do not be distracted, do not disturb others, etc.). Behind the implementation of the rules and their awareness lies a system of relationships between a child and an adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological authority (A.N. Leontyev), when they are carried out without the control of an adult. In addition, the child must be able to set and achieve a goal, overcoming some obstacles, showing discipline, organization, initiative, determination, perseverance, and independence.

In the sphere of activity and communication, the main components of readiness for schooling include the formation of prerequisites for educational activity, when the child accepts an educational task, understands its convention and the convention of the rules by which it is solved; regulates own activities based on self-control and self-esteem; understands how to complete a task and demonstrates the ability to learn from an adult.

An educational task differs from a practical, everyday result. When solving a learning task, the child comes to a different result - changes in himself. And the object of the learning task is the method of action (D.B. Elkonin). Therefore, its solution is aimed at mastering methods of action. Consequently, in order to study successfully, a child must understand the conventional meaning of the educational task, realize that the task is not being performed in order to obtain a practical result, but to learn something. A child should consider the material of a problem not as a description of an everyday situation, but as a means of learning a general way of solving problems in general.

How can we not recall the well-known Pinocchio, who, after listening to the problem that he had two apples in his pocket, and someone took one from him, answered the question: “How many apples are left?” answered in the following way: "Two. I won’t give someone apples, even if he fights!” There is a lack of understanding of the conventions of the educational task and the replacement of the content of the task with an everyday situation.

In order to learn to solve educational problems, a child must pay attention to ways of performing actions. He must understand that he is acquiring knowledge for use in future activities, “for future use.”

The ability to learn from an adult is determined by non-situational, personal, contextual communication (E.E. Kravtsova). Moreover, the child understands the adult’s position as a teacher and the conditionality of his demands. Only such an attitude towards an adult helps a child accept and successfully solve a learning task.

The effectiveness of a preschool child’s learning depends on the form of his communication with an adult. In the situational business form of communication, an adult acts as a play partner in any situation, even a learning one. Therefore, children cannot concentrate on the words of an adult, accept and maintain his task. Children are easily distracted, switch to unrelated tasks and hardly react to an adult’s comments.

In the non-situational-cognitive form of communication, the child has a heightened need for recognition and respect from an adult, which, during training, manifests itself in increased sensitivity to comments. Children are attracted only to those tasks that are easy and that earn adult approval. Children react to an adult’s reproach with affect, resentment, and refusal to engage in activities.

During non-situational-personal communication, attention to an adult, the ability to listen and understand his words are clearly demonstrated. Preschoolers, having a good command of verbal means, focus on the task, hold it for a long time, without switching to foreign objects and actions, and follow instructions. An adult’s rewards and reprimands are treated adequately. Reprimands encourage them to change their minds and look for more The right way solving the problem. Rewards give confidence.

The prerequisites for educational activity, according to A.P. Usova, arise only with specially organized training, otherwise children experience a kind of “learning disability” when they cannot follow an adult’s instructions, monitor and evaluate their activities.

Let's indicate central components, which constitute psychological readiness for learning in school:

A new internal position of the student, manifested in the desire for socially significant and socially valued activities;

In the cognitive sphere, the sign-symbolic function of consciousness and the ability to substitute, arbitrariness of mental processes, differentiated perception, the ability to generalize, analyze, compare cognitive interests;

In the personal sphere, arbitrariness of behavior, subordination of motives and volitional qualities;

In the sphere of activity and communication: the ability to accept a conditional situation, learn from an adult, and regulate one’s activities.

Literature

Bozhovich L.I. Psychological issues of a child’s readiness for schooling // Issues in the psychology of a preschool child / Ed. A.N. Leontyev, A.V. Zaporozhets. - M., 1995. - P. 132-142.

Kolominsky P.Ya., Panko E.A. . - M., 1988.

The book “Psychological readiness for school” by Gutkina N.I. - the result of many years of research into the problem of children’s psychological readiness for school. The author has developed a holistic concept of the phenomenon under study, on the basis of which an original diagnostic and developmental program has been created. The book describes in detail the methodology for developing cognitive interest in children, as well as educational motivation and voluntary behavior in learning. It explains in detail what a development group is and how to conduct it correctly. The appendix contains games for the development of thinking, attention, memory, motor skills, etc., used in the development group.

