Psychological readiness for school. Psychological readiness for school
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. Leontiev, 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 time himself, 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. Leontyev). 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 a socially developed, traditional way of assessing achievements for educational institutions (marks) to other types of reward (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 as follows: “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 decision and look for a more correct way to solve 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.
The textbook is intended for students of the Faculty of Psychology and practical psychologists.
The guidelines for conducting a psychological examination of preschool children to determine readiness for school present methods for diagnosing the main components of a child’s school maturity. 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."
Introduction
The problem of psychological readiness for school is not new for psychology. In foreign studies, it is reflected in works studying the school maturity of children.
Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master 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.
We live in the 21st century, and now the very 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.
The solution to this problem is related to the definition of goals and principles
organization of training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution. The main goal of determining psychological readiness for schooling is to prevent school maladjustment.
To successfully implement this goal, recently created
various classes whose task is to implement an individual approach to learning in relation to children, both ready and not ready for school, in order to avoid school maladjustment.
At different times, psychologists dealt with the problem of school readiness,
Many methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) for diagnosing school readiness of children and psychological assistance in the formation of components of school maturity.
The relevance of this problem determined the topic of my work
“Psychological readiness for learning at school.”
Purpose of the work: to study the child’s psychological readiness for school.
Job task:
1. Analyze the psychological and pedagogical literature on the research topic. Determine the content of the concept of “school readiness”.
2. Research theoretical literature on the topic: “Psychological readiness for learning at school”
3. Select methods for studying children’s psychological readiness for school
4. Develop a program of classes aimed at providing psychological assistance to children who are not prepared for school.
6. Draw conclusions.
To conduct research on the topic: “Psychological readiness for learning at school,” the following methodological apparatus is used:
Object: children aged six and seven years old in kindergarten No. 3 in the city of Tver.
Subject: the process of children’s psychological readiness for school.
Hypothesis: if a child is psychologically ready for school, then it will be much easier for him to survive adaptation, communicate with peers, and gain knowledge.
Research methods:
1. “Test to determine a child’s motivational readiness, awareness and attitude towards school”
2. “House in the clearing”
3. “Draw a human (male) figure”
4. “Yes” and “No”
6. “Name the numbers”
7. "Snake"
8. "Politeness"
9. “Memorize phrases”
10. Analysis of the obtained data.
1 Theoretical part
1.1. The concept of school readiness. Basic aspects of school maturity.
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. But within this aspect there are different approaches:
1. Research aimed at developing in preschool children certain changes and skills necessary for learning at school.
2. Research of neoplasms and changes in the child’s psyche.
3. Research into the genesis of individual components of educational activity and identification of ways of their formation.
4. Studying the changes of the child to consciously subordinate his actions to the given ones, while consistently following the verbal instructions of the adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.
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 perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for schooling is specified as a problem of changing the leading types of activity, i.e. This is a transition from role-playing games of educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.
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 voluntary regulation, one’s cognitive activity and the social position of the student. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms. Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
Traditionally, there are three aspects of school maturity: intellectual, emotional and social.
Intellectual maturity refers to differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.
Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.
Social maturity 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 the ability to play the role of a student in a school learning situation.
Based on the selected parameters, tests for determining school maturity are created.
If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain deep theoretical study. Problems of psychological readiness for school, rooted in the works of L.S. Vygotsky (see Bozhovich L.I., 1968; D.B. Elkonin, 1989; N.G. Salmina, 1988; E.E. Kravtsova, 19991, etc.)
Is not it. Bozhovich identifies several parameters of a child’s psychological development that most significantly influence the success of schooling. Among them is a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and intellectuality of the sphere. She considered the motivational plan to be the most important in a child’s psychological readiness for school. Two groups of teaching motives were identified:
1. Broad social motives for learning, or motives associated “with the child’s needs for communication with other people, for their evaluation and approval, with the student’s desires to occupy a certain place in the system of social relations available to him”;
2. Motives directly related to educational activities, or “children’s cognitive interests, the need for intellectual activity and the acquisition of new skills, abilities and knowledge” (L.I. Bozhovich, 1972, p. 23-24). A child who is ready for school wants to study because he wants to know a certain position in human society that opens access to the world of adults and because he has a cognitive need that cannot be satisfied at home.
The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called L.I. Bozovic "the inner position of a schoolchild." This neoplasm L.I. Bozhovich attached great importance, believing that the “inner position of the student” and the broad social motives of learning are purely historical phenomena.
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 educational process as a subject of activity, which is expressed in the social formation and execution of intentions and goals, or, in other words, the voluntary behavior of the student.
Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. But to what extent voluntariness should be developed by the beginning of school is a question that has been very poorly studied in the literature. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the beginning of schooling.
D.B. Elkonin believed that voluntary behavior is born in role-playing play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone because The team in this case corrects the violation in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.
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 - the attitude towards an adult, towards a peer and towards oneself, the level of development, which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity.
It must be emphasized that in domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of acquired knowledge, although this is also not an unimportant 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. In addition to the above-mentioned components of psychological readiness for school, we additionally highlight one more – speech development. Speech is closely related to intelligence and reflects how general development child, and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must have developed phonemic hearing.
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: affect-need, voluntary, intellectual and speech.
1.2 Psychological readiness
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. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while he cannot yet achieve this without the help of an adult. In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem. Moreover, learning is fruitful only if it falls within the child’s zone of proximal development.
If the current level of mental development of a child is such that his zone of proximal development is lower than that required to master the curriculum at school, then the child is considered psychologically unprepared for schooling. Since, as a result of the discrepancy between his zone of proximal development and the required one, he cannot master the program material and immediately falls into the category of lagging students.
Psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education. Psychological readiness for school includes the following parameters of mental development:
1) motivational readiness to study at school, or the presence of educational motivation;
2) a certain level of development of voluntary behavior, allowing the student to fulfill the teacher’s requirements;
3) a certain level of intellectual development, implying the child’s mastery of simple generalization operations;
4) good development of phonemic hearing.
1.3 Motivational readiness
Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then it is like a fire: the more adults satisfy the child’s cognitive interest, the stronger it becomes. Therefore, it is very important to answer the little ones’ questions, read them fiction and educational books as much as possible, and play educational games with them. When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that he cannot do, try to come to his aid in time. The help you offer will help your child cope with a difficult task and at the same time feel satisfaction that he was able to overcome a difficult task. In this case, the adult must emotionally praise the child for completing the work he started. Necessary, timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what is not immediately possible. And then show an adult how great he is in order to hear praise addressed to him.
Gradually, the child will get into the habit of trying to finish what he started, and if that doesn’t work, then turn to an adult for help. But adults must carefully evaluate the situation each time, whether their help is really needed or whether the child is too lazy to work on it himself. Sometimes emotional encouragement and confidence that the baby will succeed can be helpful. Such communication with a child, as a rule, allows one to form learning motivation by the time the child enters school.
1.4 Intellectual readiness for schooling
Intellectual readiness for school learning is associated with the development of thought processes. From solving problems that require establishing connections and relationships between objects and phenomena with the help of external indicative actions, children move on to solving them in their minds with the help of elementary mental actions using images. In other words, on the basis of a visually effective form of thinking, a visually figurative form of thinking begins to take shape. At the same time, children become capable of the first generalizations, based on the experience of their first practical objective activity and fixed in words. A child at this age has to solve increasingly complex and varied problems that require the identification and use of connections and relationships between objects, phenomena, and actions. In playing, drawing, constructing, and when performing educational and work tasks, he not only uses memorized actions, but constantly modifies them, obtaining new results.
Developing thinking gives children the opportunity to foresee the results of their actions in advance and plan them. As curiosity and cognitive processes develop, thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities.
The child begins to set cognitive tasks for himself and seeks explanations for observed phenomena. He resorts to a kind of experiment to clarify questions that interest him, observes phenomena, reasons and draws conclusions.
At preschool age, attention is voluntary. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the older preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention by 6-7 years old are already quite large.
Similar age-related patterns are observed in the process of memory development. The child may be given a goal aimed at memorizing the material. He begins to use techniques aimed at increasing the efficiency of memorization: repetition, semantic and associative linking of material. Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall.
The study of the characteristics of the intellectual sphere can begin with the study of memory - a mental process inextricably linked with the mental one. To determine the level of rote memorization, a meaningless set of words is given: year, elephant, sword, soap, salt, noise, hand, gender, son. The child, having listened to this entire series, repeats the words that he remembers. Repeat playback can be used - after additional reading of the same words - and delayed playback, for example, an hour after listening. L.A. Wegner gives the following indicators of mechanical memory, characteristic of 6-7 years of age: the first time the child perceives at least 5 words out of 10; after 3-4 readings, reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of material, “gaps” do not appear when, after one of the readings, the child remembers fewer words than before and later (which is usually a sign of overwork).
Methodology A.R. Lura allows you to identify the general level mental development, the degree of mastery of general concepts, the ability to plan one’s actions. The child is given the task of remembering words with the help of drawings: for each word or phrase, he makes a laconic drawing, which will then help him reproduce this word, i.e. drawing becomes a means of helping to remember words. To memorize, 10-12 words and phrases are given. Such as, for example: (truck, smart cat, dark forest, day, fun game, frost, capricious child, good weather, strong person, punishment, interesting fairy tale). 1-1.5 hours after listening to a series of words and creating corresponding images, the child receives his drawings and remembers which word he made each of them for.
The level of development of spatial thinking is revealed different ways. A.L.’s method is effective and convenient. Wenger "Labyrinth".
The child needs to find the way to a certain house among other, wrong paths and dead ends of the maze. In this he is helped by figuratively given instructions - he will pass by such objects (trees, bushes, flowers, mushrooms). The child must navigate the maze itself and the diagram that displays the sequence of the path, i.e. solving the problem.
The most common methods for diagnosing the level of development of verbal-logical thinking are the following:
a) “Explanation of plot pictures”: the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of how accurately the child understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details, how well his speech is developed;
b) “Sequence of events” is a more complex technique. This is a series of plot pictures (from 3 to 6), which depict the stages of some
action familiar to the child. He must build the correct series of these drawings and tell how the events developed. Series of pictures can have varying degrees of complexity in content.
“Sequence of events” gives the psychologist the same data as the previous technique, but in addition, it reveals the child’s understanding of cause and effect relationships.
Generalization and abstraction, sequence of inferences and
some other aspects of thinking are studied using the subject classification technique. The child makes groups of cards with inanimate objects and living beings depicted on them. By classifying various objects, he can distinguish groups according to functional characteristics and give them general names. For example: furniture, clothes. Maybe by external signs (“everything is bigger” or “they are red”), by situational signs (the closet and the dress are combined into one group because “the dress is hanging in the closet”).
When selecting children for schools whose curricula are significantly more complicated and where increased demands are placed on the intellect of applicants (gymnasiums, lyceums), more difficult methods are used. Complex thought processes of analysis and synthesis are studied when children define concepts and interpret proverbs. A well-known method of interpreting proverbs has interesting option. In addition to the proverb, the child is given phrases, one of which corresponds in meaning to the proverb, and the second does not correspond to the proverb in meaning, but superficially resembles it.
The child, choosing one of two phrases, explains why it fits the proverb, but the choice itself clearly shows whether the child is guided by meaningful or external signs when analyzing judgments.
Thus, the child’s intellectual readiness is characterized by the maturation of analytical psychological processes and the mastery of mental activity skills.
1.5 Personal readiness for schooling
In order for a child to study successfully, he must, first of all, strive for a new school life, for “serious” studies, “responsible” assignments.
The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. The child's desire to occupy himself with new things social status leads to the formation of his internal position. L.I. Bozovic characterizes the internal position as a central personal positioning that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity, and the entire system of his relationships to reality, to himself and the people around him. The way of life of a schoolchild as a person engaged in a socially significant and socially valued activity in a public place is recognized by the child as an adequate path to adulthood for him - it corresponds to the motive formed in the game “to become an adult and actually carry out his functions.” From the moment that in the child’s mind the idea of school acquired the features of the desired way of life, we can say that his internal position received new content - it became the internal position of a schoolchild. And this means that the child has psychologically moved into a new age period of his development - junior school age.
The internal position of a schoolchild can be defined as a system of needs and aspirations of the child associated with school, i.e. such an attitude towards school when involvement in it is experienced by the child as his own need (“I want to go to school”).
Personal readiness for school also includes a certain attitude of the child towards himself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist.
There are also specially developed conversation plans that reveal the student’s position (N.I. Gutkin’s method), and special experimental techniques.
For example, the predominance of a cognitive and play motive in a child
determined by the choice of activity: listening to a fairy tale or playing with toys. After the child has looked at the toys for a minute, they begin to read fairy tales to him, but in reality interesting place interrupt reading. The psychologist asks what he wants to do now: listen to the rest of the story or play with toys. Obviously, with personal readiness for school, preparatory interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with weak cognitive needs, are more attracted to games.
1.6 Volitional readiness
When determining a child’s personal readiness for school, it is necessary to identify the specifics of the development of an arbitrary sphere. The arbitrariness of the child’s behavior manifests itself when the requirements of specific rules set by the teacher when working according to the model are fulfilled. Already at preschool age, the child faces the need to overcome emerging difficulties and subordinate his actions to the set goal.
This leads to the fact that he begins to consciously control himself, manages his internal and external actions, his cognitive processes and behavior in general. This gives reason to believe that will already arises in preschool age. Of course, the volitional actions of preschoolers have their own specifics: they coexist with unintentional actions under the influence of situational feelings and desires.
L.S. Vygodsky considered volitional behavior to be social, and the source
He saw the development of children's will in the child's relationship with the outside world. At the same time, the leading role in the social conditioning of will was assigned to it verbal communication with adults.
In genetic terms, Vygodsky considered will as a stage of mastery own processes behavior. First, adults regulate the child’s behavior with the help of words, then, having practically assimilated the content of the adults’ demands, he gradually regulates his behavior through speech, thereby making a significant step forward along the path of volitional development. After mastering speech, the word becomes for schoolchildren not only a means of communication, but also a means of organizing behavior.
L.S. Vygotsky believes that the appearance of an act is prepared by the previous development of the voluntary behavior of a preschooler. In modern scientific research, the concept of volitional action is practiced in different aspects. Some psychologists consider the initial link to be the choice of decision and goal setting, while others limit volitional action to its executive part. A.V. Zaporozhets considers the most essential for the psychology of will to be the transformation of certain social and, above all, moral requirements into certain moral motives and qualities of the individual that determine his actions.
One of the central issues of will is the question of the motivational conditionality of those specific volitional actions and deeds that a person is capable of at different periods of his life.
The question is also raised about the intellectual and moral foundations of the volitional regulation of a preschooler. During preschool childhood, the nature of the volitional sphere of the individual becomes more complex and its share in the general structure of behavior changes, which is manifested in an increasing desire to overcome difficulties. The development of will at this age is closely related to changes in motives of behavior and subordination to them.
The emergence of a certain volitional orientation, highlighting a group of motives that become the most important for the child, leads to the fact that, guided by these motives in his behavior, the child consciously achieves his goal, without succumbing to distracting influences environment. He gradually mastered the ability to subordinate his actions to motives that were significantly removed from the goal of the action. In particular, for motives of a social nature, he develops a level of purposefulness typical of a preschooler.
At the same time, despite the fact that volitional actions appear in preschool age, the scope of their application and their place in the child’s behavior remain extremely limited. Research shows that only older preschoolers are capable of prolonged volitional efforts.
Features of voluntary behavior can be traced not only by observing the child in individual and group lessons, but also with the help of special techniques.
A fairly well-known orientation text is Kern-Jerasek's school maturity text. It includes, in addition to drawing a male figure from memory, two tasks - sketching and simultaneously following a model in your work (the task is given to draw exactly the same drawing point by point as a given geometric figure) and a rule (a condition is stipulated: you cannot draw a line between identical points, t .e. connect a circle with a circle, a cross with a cross and a triangle with a triangle). A child, trying to complete a task, can draw a figure similar to the given one, neglecting the rules and focusing on it.
Thus, the technique reveals the child’s level of orientation towards complex system requirements. It follows from this that the development of volition for purposeful activity, work according to a model, largely determines the child’s school readiness.
1.7 Moral readiness for schooling
The moral formation of a preschooler is closely connected with a change in character, his relationships with adults and the birth of moral ideas and feelings on this basis, named by L.S. Vygotsky by internal ethical authorities.
D.B. Elkonin connects the emergence of ethical authorities with changes in relationships between adults and children. He writes that preschool children, unlike children of early childhood, develop relationships of a new type, which creates a special, characteristic of this period social situation of development.
In early childhood, the child’s activities are carried out mainly in collaboration with adults: in preschool age, the child becomes able to independently satisfy many of his needs and desires. As a result, his joint activity with adults seems to disintegrate together, with which the direct unity of his existence with the life and activities of adults and children weakens.
However, adults continue to remain a constant center of attraction around which the child’s life is built. This creates in children the need to participate in the lives of adults, to act according to the model. At the same time, they want not only to reproduce the individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the entire way of life of adults.
In the conditions of everyday behavior and his communication with adults, as well as in the practice of role-playing, a preschool child develops social knowledge of many social norms, but this meaning is not yet fully recognized by the child and is directly linked to his positive and negative emotional experiences.
The first ethical authorities are still relatively simple systemic formations, which are the embryos of moral feelings, on the basis of which fully mature moral feelings and beliefs are subsequently formed.
Moral authorities give rise to moral motives of behavior in preschoolers, which can be stronger in their impact than many immediate, including elementary needs.
A.N. Leontyev, on the basis of numerous studies conducted by him and his colleagues, put forward the position that preschool age is the period in which a system of subordinate motives that create the unity of personality first appears, and that this is why it should be considered, as expressed, “the period of the initial, actual personality structure” .
A system of subordinate motives begins to control the child’s behavior and determine his entire development. This position is supplemented by data from subsequent psychological studies. In preschool children, firstly, not just a subordination of motives arises, but a relatively stable non-situational subordination.
At the head of the emerging hierarchical system are motives that are mediated in their structure. For preschoolers, they are mediated by the behavior and activities of adults, their relationships, and social norms fixed in the relevant moral authorities.
The emergence of a relatively stable hierarchical structure of motives in a child by the end of preschool age transforms him from a situational being into a being with a certain internal unity and organization, capable of being guided by social norms of life that are stable to him. This characterizes a new stage that allowed A.N. Leontiev speaks of preschool age as a period of “the initial, actual personality structure.”
Thus, summarizing all of the above, we can say that school readiness is a complex phenomenon that includes intellectual, personal, and volitional readiness. For successful learning, a child must meet the requirements set for him.
Students with socio-psychological unpreparedness for learning, displaying childlike spontaneity, answer simultaneously in class without raising their hands, and interrupting each other, sharing their thoughts and feelings with the teacher. They usually get involved in work only when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, and violate discipline. Having high self-esteem, they are offended by comments when the teacher or parents express dissatisfaction with their behavior, they complain that the lessons are uninteresting, the school is bad and the teacher is angry.
Thus, socio-psychological readiness for learning 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.
Psychological readiness for school is a holistic education, a multi-complex phenomenon; when children enter school, a lack of formation of any one component of psychological readiness is often revealed.
This leads to difficulty or disruption of the child’s adaptation to school. Conventionally, psychological readiness can be divided into educational readiness and socio-psychological readiness.
A lag in the development of one component sooner or later entails a lag or distortion in the development of others. Complex deviations are observed in cases where the initial psychological readiness for schooling may be quite high, but due to certain personal characteristics, children experience significant difficulties in learning. The prevailing intellectual unpreparedness for learning leads to unsuccessful learning activities, the inability to understand and fulfill the teacher’s requirements and, consequently, low grades. In case of intellectual unpreparedness, possible different variants children's development. A unique option is verbalism.
Verbalism is associated with a high level of speech development, good development of memory against the background of insufficient development of perception and thinking. In such children, speech develops early and intensively. They master complex grammatical structures and a rich vocabulary. At the same time, preferring purely verbal communication with adults, children are not sufficiently involved in practical activities, business cooperation with parents and games with other children. Verbalism leads to one-sidedness in the development of thinking, the inability to work according to a model, to correlate one’s actions with given methods and some other features, which does not allow one to study successfully at school. Correctional work with these children consists of teaching activities typical of preschool age - playing, designing, drawing, i.e. those that correspond to the development of thinking.
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 learning motivation.
Motivational immaturity often leads to problems in knowledge and low productivity of educational activities.
A child’s admission to school is associated with the emergence of the most important personal new formation – an internal position. This is the motivational center that ensures that the child is focused on learning, has an emotionally positive attitude towards school, and strives to live up to the example of a good student.
In cases where the student’s internal position is not satisfied, he may experience persistent emotional distress: expectation of success at school, poor attitude towards himself, fear of school, reluctance to attend it.
Thus, the child develops a feeling of anxiety, this is the beginning of the appearance of fear and anxiety. Fears can be age-related or neurotic. Age-related fears are noted in emotional, sensitive children as a reflection of the characteristics of their mental and personal development. They arise under the influence of the following factors: the presence of fears in parents (anxiety in relationships with the child, excessive protection from dangers and isolation from communication with peers, a large number of prohibitions and threats from adults).
Neurotic fears are characterized by great emotional intensity and direction, long-term course or persistence. The social position of a schoolchild, which imposes on him a sense of responsibility, duty, obligation, can provoke the fear of “being the wrong one.” The child is afraid of not being on time, being late, doing the wrong thing, being judged, punished.
First graders who various reasons cannot cope with the academic load, over time they fall into the ranks of underachievers, which, in turn, leads to both neuroses and fear of school. Children who have not acquired the necessary experience of communicating with adults and peers before school are not confident in themselves, are afraid of not meeting the expectations of adults, have difficulty adapting to the school community and are afraid of the teacher. You can identify the fears of younger schoolchildren using the methods of unfinished sentences and drawing fears.
School anxiety is a relatively mild form of manifestation of a child’s emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom, the expectation of a bad attitude towards oneself, negative evaluation from teachers and peers. The child feels his own inferiority. However, this usually does not cause much concern on the part of adults. However, anxiety is one of the precursors of neurosis, and work to overcome it is work on psychoprophylaxis of neurosis.
After an adaptation period, usually lasting from one to three months, the situation changes: emotional well-being and self-esteem stabilizes. It is after this that children with genuine school anxiety can be identified. This can be done using a special anxiety test (R. Tamml, M. Dorki, V, Amen).
The work of a teacher or psychologist to relieve school anxiety and fears can be carried out directly during classes, when individual methods and techniques are used, as well as in a special group. It will have an effect only if favorable conditions are created in the family and school, supporting the child in a positive attitude towards him from others.
All of the above says that the immaturity of one component of school readiness leads the child to psychological difficulties and problems in adapting to school.
This makes psychological assistance necessary at the stage of preparing the child for school in order to eliminate possible deviations.
1.8 Development of fine motor skills in preschoolers
Scientists - neuroscientists and psychologists involved in research of the brain and mental development of children have long shown a connection between fine motor skills of the hand and speech development. Children who have better developed fine hand movements have a more developed brain, especially those parts of it that are responsible for speech. In other words, the better developed the baby’s fingers, the easier it will be to master speech.
Of course, the development of fine motor skills is not the only factor contributing to speech development. If a child has excellent, developed motor skills, but no one talks to him, then the child’s speech will not be sufficiently developed. That is, it is necessary to develop the child’s speech as a whole, communicate a lot and actively with him in everyday life, calling him to talk, stimulating him with questions and requests. It is necessary to read to the child, talk about everything that surrounds him, show pictures that children look at with pleasure. And plus to this, develop fine motor skills. Fine motor skills of the hands are various movements of the fingers and palms. Gross motor skills - movements of the entire arm and body. Fine motor skills are developed by:
Various finger games where you need to perform certain movements in a certain sequence;
Games with small objects that are difficult to handle (only under adult supervision);
Games where you need to take something or pull it out, squeeze it, unclench it, pour it out, pour it in, pour it in, push it into holes, etc.;
Drawing with a pencil (felt-tip pen, brush);
Fastening and unfastening zippers and buttons;
Dressing and undressing toys.