The textbook examines the basic theoretical concepts and problems of a child’s psychological readiness for school, and presents various aspects of the mental health of schoolchildren. The role of psychological support for the family when a child enters school is shown. Particular attention is paid to the consideration of the components of psychological readiness.

Tutorial intended for students of the Faculty of Psychology, practical psychologists.

IN methodological guidelines To conduct a psychological examination of preschool children to determine readiness for school, methods for diagnosing the main components of a child’s school maturity are presented. Particular attention is paid to the methodology for drawing up a psychological report based on the results of the examination, and some recommendations are given to increase the child’s level of readiness for school.

Manual "Children's psychodiagnostics: Practical lessons: Methodological instructions" Comp. Yu.V. Filippov is intended for 4th-5th year students of the Faculty of Psychology, specializing in “Pedagogical Psychology”. The presented material is aimed at preparing students for practical training in the course "Children's psychodiagnostics" in the section "Methods for diagnosing school maturity."

Parents’ anxiety before their child enters school is a normal phenomenon, because no one knows how the life of first-graders will turn out, how communication with peers will improve, what grades will appear in the diary more often. A child’s psychological readiness for school is a multifaceted concept that includes many aspects. Educators, psychologists, and teachers conduct testing for a child before entering first grade to determine how mature he is to start learning. Parents can prepare to take this test on their own.

The big problem is that parents pay more attention to the mental development of their child when general psychological readiness has not yet been achieved. This condition has symptoms:

• lack of motivation to constantly replenish knowledge;
• problems with adaptation in a peer group;
• non-acceptance of the student’s social status;
• non-compliance with the requirements of the class teacher.

A child’s psychological readiness for school is a broad concept; it connects personality traits and intelligence. Most parents prepare preschoolers for a new stage of learning, paying attention only to necessary knowledge As a person, the child remains immature. He has a hard time with changes in his daily routine, does not want to study on his own, and does not show initiative in lessons.

For the first time, teacher-researchers Ushinsky and Leontyev spoke about psychological maturity. The first believed that contraindications to studying at school were incoherent speech, impaired attention, and speech therapy problems. Scientist Leontyev believed that a sign of a preschooler’s readiness is managing his behavior.

The psychological readiness of children to study at school has not been fully studied. Kindergarten preparatory group teachers use different approaches to help prepare preschoolers for the next stage of learning:

Modern kindergartens prepare preschoolers according to programs based on harmonious development, affecting all aspects of the psyche of children aged 6-7 years. Only this approach will help them begin acquiring knowledge without any problems. The synthesis of the listed methods allows you to take into account all aspects of readiness for school, not to lose individuality, and maintain flexibility of thinking.

The influence of a crisis period on psychological maturity

The age stage of 6-7 years is a crisis period. During it, the formation of personality, the acceptance of growing up, and the formation of psychophysiological qualities occur. Psychologists consider the beginning of the “seven-year crisis” a sign of readiness for school. The period is characterized by changes in the preschooler’s behavior, his personality and self-esteem. The crisis period is divided into two main stages:

• the prerequisites for a new age are being formed, changes are accumulating (preference for creative activities, beginning to be interested in creative tasks, striving to help around the house);
• a new awareness of the child’s personality occurs (he begins to consider himself an adult, strives to become a schoolchild, negative behavior appears).

A crisis period is characterized by a loss of childish spontaneity; the baby begins to worry about the consequences of his actions. You may notice the appearance of artificial behavior, mannerisms, and strangeness. Depending on their personality type, children can withdraw into themselves or, on the contrary, be insolent, not listen to adults, and be capricious.

When diagnosed with “hyperactivity,” the crisis passes brightly, and such children need to be given more attention. They want to learn, but cannot control their aggression and behave strangely. At the same time, psychological maturation of the personality does not occur.

By the age of 8, a student’s behavior levels out and an orientation toward acquiring knowledge appears. Until this time, the child wants to start learning, but at the same time maintain the lifestyle and daily routine of a preschooler. With harmonious psychological development, he will overcome this stage with minimal problems.