Physical exercises also develop fine motor skills. This is a variety of climbing (at a sports complex, on a ladder, etc.). Such exercises strengthen the palms and fingers and develop muscles. A child who is allowed to climb and hang will better master exercises that directly target fine motor skills.
When developing hand motor skills, you need to remember that the baby has two hands; try to duplicate all the exercises: perform them with both the right and left hands. By developing the right hand, we stimulate the development of the left hemisphere of the brain. Conversely, by developing the left hand, we stimulate the development of the left hemisphere.
Special research by the staff of the laboratory, higher nervous activity of the child, the Institute of Physiology of Children and Adolescents of the Academy of Sciences of the USSR under the leadership of M.M. Koltsova. It has been established that the level of development of children's speech is directly dependent on the degree of formation of fine movements of the fingers.
Thus, based on experiments and research of a large number of children by L.F. Fomina, the following pattern was identified:
“If the development of finger movements corresponds to age, then speech development is within normal limits,
if the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even higher than normal.”
The validity of the conclusions about the influence of subtle movements of the hand on the development of speech is confirmed by scientists. Analyzing experimental data indicating a close connection between the function of the hand and speech, including electrophysiological studies, Koltsova M.M. came to the conclusion that “the morphological and functional formation of speech areas occurs under the influence of kinesthetic impulses from the hands.” Hence, great importance is attached to the use of this fact in working with children and in cases of timely speech development, and especially where speech development is delayed. Psychologists recommend stimulating children's speech development by training finger movements. Systematic finger training exercises, along with a stimulating effect on speech development, are, according to M.M. Koltsova, “a powerful means of increasing the performance of the cerebral cortex.” This conclusion, based on numerous experimental data, is of exceptional interest from a pedagogical point of view.
It is extremely important to take into account the beneficial effects of movements on the development of speech and other mental processes in speech therapy practice. In the system of correctional and educational work in preschool institutions for children with pronunciation disorders, it is necessary to pay great attention to the formation of fine movements of the fingers.
Purposeful work on improving finger movements is known to be very useful for preparing the hand for writing. Its role is especially great in groups for preschoolers with general underdevelopment speech, where many children have pronounced deviations in the development of finger movements: movements are inaccurate, uncoordinated, isolated movements of the fingers are difficult.
To carry out effective correction work it is necessary:
1.Create a subject-development environment that would allow an adult to implement tasks aimed at correcting the child’s sound pronunciation, and the child himself to correct the sound pronunciation. A properly organized developmental environment allows every child to find something they like, believe in their strengths and abilities, and learn to interact with teachers and peers. This helps to develop such qualities as curiosity, initiative, independence, and the ability for creative self-expression. So, the subject environment should encourage children to be independent, be varied, and correspond to the experience and interests of children.
2.Use a special massage in order to develop fine motor skills of the fingers (you can use exercises with or without aids).
Thus, correctional work aimed at developing fine motor skills of the fingers contributes to the formation of correct pronunciation in children of older preschool age.
1.9 Adaptation
The problem of psychological readiness for schooling is extremely relevant. Determining its essence, indicators of readiness, and ways of its formation determine, on the one hand, the determination of the goals and content of education and upbringing in preschool institutions, and, on the other hand, the success of the subsequent development and education of children at school. Many teachers (Gutkina N.N., Kravtsova E.E.) and psychologists associate the successful adaptation of a child in the 1st grade with readiness for schooling.
Adaptation in 1st grade is a special and difficult period of adaptation in life.
child: he learns a new social role as a student, a new type of activity - educational, the social environment changes - classmates, teachers and the school appear as a big social group, in which the child is included, his way of life changes. A child who is psychologically unprepared for learning in one or another aspect of school maturity experiences difficulties in adapting to school and may be maladjusted.
School maladaptation is understood as “a certain set of signs indicating a discrepancy between the socio-psychological and psychophysical status of the child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible.” Mental development disorders lead to certain disruptions in school adaptation. Intellectual impairments lead to difficulties in mastering educational activities, personal impairments lead to difficulties in communication and interaction with others, neurodynamic features (hyperdynamic syndrome, psychomotor retardation or instability of mental processes) affect behavior, which can disrupt both educational activities and relationships with others. In this regard, it seems that in the concept of “readiness for school” it is possible to distinguish two substructures: readiness for educational activities (as a prevention of educational maladjustment) and socio-psychological readiness for school (as a line of prevention of socio-psychological maladaptation to school).
To what extent is the problem of socio-psychological readiness for school relevant and is it recognized in primary school? Ovcharova's research indicates that the phenomenon of socio-psychological maladaptation exists among elementary school students and can manifest itself in approximately 37% of cases.
The degree of maladjustment varies: from problematic to conflict and sociocultural neglect. Manifestations of maladjustment are different - they can be distinguished by objective and externally expressed indicators: sociometric status, unwillingness or unconfident or aggressive behavior, as well as by subjective experiences: dissatisfaction, anxiety and hostility.
Based on the results of the diagnostic examination, it is possible to create special groups and development classes in which the child can prepare for the start of systematic education at school. Correction and development groups are also created according to basic parameters.
Such classes can also be conducted during the period of adaptation at school.
For example, the course G.A. Tsukerman “Introduction to School Life” is conducted precisely during the period when school begins.
This course was created in order to help the child build a meaningful image of a “real schoolchild” on the threshold of school, between preschool and school childhood. This is a kind of ten-day initiation into a new age, in new system relationships with adults, peers, and oneself.
2 Practical part
2.1 Ascertaining experiment
This experiment involves children of the preparatory group, the children are aged 6-7 years: Evseeva Polina, Soboleva Yulya, Bragina Ulyana, Sokolov Ilya, Iovleva Katya, Razumnov Egor, Seredova Lisa, Butylkin Pasha, Smorodkin Kirill.
2.1.1 Methods for studying psychological readiness for school:
2.1.1.1 Method “Draw a human figure (man).” This technique determines the level of psychological development of the child. Materials: sheet of paper and soft pencil.
Invite the child to draw a person (man). No explanations are allowed.
How to evaluate the results:
The drawn figure has a head and a torso. There is hair on the head. On the face - eyes, nose, mouth. Hands with 5 fingers are scored - 5 points.
The figure contains the listed elements with the exception of three (no neck, hair, one finger). The presence of eyes, nose and mouth is required, assessed at - 4 points.
The figure has a head, torso, and limbs. Arms and legs are drawn with two lines, there is no neck, ears, hair, clothes, fingers, rated at - 3 points.
Primitive drawing of a head with limbs. The limbs are drawn with one line - scored - 2 points.
There is no clear image of the torso and limbs. Doodle – estimated at – 1 point.
More detailed description:
The head is the sphere of intellect, the sphere of imagination.
Big head - unconsciously emphasizing the belief about the importance of thinking in human activity.
Small head - experience of intellectual inadequacy.
The neck is an organ that symbolizes the connection between the sphere of control (head) and the sphere of desire (body). Thus, this is their focal point.
Excessively large neck - awareness of bodily impulses, trying to control them.
Long thin neck – inhibition, regression.
A thick, short neck means concessions to one’s weaknesses and desires, an expression of unsuppressed impulse.
Shoulders and their size are a sign of physical strength or the need for power. Shoulders are excessively large - a feeling of great strength or excessive preoccupation with power and authority.
Shoulders are small – a feeling of low value, insignificance.
Angular shoulders are a sign of excessive caution and danger.
Sloping shoulders - despondency, despair, guilt, lack of vitality. An angular or square body - masculinity.
The body is too large - the presence of unsatisfied needs that are acutely aware of the subject.
Face: Facial features include eyes, ears, mouth, nose. These are receptors for external stimuli - sensory contact with activity.
Emphasized ears – auditory hallucinations are possible; they occur in people who are particularly sensitive to criticism.
Small ears - the desire not to accept any criticism, to drown it out. The image of the eyes as empty sockets is a significant desire to avoid visual stimuli, hostility.
Small eyes - self-absorption.
Eyeliner - rudeness, callousness.
Full lips on a man’s face are femininity.
The nose is wide, prominent with a hump - contemptuous attitudes, a tendency to think ironically with social stereotypes. Nostrils – primitive aggression.
Rare short eyebrows - contempt, sophistication.
Hair is a sign of masculinity, bravery, courage, maturity and the desire for it.
Shaded hair - anxiety associated with thinking or imagination. Hair like sticks - the subject is controlled by hostile feelings.
Limbs:
Hands are tools for more perfect and sensitive adaptation to the environment, mainly in interpersonal relationships.
Hands wider at the palms or at the shoulder - insufficient control of actions and impulsiveness.
Arms that are not depicted as one with the body, extended to the sides - the subject sometimes catches himself in actions or actions that are out of his control.
Hands crossed on the chest - a hostile, suspicious attitude.
Arms too long - overly ambitious aspirations.
Short arms – lack of aspirations along with a feeling of inadequacy.
Long arms - a desire to achieve something.
Hands turned to the sides, reaching for something - dependence, desire for love, affection.
Hands behind your back or in your pockets - feelings of guilt, self-doubt.
Less than 5 fingers – dependence, powerlessness.
Fingers without palms - rudeness, callousness, aggression.
Long fingers - hidden aggression.
Fingers clenched into fists - rebellion, protest.
Legs are not proportionally long - a strong need for independence and the desire for it.
Legs too short – a feeling of mental or physical awkwardness. Widely spaced legs - outright neglect (insubordination, ignoring or insecurity).
Legs of unequal sizes - ambivalence in the desire for independence. Erasures – anxiety, apprehension.
Frequent erasures mean indecision, dissatisfaction with oneself.
Erasing when redrawing, if the redrawing has become better, is a good sign.
Erasing without attempting to redraw is an internal conflict or a conflict with this particular detail (or with what it symbolizes).
Large drawing - expansiveness, a tendency towards vanity, arrogance.
A small figure means anxiety, emotional dependence, a feeling of discomfort and constraint, low self-esteem.
The figure is shifted to the left - anxiety, a sign of insecurity. The lack of symmetry is insecurity.
The drawing near the very edge of the sheet means independence, self-doubt. A drawing on the entire sheet is a compensatory exaltation of oneself in the imagination.
2.1.1.2 Test to determine the child’s motivational readiness, awareness and attitude towards school.
This test is carried out individually with each child. There is a conversation with the child on various topics; do not rush when reading the surveys; you should not ask all the questions at once. Try to get detailed answers, give the child the opportunity to reason. If a child has difficulties, help is offered.
1. What is your name? How old are you?
2. What are your parents' names?
3. What city do you live in?
4. How many people live in your family? Name them.
5. What interesting things are there in your city?
6. What would you do if you saw someone fallen on the street and couldn’t get up?
7. At what time of year do leaves appear on trees?
8. Why is an army needed?
9. What remains on the ground after rain?
10. How to cross the road correctly?
11. What does a person need a head, nose, ears, hands?
12. Do you want to go to school? Why?
13. What are the seasons?
14. How many days are there in a week? Name them.
15. What professions do you know?
16. What programs do you watch on TV?
17. What countries do you know?
18. What should you do if you cut your finger?
19. What food products do you know?
20. Name the items of kitchen and tableware?
21. How to call onions, carrots, cucumbers... in one word?
22. How do wild animals differ from domestic ones?
23. What is the difference between day and night?
24. What should you do if you lose your friend's toy?
25. Count to 10, what number comes before the number 6?
26. Which number is greater than 7 or 8? How long?
27. What do you think will be interesting at school?
28. How should you behave when visiting?
29. Why shouldn’t you play around with matches?
30. How to understand the phrase “The man has golden hands”?
31. How does a person differ from an animal?
32. Why do you have to pay money in a store, on public transport, or in a movie?
33. Who is Yuri Gagarin?
34. What should you do if a fire starts?
35. Name Pinocchio’s friends?
2.1.1.3 “Echo” technique.