Personal readiness

When assessing personal readiness, psychologists ask the child questions related to learning. Only those who have educational motivation need to move on to the next stage of training. It is not uncommon to see children eager to go to school because of the beautiful stationery bought by their parents. If the baby’s expectations come down to only this reason, then it is worth, if possible, holding off on training. The future student must be able to manage behavior, explore the world, and strive for new knowledge.

A child’s psychological readiness for school can be determined using tests that will tell you about the level of willpower. Having it helps him:

• set goals;
• act according to plan;
• make informed decisions;
• overcome difficulties;
• evaluate the results of your activities.

Don’t forget about teamwork and the need to evaluate the work of other children. Group activities are one of the skills that children learn in preschool. The game form of teaching used by educators promotes the easy acquisition of new knowledge.

The main evidence of sufficient volitional readiness:

• writing development;
• ability to listen and focus;
• curbing impulsive actions;
• ability to use basic educational supplies;
• keeping your desk, closets, and bag in order.

The maturation of a preschooler as a person is determined by a decrease in the number of impulsive actions, restraint, and the absence of unbalanced behavior. Children who have not developed their personality answer from their seats, interrupt others, share personal experiences, and do not raise their hands to answer.

Psychological immaturity is dangerous due to gaps in knowledge and low productivity of learning.

Maturity of intellect and speech

Psychology takes into account not only the qualities of a person, but also his intelligence. The concept of intellectual development includes: the amount of acquired knowledge, vocabulary, and the number of “tools” used in cognitive activity. High learning ability is important. A junior schoolchild should be able to turn a learning task into a goal that he will achieve independently.

The future student must have speaking skills; he must use a large number of words from different areas. Children who show interest in foreign languages ​​and are inquisitive will have an advantage in learning.

Talk to your child more often so that he can competently build a dialogue, know the rules of etiquette, and build simple and complex applications.

Preschoolers who can read need to be taught a love of books, but don't force them or set a page limit. Coercion will lead to rejection from this activity, especially if parents insist on it at the peak of the “7-year-old crisis.” Instead, give your baby an idea of ​​sounds, syllables, letters, and sentences. Ask him to retell what he read and memorize short poems with him.

A good help to help solve emerging problems is the guide “Reading Without Force” by Bugrimenko and Tsukerman. The textbook was first published in 1993. It contains tasks to prepare for independent reading and the development of auditory perception.

Intellectual immaturity is the reason for the disruption of the relationship between the student and the teacher. When it occurs, the teacher’s demands are not accepted, and problems with mastering the program occur. Over time, the child may completely lose interest in specific activities or refuse to go to lessons. He will become uninterested in the process of acquiring new knowledge.

Socio-psychological maturity

The formation and acceptance of a new status is one of the most important parts of his psychological readiness. A mature preschooler is responsible for the educational process and the teacher. He feels responsible for his actions and considers it necessary to attend school. Most often, 7-year-old children are most attracted to the external aspect of learning - a new uniform, beautiful stationery, a feeling of growing up.

If a child is not ready to accept his social position, then the process of adaptation at school will be more difficult. Even taking into account calm behavior and the presence of sufficient knowledge. It is impossible to build a positive perception of the school period without the participation of parents. Their task is to tell the child about school life in an accessible language.

In the family, you should not joke, presenting the school in a negative light, as the child will perceive such conversations incorrectly.

Negative statements by adults, their discussion of school problems, quarrels with teachers, misunderstandings with other parents are the main reasons for the lack of contact of a primary school student with teachers and classmates. It is necessary to resolve disputes within the family competently from infancy, so that later it will be easier for the baby to transfer the situation to other people in another team and deal with the problem without conflicts.

How to understand that your baby is psychologically ready

By meeting the criteria, you can determine the child’s level of psychological readiness for school:

To develop these skills, you must use all available means: attend preschool institutions preparing classes, work with parents and a psychologist. This will help parents identify the problem of immaturity in a timely manner. When working with unprepared preschoolers, the psychologist gently teaches:

• understanding the learning task and its acceptance;
• imaginative thinking;
• generalization, concept formation, classification;
• arbitrarily regulate activities.

Change your daily routine: do not go to bed after home exercises. It is best to give this time for a walk. Spend the morning on developing the necessary skills (writing, doing creative tasks, thematic activities), and in the afternoon let the child read, design and write on his own.

Summer classes are mandatory for future first-graders. This is the last opportunity to close the gaps in his psychological readiness.

What a future first-grader should be able to do

Most schools have their own criteria for selecting future first-graders. They conduct testing that determines the child’s knowledge and psychological maturity. By the age of 6-7 years he needs:

In progress independent work With your child, you can use ready-made manuals for diagnostic testing, published under the authorship of Olesya Zhukova or Elena Lunkina. They are colorful workbooks that are completed during class. It is best to purchase both benefits. Besides them, you can use any others.

Additionally, you can print out thematic pictures for classes, draw them yourself, or cut them out from books. Parents can come up with tasks on their own, selecting objects to gain knowledge from environment. School readiness tests most often determine the level of adaptation only by intelligence. Additionally, it is necessary to work on perception, generalization, and imaginative thinking.

Determining the child’s level of preparation independently

There are several questions and tasks that will help determine your child’s readiness for school without intervention from teachers. Diagnosing a child’s psychological readiness for school is impossible without testing his thinking. Maturity can be determined by the successful completion of tasks:

• I think I will make a lot of friends in class.
• I wonder what subjects we will study.
• I hope that I will go to holidays and birthdays with my classmates
• It is right that the lesson lasts longer than recess.
• I promise to study well in all subjects.
• I wonder what they serve in the canteen.
• It seems to me that holidays are the best time.
• All my friends will go to school, and I want to be with them.
• School will be better than kindergarten, more interesting.
• I wanted to go to school that year.

8 pluses or more indicates that the preschooler is completely ready for the new stage. From 4 to 8 pluses are given by those who are not 100% ready or want to go to school for fun, not because educational process. You need to work on your learning motivation. A smaller number of pluses indicates that he is not at all ready for school.

Observe the child from the outside, ask the teacher to do the same, and then share his conclusions with you. Psychological maturity is manifested by a child’s willingness to compete, work in a team, and complete tasks independently. When performing assigned tasks, he must be able to act consistently.

Pay attention to your urge to read. The baby should be able to listen when someone reads to him, and also leaf through books independently.

At the final stage of preparation for school, you can conduct additional tests:

1. Graphic dictation by cells.
2. Drawing a pattern from a sample with a simple pencil without using an eraser or eraser. This task is performed on a blank sheet of paper, without lines or cells.
3. Conducting games according to the rules. Teachers recommend using the folk game “Don’t say yes and no, don’t take black, don’t take white.” It will immediately show children who do not obey the rules and therefore lose. If you do not have a group of preschoolers, then give tasks to your child with a clear algorithm.
4. Prepare pictures for a fairy tale or story, place them on the table in the wrong order. Give them the task of telling a story and arranging the pictures correctly.
5. Finding sounds in words. This task can be done several times a day for practice. Decide in advance what sound you will be looking for.

Be sure to have a conversation with your child regarding school and education. Often, communication skills, well-established cognitive processes, and developed memory do not help a child successfully comprehend the program. primary classes. Many teachers consider a lack of interest in learning to be the norm for a crisis age, but on the condition that it should appear in the first months spent at the desk.

Uralets Victoria Georgievna

The problem of a child's readiness for school has always been relevant. Currently, the relevance of the problem is determined by many factors. Modern research shows that 30 - 40% of children enter the first grade of a public school unprepared for learning. The positions of most authors agree on the following: the main reason for the so-called unpreparedness of a child for school is “a low level of functional readiness (the so-called “school immaturity”), i.e. discrepancy between the degree of maturation of certain brain structures and neuropsychic functions and the tasks of school education"

The practical significance of the study lies in the identification and use of a set of techniques aimed at studying the emotional level of readiness for learning at school, because 1st grade is the beginning of a new stage in a child’s life, his entry into the world of knowledge, new rights and responsibilities, complex and varied relationships with adults and peers.