Develops phonemic hearing in children. The technique is a game in which the child plays the role of an echo. Before the game, explain to the child what an “echo” is: “Have you ever heard of an echo? Most often it lives in the forest or mountains, but no one has ever seen it, you can only hear it. Echo loves to imitate the voice of people, birds, and animals. After the story, the subject is invited to play a game where he will have to exactly repeat any sound he hears. Individual sounds and sound combinations are taken as playback material: three vowel sounds (“a”, “o”, “i”), three voiceless consonant sounds (“p”, “s”, “t”), three voiced consonant sounds ( “b”, “z”, “d”), three words consisting of two sounds (“sha”, “ru”, “ly”), three sound combinations consisting of two consonant sounds (“st”, “vr” , "kt"). The results are processed quantitatively and qualitatively. Each incorrectly pronounced sound is scored 1 point, and it is important to record what the child said instead of the required sound. Refusal to play is also scored 1 point, regardless of the number of sounds played. The technique allows us to identify features of the development of phonemic hearing.
Evaluation of the study result:
0 – 2 points phonemic hearing is well developed;
3 – 5 points poorly developed hearing;
6 or more poorly developed hearing.
2.1.1.4 “YES and NO” technique
This technique is aimed at identifying the level of development of attention. In this technique, it is prohibited to answer questions with “Yes” and “No”. Since the child’s attention at this moment is focused on following the rules of the game, sincere answers are most likely. In this way, the psychologist also gets an idea of the child’s motivational readiness for school.
Now we will play a game in which you cannot say the words “yes” and “no.” Now pay attention, I will ask you questions:
1. Do you want to go to school?
2. Do you like it when people read fairy tales to you?
3. Do you like watching cartoons?
4. Do you want to stay another year in kindergarten?
5. Do you like to walk?
6. Do you like to play?
7. Do you want to study?
8. Do you like to get sick?
9. Do you have friends in kindergarten?
10. Do you know what time of year it is now?
The results are processed by calculating points awarded for errors, which are understood as the words “yes” and “no”. Children’s use of colloquial vocabulary (words “aha”, “nah”, etc.) is not considered an error. Also, a meaningless answer is not considered an error if it satisfies the formal rules of the game. Each error is worth 1 point. If the child answered all questions correctly, his result is scored 0 (zero). Thus, the worse the task is completed, the higher the total score.
The group with well-developed attention includes children who received no more than two points.
Poorly developed attention in children who received between 3 and 5 points.
Poorly developed attention – 5 – 10 points.
2.1.1.5 Method “House on a clearing”
This technique is aimed at studying visual-figurative thinking. Children are given cards depicting a clearing with paths and houses, five instruction drawings that indicate the path to one of the houses. The child needs to find the house whose path is indicated in the instructions. For example: the path to the house lies past a Christmas tree, a tree, a fungus, a Christmas tree and a flower. And here is the house, put the number 1 above it. Explain how to correctly use the instruction picture and give the opportunity to further complete the task independently.
If the child completed the task correctly, that is, according to the instructions, he went all the way from the person to the house, sequentially finding all the objects marked on the diagram, the result is scored 3 points. If difficulties arise: the child missed marked objects, confused the sequence, but, nevertheless, correctly got to the final route - 2 points (if no more than one mistake was made) or 1 point (three mistakes). If the child fails to complete the task, the result is assessed as zero.
Evaluation of results:
10 – 12 points - high level of thinking
8 -9 points – average level of thinking
Below 8 points – the level is below average.
2.1.1.6 “Name the numbers” technique
This technique is aimed at studying memory. The child is asked to read the six numbers indicated on the cards: 7, 3, 6, 1, 9, 4. After this, show all the cards one by one again, 2 seconds are given to memorize each card. Then ask to repeat the numbers from memory (taking into account not the order, but the number of correct matches).
When evaluating the result of a task based on the number of correctly reproduced numbers, cancel the number of incorrectly pronounced numbers. If the child reproduces the numbers in the original sequence, add 1 more point to the result.
How to evaluate the results:
7 – points – high level of memory development;
6 – points – above average;
3-5 - points - average level;
0-2 – points – below average.
2.1.1.7 “Snake” technique
This technique is aimed at the level of development of fine motor skills. To the child for 30 seconds. It is proposed to “spot” as many circles in the snake as possible (i.e. put dots in the center of the circles). Count the total number of dots made by the child, and then subtract from the resulting number the total number of dots placed outside the circle or on its border. The resulting number (points) will be an indicator of the success of the task.
How to evaluate the results:
More than 34 points – motor skills are highly developed.
From 18 – 30 points – above average
12 – 17 points – motor skills are not sufficiently developed.
Less than 11 points – low level.
Result:
After carrying out the “Snake” technique, the results are as follows:
2.1.2. Analysis of the received data
Method “Draw a human figure”
As practice shows, after the “Draw a human figure” technique, conclusions were drawn: two children (Ilya and Alyosha) have small figures, which means anxiety, emotional dependence, a feeling of discomfort and constraint.
U Ilya overly ambitious aspirations, hidden aggression, anxiety associated with thinking or imagination, there are also erasures in the picture, which indicates an internal conflict.
By Aleshin in the picture you can see that there is a sign of excessive caution, protection, masculinity, courage, strength; lack of control over actions and impulsivity, as well as rebellion and protest.
U Yuli Sh.– there is primitive aggression, anxiety associated with thinking or imagination, a strong need for independence and a desire for security.
Yulia S.– the presence of a strong emotional reaction to the object being drawn or to what it symbolizes for the object; outright neglect, a strong need for independence and desire for it, anxiety associated with thinking or imagination; despondency, despair, guilt, lack of vital activity.
Ulyana– unconscious belief about the importance of thinking in human activity, concessions to one’s weaknesses and desires, expression of an unsuppressed impulse; femininity, primitive aggression.
Lisa– a feeling of low value, humiliation, guilt, self-doubt, a strong need for independence and the desire for it, internal conflict or conflict with this detail.
Kate– insecurity, feeling of low value, rebellion, protest.
Egor– internal conflict, the presence of a sign of extreme caution, protection; masculinity, insufficient control of actions; dependence, powerlessness, contempt, sophistication.
Kirill– a feeling of physical or psychological awkwardness, expansiveness, a tendency towards vanity, arrogance, self-exaltation; significant desire to avoid visual stimuli, the subject is driven by hostile feelings.
Pauline– overly ambitious aspirations, a hostile – suspicious attitude, an inherent feeling of physical or psychological awkwardness, contemptuous attitudes, a tendency to think ironically in social stereotypes; femininity, anxiety associated with thinking or imagination, is the presence of unsatisfied needs.
After carrying out the motivational readiness technique, children can be divided into 3 groups:
Group 1 included: Evseeva Polina, Iovleva Katya, Yulia Shevchuk, Yulia Soboleva, Bragina Ulyana, Shmelev Alyosha - these children answered well, completely and comprehensively, their behavior is good, they know a lot and are able to justify their answers. Motivational readiness is high.
Group 2 included: Ilya Sokolov, Kirill Smorodkin, Liza Seredova - they did not answer the questions fully enough, they wandered around, went off topic, and difficulties arose in answering some questions. They understand the rules of good behavior and their motivational readiness is above average.
Egor Razumnov entered group 3 - he answered reluctantly and not in detail, although it is clear that he knows a lot and knows how to justify his answers. Egor himself is secretive, but behaved well during the conversation. Motivational readiness is average.
After carrying out the “Echo” technique, the development of phonemic hearing was revealed:
8 children - (Sh. Alyosha, B Ulyana, S. Liza, E. Polina, S. Yulia, Sh. Yulia, S. Ilya, S Kirill), phonemic hearing is well developed, the children earned from 0 - 2 points.
The remaining children (R. Egor and I. Katya) have 3 points, these children burr and do not pronounce the letter “l” - their phonemic hearing is poorly developed.
Results of the “Yes” and “No” method
Well-developed attention in 7 children:
Polina E. and Yulya Sh. received 0 points, Lisa S., Katya I. received 1 point. Ilya S., Ulyana B., Alyosha Sh. - received 2 points each.
Poorly developed attention in 3 children:
Yulia S. and Kirill S. received 4 points each, Egor R. received 5 points.
Results of the “Houses in the Meadow” technique
All children showed good results using this method, without special effort coped with the task received; many children did not even need a second explanation. After the methodology, we can conclude that all children have a high level of thinking.
Results of the “Name the Numbers” technique. After carrying out the technique, the level of memory development was revealed:
High level – Alyosha Sh., Yula Sh., Katya I. (7 points).
Above average – Polina E., Kirill S. (6 points).
Intermediate level – Lisa S., Ilya S., Egor R., Ulyana B.. (4, 5 points).
Below average – Yulia S. (2 points).
The result of the “Snake” technique
After carrying out this technique, the results are as follows:
E. Polina and R. Egor - from 18-30 points - the development of fine motor skills is above average. The rest of the children had results of more than 34 points, which indicates high development of motor skills.
|
Psychological development |
Motivational readiness |
Phonemic hearing |
Attention |
Thinking |
Motor skills |
|||
|
Bragina Ulyana |
Well developed |
well developed |
highly developed |
High developed |
||||
|
Soboleva |
Well developed |
|||||||
|
Very high |
Above average |
|||||||
|
Above average |
Poorly developed |
High developed |
||||||
|
Razumnov |
Above average |
Poorly developed |
Highly developed |
|||||
|
Seredova |
Above average |
average |
Well developed |
High developed |
||||
|
Well developed |
Upper-intermediate |
|||||||
|
Shmelev Alyosha |
Well developed |
|||||||
|
Above average |
Well developed |
average |
||||||
After the methods used to study the psychological readiness of children for school, the following conclusions were made: these children have very well developed thinking and hand motor skills, a little less developed are psychological readiness, motivational readiness, phonemic hearing, attention and memory. Certain classes will be conducted with children aimed at providing psychological assistance and preparing for school. The following children will be present at the classes: Egor Razumnov, Katya Iovleva, Julia Soboleva, Kirill Smorodkin, Ulyana Bragina, Ilya Sokolov, Lisa Seredova, Polina Evseeva. Particular attention should be paid to Egor Razumnov. It is he who has the lowest indicator of psychological readiness for school.
2.2 Formative experiment
A program of activities aimed at preparing children for successful schooling.
Goal: developing readiness for schooling.
1. Formation of a positive attitude towards school, motives for learning;
2. Development of cognitive processes.
3. Formation of communication skills and joint activities. To form a positive attitude towards school, the following exercises were chosen: “Running associations”, “Image of objects”. For the development of memory, attention, thinking, imagination: “Pairs of words”, “Humpty Dumpty”, “Collect a picture”, “Search non-stop”, “Magic egg”, “Little monkeys”, “It happens - it doesn’t happen”.
Communication and joint activity skills are expected to be developed through the following exercises: “Beep”, “Little Monkeys”, “Confusion”, “Mirror”.
According to the form of organization, all games and exercises can be divided into:
Group (“Association Run”)
In pairs (“Mirror”)
Individual (“Collect a picture”, “Magic egg”)
The rest of the games and exercises are frontal in form of organization. The main technique is play. Game form was chosen due to age characteristics. At this stage of preschool childhood, play is the child’s leading activity; in addition, in play, in a familiar environment, children more easily acquire skills and knowledge. Working in a group allows, in addition to the development of the necessary cognitive processes and motivation, to pay attention to the formation of socio-psychological maturity; develop communication skills, teamwork, etc. Group classes are held after diagnosis. Lesson duration is 25-30 minutes.
LESSON 1.
Goal: Development of skills of working in pairs. Development of memory and attention.
Progress of the lesson:
1. Greeting ritual:
Goal: getting to know each other, developing the ability to listen to each other.
Progress: An object (toy) is selected, show it to the children and say that this object will be a symbol of our group, it will help us in everything. Today he will help us get to know each other. It is advisable for children to sit in a circle. The psychologist holds the object and tells the children about himself, then passes the symbol to the child sitting next to him, he also tells everything he considers necessary about himself, and so on in a circle. When the acquaintance is over, the children, together with the psychologist, choose the place where their symbol will be located.
Then everyone agrees that before starting the lesson, they will hold each other's hands in a circle, with a symbol in the center. And everyone takes turns wishing everyone something good. This will be the greeting ritual in all classes.
2. "Four Elements"
Goal: to develop attention related to the coordination of the hearing aid.
Move: The players sit in a circle, the leader agrees with them, if he says the word “earth”, everyone should lower their hands down, if the word “water” - hands forward, “air” - hands up, “fire” - rotation of the hands in the elbows joints. Whoever makes a mistake leaves the circle. All the children applaud the winner.