The relevance of such a problem as preparing children for school arouses interest in it from researchers different countries. In our country, starting from the twentieth century, it became the subject of both special training and incidental consideration in the course of research into related issues. Most of the major researchers in the field of domestic child psychology and preschool pedagogy, one way or another, touched upon the problem of readiness for schooling, which is due to the organic connection of this phenomenon with the general course of the physiological, psychological, social and personal development of the preschool child and his individual characteristics. Many studies and monographs are devoted to this problem (L.I. Bozhovich, L.A. Wenger, I.V. Dubrovina, E.E. Kravtsova, V.S. Mukhina, E.O. Smirnova, etc.).

Keywords : child's readiness for school, school

maturity, attention, memory, thinking.

Basic approaches to determining school readiness

The problem of determining the level of school readiness of a child to start school has arisen relatively recently and is associated with an earlier start to systematic education. It is necessary to distinguish between pedagogical and psychological readiness for schooling.

Pedagogical readinessreflects the child’s level of awareness and mastery of basic school skills, such as knowing letters and numbers, writing and counting. But in practice, it turns out that these skills are not enough to predict future school success. This fact is obvious to most teachers and most parents. But numerous forms of organizing the training of future schoolchildren are most often aimed precisely at this, while developmental classes are replaced by the 1st grade school curriculum.[ 1, p.123 ]

Much higher value has psychological readiness for a successful start to school.

According to L.I. Bozhovich, psychological readiness for school education represents a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The main criterion of readiness for school is such a new formation asstudent's internal position, which is a fusion of cognitive needs and the need to communicate with adults at a new level.

In the works of A.I. Zaporozhets, readiness to study at school is understood as an integral system of interconnected qualities of a child’s personality, including features of motivation, the level of development of cognitive, analytical and synthetic activity, the level of formation of mechanisms of volitional regulation of actions.

Domestic psychologist D.B. Elkonin believes that the success of school education ensures the formation of prerequisites for educational activities. He considers the most important prerequisites to be the child’s ability to navigate a system of rules in work, the ability to hear and follow an adult’s instructions, and the ability to work according to a model. All these prerequisites arise from the characteristics of the mental development of children and the transition period from preschool to primary school age, namely: loss of spontaneity in social relationships, generalization of experiences associated with assessment, features of self-control.[6, p. 243]

M.M. Bezrukikh defines a child’s readiness for systematic education at school as that level of morphological, functional and mental development of the child at which the requirements of systematic education will not be excessive and will not lead to health problems.

In her opinion, in children who are not ready for systematic learning, the adaptation period is more difficult and longer, and various learning difficulties appear much more often. Among them there are significantly more underachievers, and not only in the 1st grade, but also in the future, these children are more often among the underachievers, and it is they who have health problems in a greater number of cases.

The concept of psychological and pedagogical readiness for schooling

IN last years the problem of school readiness is being developed by N.V. Nizhegorodtseva within the framework of the functional-genetic theory of Academician V.D. Shadrikova.

N.V. Nizhegorodtseva identifies three aspects in the structure of school readiness: physiological, personal (socio-psychological) and psychological.

The physiological development of a child directly affects school performance and is the basis for the formation of psychological and social readiness for school.

Frequently ill, physically weakened students, even with a high level of mental development, may face serious difficulties when starting school.

Children who have various neurological symptoms deserve special attention. Recently, doctors have noted an increase in the number of children of preschool and primary school age diagnosed with minimal brain dysfunction (MCD). This concept denotes mild behavioral and learning disorders without pronounced intellectual impairments that arise due to insufficient functions of the central nervous system. Children with this diagnosis may experience a delay in the rate of development of functional brain systems that provide such complex functions as the oven, attention, memory, perception and other forms of higher mental activity. In terms of general intellectual development, children with MMD are at the normal level, but at the same time they experience significant difficulties in school learning and social adaptation.

If there are risk factors, additional examination of the child is necessary to make a decision on the timing of the start of education and the choice of curriculum.

If the health status and physical capabilities of the future student are not taken into account, then this can not only lead to complications during the period of school adaptation, but also cause serious harm to the child’s condition and cause negative consequences. emotional attitude to learning and to school.

Social readiness– this is a readiness for new forms of communication, a new attitude towards the world around us and oneself, determined by the situation of schooling. N.V. Nizhegorodtseva considers the mechanisms of formation of social readiness for schooling through the prism of the crisis of seven years.

Crises occur at the junction of two ages and are the completion of the previous stage of development and the beginning of the next. Critical periods are accompanied by sharp, fundamental changes in the psyche, and development during this period is stormy and rapid.