3. “Remember the order”
Goal: memory development.
Progress: The psychologist shows 6-7 colored pencils in his hand. After 20 seconds, having removed them, he asks for the sequence of their location.
4.Parrot"
Goal: developing the skill of working in pairs, the ability to work according to a model, developing attention, memory, learning to understand another person.
Procedure: The psychologist demonstrates the exercise with one of the guys. He asks the child, for example, to name any time of day, talk about the events of the summer, about himself. The psychologist plays the role of a parrot, trying to pick up the child’s intonation and repeat his voice. Children are divided into pairs, play, reflecting facial expressions, gestures, carefully watching their partner.
5. Lesson summary:
What did we do today?
What did you like most?
6. “Farewell Ritual”
The children all sit together in a circle and, passing the symbol to each other, say goodbye to everyone.
LESSON 2.
Goal: developing a positive attitude towards school. Development of skills to work in pairs and groups. Cultivating observation skills.
Progress of the lesson:
1. “Welcome Ritual”
2. “Mood in color”
Goal: development of imagination, emotional attitude of the child to work.
Procedure: Children are invited to paint their mood on a piece of paper. Then you should support those who are in a bad mood. Children do this with a symbol in their hands.
2. “Run of associations”
Goal: developing a positive attitude towards school"
Progress: Children are divided into 2 groups.
The psychologist asks the question: “What words come to mind when I say the word “school”?
Each group answers. Then the children talk. The discussion involves a search for interesting, enjoyable not only gaming, but also educational moments in the concept of “school”.
3. “Image of objects”
Goal: education of observation, development of imagination, ability to see others.
Progress: The child uses facial expressions and gestures to depict the object, the other children guess it. Whoever guessed right becomes the leader.
4. Physical education session “Vanka-Vstanka”
Goal: To give children the opportunity to relax. Learning to act according to instructions.
Our rest is a physical education minute,
Take your seats:
Once they sat down, twice they stood up.
Everyone raised their hands to the top.
Sat down, stood up, sat down, stood up
It’s as if they became Vanka-vstanka,
And then they started galloping,
Like my elastic ball.
5. "Mirror"
Goal: developing the skill of working in pairs
Progress: Children are divided into pairs. They stand face to face, look at each other and repeat the movements.
6. “Mood in color”
Goal: tracking the emotional state of children. Psychological support.
8. Summary of the lesson.
9. Farewell ritual.
Lesson 3.
Goal: development of memory, thinking, joint activity skills.
Progress of the lesson:
1. “Welcome Ritual”
2. Mood in color"
3. “Pairs of words”
The goal is memory development. Learning to remember by association.
Progress: Children need to remember the second words. From a couple of words: cat - milk, bun - butter, boy - car, winter - mountain, table - pie, teeth - brush, river - bridge.
Then the leaders say the first word of the pair, and the children say the second word. The presenter explains how it can be easier to remember if you establish a relationship between words.
4. Physical education lesson “Humpty Dumpty”
Goal: development of memory, skill of working according to a model.
Progress: Children turn their torso to the right, left, arms dangle freely like a rag doll, and to the words “fell in a dream” they sharply tilt the body down. The psychologist sets an example, the children repeat.
"Humpty Dumpty
sat on the wall
Humpty Dumpty
Fell in a dream"
5. “Collect a picture”
Goal: development of thinking.
Progress: Each child is given parts from the cut picture. Children collect, an adult helps if necessary.
The second task is more difficult. You can introduce an element of competition. It is possible to collect pictures together.
7. "Confusion"
Goal: development of joint activity skills.
Move: The driver is selected. He leaves the room. The rest of the children hold hands in a circle, without unclenching their hands, and begin to get confused - as best they can. When confusion has formed, the driver “untangles” the children without releasing them.
7. “Mood in color.”
8. Summary of the lesson.
9. Farewell ritual.
Lesson 4.
Goal: Development of communication skills, imagination, attention.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Mood in color.”
3. “Search non-stop.”
Goal: development of attention.
Progress: Within 10-15 seconds. See around you as many objects of the same color (size, shape) as possible.
4. "Magic Egg".
Goal: development of imagination.
Progress: each child is given a template in the shape of an egg, which is traced on a piece of paper. Then the children are asked to complete the oval to create a new object. At the end of the lesson, you can organize an exhibition of drawings. If you invite your child to draw several ovals to create different objects, this will help develop flexibility and fluency in thinking.
5. "Little Monkeys"
Goal: development of attention and communication skills.
Progress: each of the children standing in a row (3-6 people) takes some kind of pose. One of the players, after looking at them for 40-50 seconds, copies the pose of everyone, and the rest stand quietly.
6. Physical education lesson “Humpty Dumpty”
7. “It happens - it doesn’t happen”
Goal: development of imagination, attention.
Progress: The psychologist speaks sentences. If this happens, the children clap their hands; if it doesn’t happen, they stomp their feet.
“The wolf is wandering through the forest. A wolf sits on a tree. The cup is boiled in a saucepan. A cat is walking on the roof. A dog floats across the sky. A girl caresses a dog. The girl is drawing a house."
Goal: disclosure of group relationships, communication skills.
Progress: Children sit on chairs. The person entering walks in a circle with his eyes closed, sits on the children’s laps and guesses who he is sitting on. If you guessed correctly, who was named, says “Beep.”
9. “Mood in color.”
10. Summary of the lesson.
11. “Ritual of greeting.”
2.3 Control experiment
The control experiment included the following methods:
2.31.Method “Draw a human figure” (man), see the ascertaining experiment. This technique determines the level of psychological development of the child.
2.3.2.Test to determine motivational readiness; (see ascertaining experiment).
2.3.3. “Echo” technique; (see ascertaining experiment)
After carrying out this technique, Katya and Egor received 2 points each, which indicates good development of phonemic hearing.
2.3.4. The “Politeness” technique is a well-known game in which children complete tasks for the leader only if he lights up the word “please”. The content of the commands is related to physical exercises:
1. Hands forward
2. Hands on your belt, please
3. Sit down
4. Hands to shoulders please
6. Jump, please
7. Stop jumping, please
8. Bend over
9.Please bend over
10. Clap your hands.
Before starting the game, you need to check whether the child understands how to perform the exercises used; the success of completing the task depends on attention.
Processing of results: carried out by counting points awarded for errors, which are understood as executing a command without the word “please” and not executing a command with the word “please”. Each of them is worth 1 point:
Attention is well developed – no more than 2 points;
Attention is poorly developed – 3 – 5 points;
Attention is poorly developed – 5 – 10 points.
The following participants took part in the methodology: Julia Soboleva, Kirill Smorodkin, Egor Razumnov. Children received no more than 2 points, this indicates that children's attention is well developed.
2.3.5. Methodology “Remember phrases” This method is aimed at studying memory. You need to read phrases to the child, for example:
1. It rains in autumn.
2. Children love to play.
3. An airplane is flying in the sky.
4. The boy helps his grandmother.
5. Apple and pear trees grow in the garden.
Ask the child to repeat the phrases that he managed to remember. At the same time, the main thing is to convey the meaning of each phrase; it is not at all necessary to repeat it word for word. If the child was unable to repeat all the phrases the first time, read it again once. Processing the results:
5 points – high level of memory
4 points – above average
3 points – average level
0 -2 points – below average.
2.3.6 Results of the data obtained
The “Draw a human figure” technique was carried out with children: Polina Evseeva and Kirill Smorodkin because in the ascertaining experiment, the level of psychological development of these children was slightly lower than the others. After carrying out the methodology, the following conclusions were made:
The drawings are more friendly, open, both children have a desire for love and affection. The level of psychological development is high.
A test to determine motivational readiness was carried out with Egor Razumnov, because in the ascertaining experiment, he did not show very good results. After conducting developmental classes, Egor showed good results. He became more open, answered questions willingly, in detail, behaved calmly, and did not get lost.
After carrying out the “Echo” method, Katya and Egor received 2 points each, the children began to pronounce letters better and hear sounds, which indicates good development of phonemic hearing.
The following participants took part in the “Politeness” method: Julia Soboleva, Kirill Smorodkin, Egor Razumnov. Children received no more than 2 points, this indicates that children's attention is well developed.
After carrying out the “Remember Phrases” technique, three children: Ulyana Bragina, Yulia Soboleva, Liza Seredova, showed a high level of memory, the children earned 5 points each. Sokolov Ilya and Razumny Egor have a memory level above average - 4 points.
Based on the results of the data obtained from the control experiment, it can be judged that “If a child is psychologically ready to study at school, then it will be much easier for him to survive adaptation, communicate with peers, and gain knowledge.” The hypothesis was confirmed.
Summary sheet of psychological readiness for school.
|
Psychologists readiness |
Motivational readiness |
Phonemati |
|||
|
Razumnov |
average |
||||
|
Soboleva |
|||||
|
Smorodkin |
|||||
|
Evseeva Polina |
|||||
|
average |
|||||
|
Seredova |
3 Conclusions
After conducting developmental classes, the results in the control experiment are much better than the initial ones. The children became more attentive, diligent, began to take assigned tasks more seriously, and everyone strived for good results. Their activities acquired a conscious, meaningful and purposeful character.
At the formative stage, a specially selected lesson program was used, aimed at preparing children for successful schooling. The main goal of these classes is the development of attention, memory, thinking, fine motor skills, as well as the development of psychological and motivational readiness for learning at school. This can be achieved only through the development of cognitive processes.
Shmelev Alyosha and Shevchuk Yulia initially had a high level of psychological readiness for school, so only a testing experiment was carried out with them, in which she showed herself very well; these children do not need additional developmental activities.
Improvements were noticed in the remaining children after developmental classes. As mentioned above, the children became more assiduous, began to hold a pen more confidently, and learned to reason and think logically. Separately, I would like to highlight the Reasonable Egor. Psychological readiness for school was at a low level, cognitive processes were poorly developed, but, nevertheless, after developmental classes, Yegor developed an interest in school, he became more attentive and patient. All tasks that were given in the control experiment were completed much faster and without any effort.
Based on the data obtained, we can judge that “If a child is psychologically ready for school, it will be much easier for him to survive adaptation.” The hypothesis was confirmed
The main task of the family and school, along with issues of education and upbringing, is the task of preserving the health of children.
The growth and development of a child is influenced by external and internal factors. The environment acts not only as a condition, but also as a source of development of the human body, facilitating the improvement of its hereditary properties and even correcting their undesirable manifestations. Work on psychological readiness for school should begin already in the preparatory group of the kindergarten and, of course, in the family. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces; in older groups, more complex classes should be conducted aimed at developing cognitive processes.
Early diagnosis of the child’s individual physiological profile, precise determination of the nature and degree of function deviation, and in-depth analysis of the environment are the basis for the effectiveness of correctional work.
Corrective work should be aimed both at changing a specific type of incorrect skill and at strengthening the child’s health. Actually we're talking about about organizing the child’s entire life in such a way that in his daily activities the cognitive processes that will later be necessary for successful learning at school develop.
Caring for loved ones about the child’s health has great value for correct and timely psychological development. Carrying out hardening procedures, compliance with hygienic requirements for clothing, the microclimate of the premises where the child spends most of the time, adherence to sleep and wakefulness helps to strengthen the child’s health, is effective preventative measure against overstrain of the nervous system, provide a good emotional mood, helping to firmly and quickly acquire new skills.
Work on the child’s psychological readiness for school should be carried out in close contact with parents, teachers of preschool educational institutions and primary school teachers. This will ensure good readiness for school, and it will be easier for children to cope with adaptation.
Remember! Any exercises will be effective only with regular exercise. You need to exercise daily!
5 References
1. Agafonova I. N. “Psychological readiness for school in the context of the problem of adaptation” Primary school 1999 No. 1.
2. Wenger L. A. “Psychological issues of preparing children for school, preschool education.” M.1970.
3. Wenger L. A. “Is your child ready for school?” M. 1994.
4. Gutkina N. N. “Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling.” M.1997.
5. Dyachenko O. M. Veraksa N. E. “What does not happen in the world.” M.1994
6. Efimova S.P. “How to prepare a child for school. Doctor's advice." 1992
7. Kozlov N. A. “The best psychological games and exercises” Ekaterinburg M. 1998
8. Zaporozhets A.V. “Preparing children for school. Fundamentals of preschool pedagogy". / Edited by A.V. Zaporozhets, G. A. Markova.
9. Burya R. S. “Preparing children for school.” M.1987
10. Kravtsova E. E. “Psychological problems of readiness for schooling.” M.1991
11. Kulagina I. Yu. “Age psychology” 1991
12. Nikitin B. P. “Educational games.” 1994
13. Ovcharova R. V. “Practical psychology in elementary school.” 1999
14. Elkonin D. B. Venger L. A. “Features of the psychological development of children 6-7 years of age.” M. 1988.
15. Dubrovina I. V. “Management practical psychologist" 1999
16. Samukhina N.V. “Games at school and at home: psychological exercises and correctional programs” M. 1993.
17. Sanko A.K., Kafeeva Yu.Zh. “Introduction to school life”, “School Psychologist” No. 23. 1999
18. Dubrovina I.V., Zatsepin V.V. “Anthology. Developmental and educational psychology. M. 1999
19. Tsukerman G. A. “School life.” Tomsk 1992.
20. Elkonin D. B. “Psychological games.” 1978
21. Bozhovich L. I. “Problems in the development of a child’s motivational sulfur. Studying the child’s motivation and behavior.” 1972
22. Vygodsky L.S. “The Problem of Age.” 1984
23. Sallina N. G. “Intellectual development of the child.” 1988
24. Agafonova I. N. “Socially - psychological training children 6 – 10 years old.” “Program “Me and We”. 2001
25. Bozhovich L. I. M. 1968
26. Magazine “Hello School” Special. issue No. 5 from the magazine " Useful tips and ideas."
27. L. Matveeva Vyboyshchik I. “What can I find out about my child” Psychological tests, tasks and games. / Ekaterinburg 2003
28. Fomina L. F. “Education of correct pronunciation in children”
29. Koltsova M. M. “Development of motor skills”
30. E. Danilova “Finger games”
6 Conceptual apparatus
1. Kinesthetic impulses (from the Greek: movement and sensation) sensation of the position of individual parts of the body, resistance and heaviness of external objects.
2. Abstraction is a form of cognition, which is a mental selection of the essential properties and connections of an object. This theoretical generalization allows us to reflect the basic patterns of the objects or phenomena under study, study them, and also predict new, unknown patterns. Abstract objects are integral formations that make up the direct content of human thinking - concepts, judgments, conclusions, laws, mathematical structures, etc.
3. Neurobiologists are scientists who study the human brain, their emotions and feelings.
4. Electrophysiological studies are a procedure aimed at obtaining a recording of biological potentials from the inner surface of the heart using special electrodes.
5. Disadaptation - any adaptation disorders.
6. Hyperdynamic syndrome - emotional disorders expressed by inattention and lack of perseverance in performing assigned tasks.
7. Psychomotor retardation – a sharp slowdown in both mental and physiological processes.
8. Sociocultural neglect - underdevelopment of social qualities, valuable orientations, needs. It develops against the background of the indifferent attitude of those around them: parents, teachers, acquaintances.
9. Genesis – origin, formation and development, the result of which is a certain state of the object being studied.
10. Analytical-synthetic activity is the activity of a child, which develops over a period of time from 3 to 7 years under the influence of productive, design and artistic activities.
11. Perceptual maturity is an activity that is always determined by meaning, motive and purpose.
12. Analytical thinking – an individual’s ability to use logic in analyzing information and making decisions.
13. Conciseness - brevity, conciseness, laconicism - presentation of thoughts using the least number of words.
14. Interpretation - clarification of the unclear or hidden meaning for a person of certain aspects of his experiences.
15. Specificity – distinctive characteristic features inherent only to a given object or phenomenon.
16. Aspect – one of the sides of the object under consideration, point of view, the way it is seen from a certain position.
17. Aesthetic authorities - disclosure of eternal existential themes - love, nature, death, in highlighting the problem of overcoming time.
18. Subordinate motives are motives that control the child’s behavior and determine his entire development.
19. Verbalism – a high level of speech development, good development of memory with insufficient development of perception and thinking.
20. Neuroses are a group of diseases caused by psychotraumatic influences. They are characterized by functional, usually reversible, neuropsychological disorders.
21. Lack of formulation – low level of development of arbitrariness of processes.
22. Subject-based development environment is a system of material objects and means of activity, which in turn models the content of spiritual and physical development.
23. Self-expression is the most real way to get other people to pay attention to you, to be noticed, to be heard and, most importantly, to be recognized.
24. Variability – the presence of several or many options for something.
25. Stereotypes are stable forms of behavior (in a broad sense, including activities, communication, implemented social attitudes, relationships) determined by the natural capabilities of a person, allowing them to be used optimally, i.e. with the greatest efficiency.
26. Regression is a form and mechanism of psychological defense, it is a mechanism for protecting the individual.
27. Ambitiousness - the desire to achieve goals, ambition. Demanding signs of respect and honor. Pride, dignity.
28. Ambivalence is the duality of sensory experience, expressed in the fact that the same object simultaneously evokes two opposing feelings in a person.
29. Expansiveness – a sharp, violent manifestation of feelings, high activity.
Appendix No. 1
This appendix contains the techniques that were used in the ascertaining experiment:
1. “Draw a human figure”
2. “Name the numbers”
3. Test to determine the child’s motivational readiness, awareness and attitude towards school
Appendix 2
Methods used in the ascertaining experiment:
1. “Houses in the clearing”
2. “Yes” and “No”
3. "Snake"
Appendix No. 3
In this application, the methods that were used in the control experiment, after conducting educational games and activities:
1. “Remember the phrase”
2. "Politeness"
4. “Draw a human figure”
5. Test to determine the child’s motivational readiness, awareness and attitude towards school
Lecture outline:
9.1. The concept of psychological readiness for school learning.
9.2. Motivational readiness to learn at school.
9.3. Mental and emotional-volitional readiness.
9.4. Problems of teaching six-year-old children.
Basic concepts: neoplasms of preschool childhood; psychological readiness for schooling; readiness components; motivational readiness; mental readiness; emotional-volitional readiness; problems of six-year-old children.
The concept of psychological readiness for schooling
In the rush to prepare a child for school, they often forget about something that cannot be replaced with knowledge - psychological readiness for school. Figuratively speaking, knowledge is like shoes. Parents try to ensure that they are of high quality, from good material. And psychological readiness in this case is the size of the foot. Even if the shoes are perfect, it is impossible to feel good in them if they are too big for you...
Psychological readiness for school is mental maturity.
The result of a child’s development in preschool childhood is the prerequisites for the child to be able to adapt to the conditions of the school and begin systematic learning.
Of course, it is important that the child goes to school physically prepared, but this is far from the only condition. One of the most necessary aspects is psychological readiness. Its content includes a certain system of requirements that will be put forward to the child during training, and it is important that she is able to cope with them.
The most important consequence of the mental development of a preschool child is the formation of psychological readiness for schooling. In fact, its formation indicates the end of the period of preschool childhood.
Psychologists divide readiness for school into three types: personal readiness. volitional readiness and intellectual readiness.
1. Personal readiness consists of skills and the ability to get in touch with classmates and teachers. After all, children who didn’t even go to kindergarten and were left without their parents for a while find themselves at school among people they don’t know. A child’s ability to communicate with peers, act together with others, give in, obey when necessary - qualities that provide her with painless adaptation to a new social environment. This helps create favorable conditions for further education at school. Therefore, it is necessary to develop a correct idea of \u200b\u200bschool, a positive attitude towards teachers and books.
2. Volitional readiness. At school, the child will face intense work. She will be required to do not only what she wants, but also what the teacher, school regime, and program require. Play can help strengthen volitional knowledge about yourself.
3. Intellectual readiness. It is important that the child is mentally developed for school. But she achieves this ability only when she works with the child.
And although in the last few decades psychologists, teachers, hygienists, pediatricians, etc. are actively engaged in this problem, there is still no clear concept of “school maturity” and the final criteria for a child’s readiness for systematic learning and acquisition of knowledge have not been determined.
Psychologists define school readiness as “the achievement of such a degree of development when the child becomes able to take part in school education” (I. Shvantsara), or “the mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school curriculum” ( A. Anastasi).
I. Shvantsara identifies mental, social and emotional components as components of readiness for school learning. L.I. Bozhovich points out that it consists of a certain level of development of mental activity and cognitive processes, readiness for voluntary regulation of one’s activities and readiness for the social position of the student.
In any case, it is emphasized that psychological readiness does not lie in the child’s formation of “school qualities,” but in the fact that she masters the prerequisites for their further assimilation.
Psychological readiness for school has nothing to do with whether a child can read (and how quickly) or count (and how much). Although it is precisely these skills that teachers test when enrolling a future first-grader in school.
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. The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while she cannot yet achieve this without the help of an adult.
Psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education. Psychological readiness for school includes the following parameters of mental development:
1) motivational readiness to study at school, or the presence of educational motivation;
2) a certain level of development of voluntary behavior, which allows the student to fulfill the teacher’s requirements;
3) a certain level of intellectual development, which presupposes the child’s mastery of simple generalization operations;
4) good development of phonemic hearing.
In the complex set of qualities that make up such readiness, one can distinguish motivational, mental and emotional-volitional components, as we said at the beginning.
Psychological readiness for schooling
A child’s readiness to learn at school equally depends on the child’s physiological, social and mental development. These are not different types of readiness for school, but 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 teaching 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 child of 6, and especially 7 years old, who is unable to concentrate on what is necessary, but not interesting activities at least 5-10 minutes.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, system of behavior, responsibilities. And most importantly, everything happens without coercion, easily and willingly. Games with plasticine are also useful; modeling, appliqué, drawing, and designing 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.
Introduction
1. problems of the child’s psychological readiness for school
1.1 The concept of psychological readiness for school
1.2 Orientation in the outside world, knowledge base, attitude towards school
1.3 Mental and speech development. Development of movements
2 EXPERIMENTAL WORK ON DIAGNOSIS AND CORRECTION OF PSYCHOLOGICAL READINESS OF PRESCHOOL CHILDREN FOR STUDYING AT SCHOOL
2.1 Diagnosis of the mental development of preschool children and their readiness for school
2.2 Formative experiment
2.3 Control experiment
Conclusion
List of sources used
Application
Introduction
Today, children enter school, as a rule, bypassing all possible preparation options. Then the main burden of preparing the preschooler for the learning process falls on primary school teachers and school psychologists.
Subject course work– “Psychological readiness of children to study at school.”
Target– a feature of diagnosing and correcting a child’s psychological readiness for school.
Tasks research:
Theoretically explore the problems of psychological readiness of preschoolers to study at school.
Select the methods necessary for diagnosing and correcting the psychological readiness of preschoolers for school.
Conduct experimental work to study the psychological readiness of preschool children for learning.
Item research – the child’s psychological readiness for school.
An object research – preschoolers.
Hypothesis research: if timely diagnostics and correction of a child’s psychological readiness for school are used, this will contribute to the development of the psychological skills and abilities necessary for learning at school, and in the future will significantly increase the likelihood of the child’s high academic performance.
Used in this work methods analysis of theoretical, methodological, practical literature on this problem, method of statistical data in assessing the results of experiments.
Base research: preparatory group “B” kindergarten No. 11, Pavlodar.
Hypothesis research: if you promptly diagnose and develop the psychological readiness of preschoolers for school, this will significantly increase their level of adaptation to school and their ability to learn.
1 problems of a child’s psychological readiness for school
1.1 The concept of psychological readiness for school
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.
The main goal of determining psychological readiness for schooling is to prevent school maladjustment. To successfully achieve this goal, various classes have recently been created, the task of which is to implement an individual approach to education in relation to children, both ready and not ready for school, in order to avoid school maladjustment.
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, but within this aspect there are different approaches:
research aimed at developing in preschool children certain skills and abilities necessary for learning at school;
study of neoplasms and changes in the child’s psyche;
research into the genesis of individual components of educational activity and identification of ways of their formation;
studying the child’s skills to consciously subordinate his actions to the given ones while consistently following the verbal instructions of an adult. This skill is associated with the ability to master the general way of following an adult’s verbal instructions.