Critical periods have a number of features:

/the boundaries separating crises from adjacent ages are vague and blurred. It is difficult to determine the beginning and end of the crisis.

/there is a sharp abrupt change in the entire psyche of the child.

/development is often negative and destructive. According to a number of authors, during these periods the child does not gain as much as he loses: interest in favorite toys and activities fades, established forms of relationships with others are disrupted, the child refuses to comply with the norms and rules of behavior learned earlier.

Symptoms of crisis (negativism, stubbornness, obstinacy) indicate changes in the child’s self-awareness and the formation of an internal social position. The main thing here is not negative symptoms, but the desire for new socially significant activities.

According to L.I. Bozhovich, the negative behavior of children during critical periods indicates their frustration.

Frustration occurs in response to the restriction of some significant needs for a person. First of all, we're talking about about the need for adults to recognize the changes that have occurred in the child’s development.

The change in the dates for the start of education has led to the fact that in recent years there has been a shift in the boundaries of the crisis of seven years to the age of six. In some children, negative symptoms appear as early as five and a half years old.

N.V. Nizhegorodtseva notes following reasons, determining the earlier onset of the crisis:

Changes in the socio-economic and cultural conditions of society, which led to a change in the normative generalized image of a six-year-old child, and, accordingly, a change in the system of requirements for children of this age. A six-year-old child is required to be able to organize his activities and follow rules and regulations that are more acceptable at school than in a preschool institution.

The cognitive capabilities of six-year-old children exceed the corresponding indicators of their peers in the 60s and 70s. The acceleration of the rate of mental development is one of the factors in shifting the boundaries of the seven-year crisis to an earlier date.

Senior preschool age is characterized by significant changes in the functioning of the physiological systems of the body. In recent years, an earlier maturation of the main physiological systems of the body has been observed. This also affects the early manifestation of symptoms of the seven-year crisis.

Symptoms of a crisis indicate changes in the child’s self-awareness and his desire for new social roles.

To assess the level of social readiness for schooling, it is necessary to take into account the level of development of the preschooler’s self-awareness and his attitude towards himself.[3, p.56]

As for the evaluative component of the self-awareness of a 6-7 year old child, most children of this age are characterized by inflated self-esteem. Differences in a preschooler's self-awareness appear when performing a task in which the child is asked to evaluate himself and answer the question of how others evaluate him. Children with an insufficient level of self-awareness say that they are the best and that everyone else (mom, dad, teacher) thinks the same. This way of completing a task speaks of a “childish” self-perception, an inability to see different aspects of one’s self.

Children with more developed self-awareness also evaluate themselves positively, but they think about their choices and can justify them.

Preschoolers whose stories about themselves contain negative characteristics (in the form of repeated negative self-evaluations) deserve special attention. Such behavior may be a sign of personal distress and requires additional psychological and pedagogical examination and observation of the child.

Thus, the level of social maturity characterizes the child’s readiness to accept a new social development situation and personal self-changes.[5, page 112]

Psychological readiness for schooling

Psychological readiness is a complex structural-systemic formation; the structure of psychological readiness for schooling corresponds to the psychological structure of educational activities and specifics educational material on initial stage training.

V.D. Shadrikov, N.V. Nizhegorodtseva identify five blocks of educationally important qualities (EQQs), which form the structure of psychological readiness for schooling.

1. Personal-motivational blockcontains qualities that determine one or another attitude towards school and learning, the desire or unwillingness to accept an educational task, to carry out the teacher’s tasks, i.e. study.

2. Learning task acceptance blockreflects an understanding of the tasks set by the teacher and the desire to carry them out, the desire for success or the desire to avoid failure.

3. A block of ideas about the content of the activity and methods of its implementationshows the level of basic knowledge and skills that the child has at the beginning of education.

4. Information blockconstitutes the qualities that ensure the perception, processing and preservation of various information in the learning process.

5. Activity control unitcontains qualities that ensure planning, control and evaluation of students’ own activities, as well as sensitivity to learning influences.

Educationally important qualities included in the structure of psychological readiness to learn have different effects on school success. The authors of the concept classify those qualities that are most important for the successful start of training as leading educational qualifications.

At the beginning of training in the first grade, the leading educational components are: motives for learning, visual analysis, acceptance of the educational task; arbitrariness in the regulation of actions (the ability to control one’s actions); introductory skills (verbal knowledge and skills, mathematical concepts, skills academic work and etc.); graphic skill; verbal rote memory; learning ability (sensitivity to adult help).[7, page 17]

With the beginning of educational activities, significant changes occur in the structure of psychological readiness. First of all, we are talking about the development of existing educationally important qualities. In particular, cognitive processes (attention, thinking, memory) develop, voluntary forms of behavior and learning motives are formed. At the same time, changes have not only a quantitative, but also a qualitative aspect. Under the influence of teaching, transformations occur in the organization of the very structure of school readiness. Stable connections and interactions are established between components.

In practice, we often encounter a situation where a first-grader really wanted to go to school, looking forward to the start of the school year, but with the start of the learning process itself he suddenly lost all desire.

In this case, we are faced with the fact that in the presence of learning motives (UVK of the first block of psychological readiness) and in the presence of acceptance of the educational task “I go to school to study” (UVK of the second block), there is no relationship between these components of the structure. That is, the child is motivated to go to school, but unmotivated to study; he has not received an answer to the question of why the educational process can be attractive and useful for him personally, and not for his parents or teacher.

Thus, in the absence of relationships between the components of the system, the system ceases to be effective.

The term “system” refers to a set of interconnected objects and resources organized into a single whole witha specific goal.Application systematic approach in the understanding of school readiness means that:

/ psychological readiness is a complex structural formation;

/ the success of school education (the effectiveness of the psychological readiness system) is ensured by the presence of relationships between its components;

/formation of school readiness includes not only the development of individual educationally important qualities (components of the school readiness system), but also the formation of connections between them.

Those. psychological preparation for schooling presupposes not only the presence and sufficient level of formation of educationally important qualities, but also their functional consistency. A child prepared for school education not only wants to go to school, but also understands what “learning” means, has an idea of ​​how to do it, and has a sufficient level of development of cognitive processes, can manage and control his behavior.

The question of the purposes of determining the level of school readiness deserves special attention. Assessment of the level of school readiness is carried out to solve the following tasks:

/determining the optimal dates for starting school;

/choice of the curriculum and teaching load, taking into account the individual characteristics of the child’s development;

/forecasting future successes and preventing school failures.

An approach to determining school readiness with the aim of “sticking labels” is unacceptable. A child who has problems in developing educationally important qualities cannot be considered not “ready” in the literal sense of the word. It is not the child who “should be ready for school,” but the school that must be ready to organize the educational process in such a way that the individual differences of children are taken into account.

Knowledge of the structure of a child’s psychological readiness should be used to assist him at the initial stage of learning, and not to “pass judgment.”[2, p. 117]

Literature

1. Dubrovina I.V. Psychological development of preschool children. M., 2005
2. Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of the child for school. M., 2001.
3. Nemov R.S. Psychology. Volume 2. M, 2007.
4. Rogov E.I. Desk book practical psychologist. Tutorial. Book 1. M., 2008.
5. Salima N.G., Filimonova O.G. Diagnosis and correction of voluntariness in preschool and primary school age: a methodological manual for students studying in the specialty “Educational Psychology”. M.: MGPPU, 2002.
6. Elkonin D.B. Selected psychological works. M., 2004.
7. //"September 1". Elementary School. M., 2010.

Psychological readiness for schooling

A child’s readiness to learn at school equally depends on the child’s physiological, social and mental development. Is not different types readiness for school, and different aspects of its manifestation in various forms activity.

A child’s psychological readiness for school – readiness to assimilate a certain part of the culture included in the content of education, in the form of educational activities – is a complex structural-systemic education that covers all aspects of the child’s psyche. It includes: personal-motivational and volitional spheres, elementary systems of generalized knowledge and ideas, some educational skills, abilities, etc. This is not the sum of isolated mental qualities and properties, but their integral unity, which has a certain structure. Educationally important qualities (IQQs), which are part of the readiness structure, form complex relationships and have a unequal impact on the success of schooling.