In order for a child to study successfully, he must first of all strive for a new school life, for “serious” studies, “responsible” assignments. The emergence of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the play of a preschooler. The attitude of other children, the very opportunity to rise to a new age level in the eyes of the younger ones and become equal in position with the older ones, also influences. The child’s desire to occupy a new social position leads to the formation of his internal position. L.I. Bozhovich characterizes this as a central personal new formation that characterizes the child’s personality as a whole. It is this that determines the child’s behavior and activity and the entire system of his relationships to reality, to himself and the people around him. The way of life of a schoolchild as a person engaged in a socially significant and socially valued activity in a public place is recognized by the child as an adequate path to adulthood for him - it meets the motive formed in the game “to become an adult and actually carry out his functions” (D.B. Elkonin)
The general emotional attitude towards school was specially studied by M.R. Ginzburg using the original methodology he developed. He selected 11 pairs of adjectives that positively and negatively characterize a person (“good-bad”, “clean-dirty”, “fast-slow”, etc.), each of which was printed on a separate card. Two boxes with pictures pasted on them were placed in front of the child: on one - children in school uniforms with briefcases, on the other - children sitting in a toy car. Then came the verbal instructions:
“These are schoolchildren, they are going to school; and these are preschoolers, they are playing. Now I will give you different words, and you think about who they are more suitable for: a schoolchild or a preschooler. Whoever suits you best will put it in that box.”
Using this method, 62 6-year-old children were examined - pupils of the preparatory group of a kindergarten (24 people) and two elementary grades of a school (38 people). The experiment was carried out at the end of the school year. Analysis of the results showed that 6-year-old children, both attending kindergarten and studying at school, have a positive attitude towards school. Both of them characterized schoolchildren with positive adjectives, and preschoolers with negative ones. The exception was only three children (one from kindergarten, two from school).
From the moment that in the child’s mind the idea of school acquired the features of the desired way of life, we can say that his internal position received new content - it became the internal position of the schoolchild. And this means that the child has psychologically moved into a new age period of his development - junior school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with school, i.e. such an attitude towards school when involvement in it is experienced by the child as his own need (“I want to go to school!”). The presence of an internal position of a schoolchild is revealed in the fact that the child resolutely rejects the preschool playful, individually direct way of existence and shows a clearly positive attitude towards school and educational activities in general and especially towards those aspects of it that are directly related to learning.
Such a positive focus of the child on school as an educational institution itself is the most important prerequisite for his successful entry into school and educational reality, i.e. acceptance of relevant school requirements and full inclusion in the educational process.
The classroom-lesson education system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers develops at the very beginning of schooling.
Personal readiness for school also includes a certain attitude towards oneself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. A child’s personal readiness for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the student’s position (N.I. Gutkina’s method), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has looked at the toys in the room for a minute, they begin to read a fairy tale to him, but at the most interesting point the reading is interrupted. The psychologist asks what he wants more now - to listen to the rest of the story or to play with toys. Obviously, with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with weak cognitive needs, are more attracted to games.
When determining a child’s personal readiness for school, it is necessary to identify the specifics of development in the sphere of productivity. The productivity of a child’s behavior is manifested when he fulfills the requirements, specific rules set by the teacher, and when working according to a model. Therefore, the characteristics of voluntary behavior can be traced not only when observing a child in individual and group lessons, but also with the help of special techniques.
The fairly well-known Kern-Jirasek school maturity orientation test includes, in addition to drawing a male figure from memory, two tasks - copying written letters and drawing a group of dots, i.e. work according to the sample. N.I. Gutkina’s “House” technique is similar to these tasks: children draw a picture depicting a house made up of elements of capital letters. There are also simpler methodological techniques.
Tasks by A.L. Wenger “Complete the tails for the mice” and “Draw handles for the umbrellas.” Both mouse tails and handles also represent letter elements.
It is impossible not to mention two more methods of D.B. Elkonin - A.L. Wenger: graphic dictation and “sample and rule”.
When completing the first task, the child draws an ornament on a piece of paper in a box from the previously set dots, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells the lines should be drawn, and then offers to complete the “pattern” resulting from dictation to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirements of an adult given orally, as well as the ability to independently perform tasks on a visually perceived model.
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The more complex “Pattern and Rule” technique involves simultaneously following a model in your work (the task is given to draw exactly the same picture point by point as a given geometric figure) and a rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, a cross with a cross and a triangle with a triangle). A child, trying to complete a task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not checking the model. Thus, the technique reveals the child’s level of orientation to a complex system of requirements.
1.2 Orientation in the outside world, knowledge base, attitude towards school
By the age of six or seven, all the analyzers of the cerebral cortex are relatively formed, on the basis of which different types of sensitivity develop. By this age, visual acuity, accuracy and subtlety of color discrimination improves. The child knows the primary colors and their shades. Sound-pitch discrimination sensitivity increases, the child can more correctly distinguish the heaviness of objects, and makes fewer mistakes when identifying odors.
By the beginning of school, the child has formed spatial relationships. He can correctly determine the position of an object in space: below - above, in front - behind, left - right, above - below. The most difficult to master are the spatial relationships “left - right”. Children first make connections between direction and parts of their body. They distinguish between the right and left hands, paired organs and sides of their body as a whole. The child determines the location of something to the right or left only of himself. Then, already at primary school age, children move on to the perception of the relativity of directions and the possibility of transferring their definition to other objects. This is due to the fact that children can mentally take into account a 180-degree rotation and understand what it means to the right or left of other objects.
Children solve eye problems well in the case of large differences between objects; they can identify such relationships as “wider - narrower”, “bigger - smaller”, “shorter - longer”. A preschooler can correctly arrange the sticks, focusing on their length: find the longest, the shortest, arrange the sticks as their length increases or decreases.
Perception of time an older preschooler still differs significantly from the perception of an adult. Children understand that time cannot be stopped, returned, accelerated or slowed down, that it does not depend on the desire and will of a person. In time space, a child of senior preschool age is focused on the present “here and now.” Further development is associated with interest in the past and future. At seven or eight years old, children begin to be interested in what happened “before them,” in the history of their parents. At eight or nine years old, they “make plans” for the future (“I will be a doctor,” “I will get married,” etc.).
Perception is closely related to the content of the perceived object. The child perceives a familiar object (object, phenomenon, image) as a single whole, and an unfamiliar one as consisting of parts. Children six or seven years old prefer pictures with entertaining, resourceful, cheerful characters; they are able to grasp humor, irony, give an aesthetic assessment of the plot depicted in the picture, and determine the mood.
Perceiving form objects, the child tries to objectify it. For example, looking at an oval, he can say that it is a watch, a cucumber, a plate, etc. The child first focuses on color and then on shape. If a child is given the task of sorting shapes into groups: triangles, rectangles, squares, ovals, circles of different colors, then he will combine them based on color (for example, one group will include a triangle and a green circle). But if you objectify the figures, for example, give the table, chair, apple, cucumber depicted in the pictures, then, regardless of color, the child will combine the pictures into groups based on the shape. That is, all cucumbers, regardless of color (red, yellow, green), will be in the same group.
By the beginning of school, the child has developed horizon. He has many ideas related to the world around him. Moves from individual concepts to more general ones, highlighting both essential and non-essential features. If a two-year-old child, when asked what a spoon is, answers: “This is a spoon!” - and points to a specific spoon, then the older preschooler will say that a spoon is what one uses to eat soup or porridge, that is, he will highlight the function of the object.
Systematic schooling leads to the child’s gradual mastery of abstract concepts and the assimilation of genus-species relationships between objects. However, some preschoolers can say about the same spoon that it is an object (or kitchen utensil), that is, highlight the generic attribute of the concept. In addition to essential features, such as functional purpose (for food), an older preschooler can also identify non-essential ones (red, with a bear design, round, large, etc.).
The child uses example as the main form of evidence in the first stages of learning in preschool and primary school. When explaining something, everything comes down to the familiar, the particular, the known.
IN thinking The following features can be distinguished for a preschooler. Firstly, children are characterized by animism (animation of inanimate nature, celestial bodies, mythical creatures). Secondly, syncretism (insensitivity to contradictions, linking everything with everything, inability to separate cause and effect). Thirdly, egocentrism (inability to look at oneself from the outside). Fourthly, phenomenality (the tendency to rely not on knowledge of the true relationships of things, but on their apparent relationships).
The peculiarity of children's thinking is to spiritualize nature, to attribute to inanimate things the ability to think, feel, do - Jean Piaget called animism(from Latin animus - soul). Where does this amazing property of a preschooler’s thinking come from - to see living things where, from the point of view of an adult, they cannot exist? Many found the reason for children's animism in the unique vision of the world that a child develops by the beginning of preschool age.
For an adult, the whole world is ordered. In the consciousness of an adult, there is a clear line between living and nonliving, active and passive objects. There are no such strict boundaries for a child. The child proceeds from the fact that living things are everything that moves. The river is alive because it moves, and the clouds are alive for the same reason. The mountain is not alive because it stands.
From the moment of his birth, a preschooler has heard an adult’s speech directed at him, full of animistic constructions: “The doll wants to eat,” “The bear has gone to bed,” etc. In addition, he hears expressions such as “It’s raining,” “The sun has risen.” . The metaphorical context of our speech is hidden from the child - hence the animism of the preschooler's thinking.
In a special, animate world, a preschooler easily and simply masters the connections between phenomena and acquires a large stock of knowledge. A game and a fairy tale, in which even a stone breathes and talks, is a special way of mastering the world, allowing a preschooler in a specific form to assimilate, understand and in his own way systematize the flow of information that befalls him.
The next feature of children's thinking is associated with the establishment of natural causality between events that occur in the surrounding world, or syncretism.
Syncretism is the replacement of objective cause-and-effect relationships with subjective ones that exist in perception. In his experiments, J. Piaget asked children questions regarding causal relationships in the world around them. “Why doesn’t the sun fall? Why doesn't the moon fall? In their answers, the children indicated various properties of the object: size, location, functions, etc., connected in perception into one whole. “The sun doesn’t fall because it’s big. The moon doesn't fall because the stars. The sun doesn't fall because it shines. The wind is because the trees sway.” Let us give an example of syncretism in the story of a six-year-old child. “Little Red Riding Hood is walking through the forest, and a fox meets her: “Why are you crying, Little Red Riding Hood?” And she answers. “How can I not cry?!” The wolf ate me!’”
The next feature of children's thinking is the child's inability to look at an object from the position of another and is called egocentrism. The child does not fall into the sphere of his own reflection (does not see himself from the outside), he is closed in his own point of view.
Phenomenal Children's thinking is manifested in the fact that children rely on the relationships of things that seem to them, and not on what actually exists.
Thus, it seems to a preschooler that there is a lot of milk in a tall and narrow glass, but if it is poured into a short but wide glass, it will become less. He does not have the concept of conservation of quantity of a substance, that is, the understanding that the quantity of milk remains the same despite the change in the shape of the vessel. In the process of schooling and as he masters counting and develops the ability to establish one-to-one correspondences between objects in the external world, the child begins to understand that a certain transformation does not change the basic qualities of objects.
From the first day of school, children are expected to understand the complex social rules that govern relationships in the classroom. Relationships with classmates consist of finding a balance between cooperation and competition; relationships with teachers consist of a compromise between independence and obedience. In this regard, already in preschool age, moral motives begin to acquire importance, among which the most important are the following: to do something pleasant, necessary for people, to bring benefit, to maintain positive relationships with adults, children, as well as cognitive interests, including new types of activities .
1.3 Mental and speech development. Development of movements
By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the adult brain. This maturation of the brain provides the opportunity to assimilate complex relationships in the world around us and contributes to solving more difficult intellectual problems.
By the beginning of schooling, the cerebral hemispheres and especially the frontal lobes, associated with the activity of the second signaling system, which is responsible for the development of speech, have sufficiently developed. This process is reflected in the speech of children. The number of generalizing words in it sharply increases. If you ask four- to five-year-old children how to name pear, plum, apple and apricot in one word, you can observe that some children generally find it difficult to find such a word or it takes them a lot of time to search. A seven-year-old child can easily find the appropriate word (“fruit”).