Basic qualities in the structure of psychological readiness for school are :
1. motives for teaching;
2. visual analysis (imaginative thinking);
3. level of generalizations (prerequisites for logical thinking);
4. ability to accept a learning task;
5. introductory skills (some basic speech, mathematical and educational knowledge and skills);
6. graphic skill;
7. arbitrariness of activity regulation (under the conditions of step-by-step instructions from an adult);
8. learning ability (receptivity to training assistance)

But first things first:

Social readiness T b.

A child entering school must have a certain levelcognitive interests, readiness to change socialpositions, desire to learn. Those. he must have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for playful and entertaining (preschool) elements of activity,the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are significantly different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about school, about teachers and about the knowledge acquired at school. All this creates a desire to learn and creates a positive attitude towards school.

Personal readiness.

In order to successfully study at school, a child must be able to build relationships with the educational system that are adequate to him.adults, i.e. he must have developed volition. At the threshold of school age, a loss of “childhood” occurs. If the level of voluntariness remains low, then children do not see the adult’s questions as a learning task, but perceive them as a reason for direct, everyday communication.Such children may interrupt the teacher with a question that is not related to the lesson. Shout out from the seat, call the teacher not by his first name and patronymic, but “Aunt Tanya.” Also, the child must be able to buildrelationships with peers. Communication between a child and children should not be differentparticular conflict, by school age he should easilyestablish business contacts, treat peers as partners.

Otherwise, it will be difficult for the child to listen to a classmate’s answer, to continue the story started by another, or to adequately respond to the success or failure of another child.

Communication with other children is important for developing the ability to decenter - the ability to take another’s point of view, accept one or another task as a common one, and look at oneself or one’s activities from the outside.

We can often hear from a preschooler: “I am the strongest in the group,” “my drawing is the best,” etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from excess self-confidence and arrogance, but is a feature of children's self-awareness. There is no need to fight high self-esteem and achieve its adequacy ahead of time. This should go away by itself as a result of the child going through a crisis of 7 years.

But some preschoolers have unstable and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, and emotional security from adults.

Low self-esteem, formed during preschool childhood, can cause failure at school. It gives rise to fear of failure, and in its extreme manifestation, refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. A child is more likely to be branded lazy than academically unsuccessful.

Intelligent Readiness

The intellectual aspect of readiness for school is the level of development of cognitive processes. It affects such mental processes as perception, attention, memory, thinking, speech.IN important An indicator of the development of attention is that action according to the rule appears in the child’s activity - the first necessary element of voluntary attention. A 6-year-old, and especially a 7-year-old child who is unable to concentrate on necessary but not interesting activities for at least 5-10 minutes is alarming.Memory: For a child 6–7 years old, such a task is quite accessible - to remember 10 words that are not related in meaning. The first time he will repeat from 2 to 5 words. You can name the words again and after 3–4 presentations the child usually remembers more than half of the words. If a child 6–7 years old cannot remember more than 3 words from the 4th presentation, perhaps, he needs to consult a neurologist. By the age of 7, the process of forming voluntary memorization can be considered complete.Thinking: visual-effective thinking improves (manipulation of objects), visual-figurative thinking improves (manipulation of images and ideas), the prerequisites for logical thinking begin to actively form.

To prepare for school, you use role-playing games - to school, hospital, and others. Children master adult life, a system of behavior, and responsibilities. And most importantly, everything happens without coercion, easily and willingly. Games with plasticine are also useful; modeling, appliqué, drawing, and design take pride of place with pencils. These activities develop an understanding of the world, objects, animals, and people.

Tips for parents

1. Introduce your child to his teacher before classes officially start.

2. Visit his future class several times, let him sit at his desk and take a good look at everything so that the environment does not seem unfamiliar to the child, walk together around the school and the school yard.

3. Try to introduce your child to some of his classmates.

4. Tell your child about the approximate lesson schedule and the time allotted for lessons, breaks, lunch, and when lessons begin and end.

5. Ask your child how he feels when going to school, about his positive and negative impressions. Try to focus your child's attention on the positive aspects: interesting activities and the opportunity to make new friends.

6. Tell your child that it is absolutely normal to feel nervous for the first few days, and that all children experience this without exception.

Teacher psychologist Demchenko Ya.A.