By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. The child’s brain “moves to the left,” which is reflected in cognitive activity: it becomes consistent, meaningful and purposeful. More complex structures appear in children's speech, it becomes more logical and less emotional.
By the beginning of school, the child has sufficiently developed inhibitory reactions that help him manage his behavior. The adult's word and his own efforts can ensure the desired behavior. Nervous processes become more balanced and mobile.
The musculoskeletal system is flexible, the bones contain a lot cartilage tissue. The small muscles of the hand develop, albeit slowly, which ensure the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, so seven-year-old children are more receptive to writing than six-year-olds.
At this age, children grasp the rhythm and tempo of movements well. However, the child’s movements are not dexterous, accurate and coordinated enough.
All of these changes in the physiological processes of the nervous system allow the child to participate in school education.
Further psychophysiological development of the child is associated with the improvement of the anatomical and physiological apparatus, the development of physical characteristics (weight, height, etc.), the improvement of the motor sphere, the development of conditioned reflexes, the relationship between the processes of excitation and inhibition.
2 Experimental work on diagnosing and correcting the psychological readiness of preschoolers to study at school
2.1 Diagnosis of the mental development of preschool children and their readiness for school
Diagnostics of the formation of the prerequisites for educational activities is aimed at determining the student’s readiness for a new activity for him - educational. Unlike gaming, educational activities have a number of specific features. It assumes a focus on results, arbitrariness and commitment.
Continuation
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Most of the educational tasks faced by a first-grader are aimed at fulfilling a number of conditions, certain requirements, and focusing on rules and patterns. It is these skills that relate to the so-called prerequisites of educational activity, that is, those that are not yet fully educational activities, but are necessary to begin to master it.
To diagnose the prerequisites for educational activities, you can use a set of techniques, consisting of diagnosing the ability to focus on a system of requirements - the “Beads” technique, the ability to focus on a model – the “House” technique, the ability to act according to the rule – the “Pattern” technique, the level of development of voluntariness – the “House” technique Graphic dictation."
“Beads” technique
Goal: to identify the number of conditions that a child can maintain during the activity when perceiving a task by ear.
Equipment: at least six felt-tip pens or pencils of different colors, a sheet with a drawing of a curve representing a thread (see Appendix A1).
The work consists of two parts:
Part I (main) - completing the task (drawing beads),
Part II - checking the work and, if necessary, redrawing the beads.
Instructions for Part I: on the thread shown, draw five round beads so that the thread passes through the middle of the beads. All beads should be different colors, the middle bead should be blue.
Instructions for Part II of the assignment. Repeat the task for children to independently check their drawings. If there is an error, a drawing is created nearby.
Assessment of task completion:
excellent level - the task is completed correctly, all five conditions are taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.
good level - 3-4 conditions are taken into account when completing the task.
intermediate level - when completing the task, 2 conditions are taken into account.
low level - no more than one condition was taken into account when completing the task.
“House” technique
Goal: to identify the ability to focus on a sample, to copy it accurately; the degree of development of voluntary attention, the formation of spatial perception.
Accurate reproduction is scored 0 points, 1 point is awarded for each mistake made.
The errors are:
a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacement of one element with another or absence of an element;
c) gaps between lines in places where they should be connected;
d) severe distortion of the pattern.
Evaluation of the methodology:
excellent level – 0 errors;
good level – 1 mistake;
average level – 2-3 errors;
low level – 4-5 errors.
Methodology "Pattern"
Purpose: to test the ability to act according to the rule.
Three rules:
1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should go only forward;
3. Each new connection must be started from the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.
Before the experiment, I explain the sample to the children (see Appendix A 3).
“Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square.”
Evaluation of results.
Each correct connection counts for two points. The correct connections are those corresponding to the dictation. Penalty points (one at a time) are awarded:
1) for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, that is, those preceding the dictation and following it);
2) for “gaps” - omissions of connection “zones” - between correct connections.
All other possible types of errors are not taken into account at all, since their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).
The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.
Interpretation of the results obtained.
excellent level - 60-72 points - a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in work;
good level - 48-59 points - the ability to act according to the rule is not sufficiently developed. Can maintain orientation to only one rule when working;
average level - 36-47 points - low level of ability to act according to the rule. Constantly gets confused and breaks the rule, although he tries to follow it;
low level - less than 36 points - the ability to act according to the rule has not been developed.
Methodology "Graphic dictation"
Goal: to determine the level of development of the child’s voluntary sphere, as well as the study of capabilities in the field of perceptual and motor organization of space.
Contents: draw a line with a pencil according to the instructions: “place the pencil at the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."
You are given one and a half to two minutes to complete each pattern independently. The total time of the procedure is usually about 15 minutes.
Analysis of results.
Error-free reproduction of the pattern - 4 points. For 1-2 mistakes they give 3 points. Behind larger number errors - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then 0 points are given. Three patterns (one training) are evaluated in this way. Based on the data obtained, the following execution levels are possible:
10-12 points - high;
6-9 points - good;
3-5 points - average;
0-2 points - low.
The study of the formation of the prerequisites for the educational activities of preschool children was carried out on the basis of preparatory group “B” of kindergarten No. 11.
There are 21 people in the group: 11 boys and 10 girls.
The diagnostics we chose allowed us to assess the maturity of the prerequisites for educational activities. The following results were obtained.
“Beads” technique.
Table 1 – Results of the “Beads” technique
Number of children
Completing a technique that involves identifying the number of conditions that a child can maintain during an activity when perceiving a task by ear, showed that more than half of the group copes with this task at a good level, and about a third has difficulty completing it.
“House” technique.
Table 2 – Results of the “House” technique
Number of children
Continuation
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The ability to focus on a model, copy it accurately, the degree of development of voluntary attention, and the formation of spatial perception are sufficiently developed in 53 percent of children. 47 percent of preschoolers require correction and development of these skills.
Methodology "Pattern".
Table 3 – Results of the “Pattern” technique
Number of children
Great
6 people (29%) showed a fairly high level of ability to act according to the rules, that is, they simultaneously took into account several rules in their work. In 10 people (48%), the ability to act according to the rules is not fully developed; they can maintain an orientation to only one rule when working. 3 (14%) people showed a low level of ability to act according to the rule, constantly got confused and violated the rule, although they tried to follow it. Two people (9%) have not developed the ability to act according to the rule.
Methodology "Graphic dictation".
Table 4 – Results of the “Graphic Dictation” technique
Number of children
Determining the level of development of the child’s voluntary sphere, as well as studying capabilities in the field of perceptual and motor organization of space, we found that 5 people (24%) have a high level of development, 11 people (52%) have a good level, 3 people (14%) have a good level of development. average, 2 people (10%) – low.
2.2 Formative experiment
Diagnostics of the formation of the prerequisites for the educational activities of younger schoolchildren revealed the need for correction and development.
For correctional and developmental classes, we set the following tasks:
develop the ability of self-control in learning activities;
develop creativity and imagination, form ideas about the world around us, forming an interest in cognitive activity;
develop intellectual abilities.
Development of self-control
Self-control is an integral part of any type of human activity and is aimed at preventing possible or detecting mistakes that have already been made. In other words, with the help of self-control, a person always realizes the correctness of his actions, including in play, study and work.
One of the significant differences in the cognitive activity of “successful” and “unsuccessful” students is the difference in the ability to exercise self-control and self-regulation of their actions. “Unsuccessful” schoolchildren, even if they know and understand the rule by which they need to act, find it difficult to independently complete a task where they need to perform a series of mental operations in a certain sequence, and they need constant help from an adult. The development of the ability to self-control and self-regulation begins already in preschool age and occurs most naturally and most effectively in the process of various “games with rules.”
Also, the ability to compare your work with a sample and draw conclusions, detect an error or make sure that a task is completed correctly - important element self-control that needs to be taught.
To develop self-control skills in children, we used the following exercises.
The student is given a card with colored rings drawn and taking into account their sizes:
The child must put on the rings in accordance with the pattern, and then write on a card what the ring of each color was, counting from the top or bottom.
This task becomes more difficult. Each student is given a card with open circles drawn.
Students should paint them, focusing on the example:
5 – red
4 – blue
3 – yellow
2 – brown
1 – black
After completing the work, students check it independently using the sample.
2. Game “Keep the word a secret.”
Now we will play this game. I will tell you different words, and you will repeat them clearly after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. Instead, when you see the name of a flower, you should silently clap your hands once.
Sample list of words:
window, chair, chamomile, toffee, millet, shoulder, wardrobe, cornflower, book, etc.
The main task of exercises for the development of voluntariness and self-regulation is to teach the child to be guided by a given rule during work for a long time, to “hold” it. In this case, it does not matter which rule is chosen - any one will do.
Options:
You cannot repeat words starting with the sound [r];
You cannot repeat words starting with a vowel sound;
you cannot repeat the names of animals;
You can’t repeat girls’ names;
You cannot repeat words consisting of 2 syllables, etc.
When the child becomes good and constantly holds the rule, you can move on to a game with the simultaneous use of two rules.
For example:
You cannot repeat the names of birds, you must mark them with one clap;
You cannot repeat the names of objects that have a round shape (or green color), you must mark them with two claps.
You can introduce an element of competition and award one penalty point for each mistake. Record the result of the game and compare each subsequent one with the previous one. The child must make sure that the more he plays, taking into account the rules, the better he gets.
3. How to turn "o" into "i".
The good fairy’s student said: “I’m not a wizard, I’m just learning.” These words also apply to us: we do not yet know how to make serious transformations, but we can turn one letter into another. Shall we try? The syllables are printed below. Don't just read them, but in all cases where the sound [o] occurs, change it to [i].
Columns with syllables:
2. change the sound [p] in syllables to the sound [s];
4. Help the bee harvest.
A real bee is a very hard-working insect. She works all day long, collecting nectar, moving from one flower to another.
Our bee is also hardworking, but she flies not across a field of flowers, but across a field of letters. Instead of nectar, she collects letters. If the bee collects the letters correctly, she will get a whole word.
If you carefully follow my commands and write down the letters at which the bee stops, then at the end of the bee’s journey you will be able to read the resulting word. Remember: for each command the bee flies only to the next cell; it cannot fly far.
Continuation
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This game can be used many times. Try to have the child follow the bee’s migrations only with his eyes, without moving his finger across the field.
Task: A bee sat on the letter W. Write down this letter. Then the bee flew off. Keep track of the flight direction and stops.
Up, up, up, stop. Down, stop. Right, up, stop. Left, left, down, stop. What word did you get?
Formation of interest in cognitive activity
To create interest in cognitive activity, we resorted to the development of imagination and creative abilities.
At the everyday level, imagination or fantasy is called everything that is unreal, does not correspond to reality and therefore has no practical significance. In the scientific sense, imagination is the ability to imagine an absent or really non-existent object, hold it in consciousness and mentally manipulate it.
The basis of imagination is images. Images of imagination are based on images of memory, but differ significantly from them. Memory images are unchangeable, if possible correct images of the past. The images of the imagination are altered and differ from what can be observed in reality.
Imagination has several degrees of activity. The lowest degree manifests itself in dreams, when we perceive any pictures or images regardless of our desire.
Techniques for developing imagination are varied. So, even Leonardo da Vinci advised for this purpose to look at clouds, cracks in walls, spots and find in them similarities with objects in the surrounding world. Valuable recommendations for the development of children's imagination are given by the famous Italian writer Gianni Rodari in the book “The Grammar of Fantasy. An Introduction to the Art of Storytelling." In particular, he proposes to develop the child’s verbal creativity by presenting him with pairs of words to invent stories, the juxtaposition of which would be unusual. For example, Cinderella is a steamboat, grass is icicles, etc.
We offered preschoolers the following exercises to develop their imagination.
Draw how you imagine an animal from another planet; the most unusual house; a good wizard in childhood.
I will tell you any famous children's fairy tale. Tell it so that everything in it is “the other way around” (a hare is hunting for a wolf, an elephant is the size of a pea, and a mouse is as big as a mountain, etc.).
Imagine that a gnome is sitting on a chandelier in the room. Tell us what and how he sees from there.
Combine these two sentences into a coherent story: “Far away on the island there was a volcanic eruption...” - “... so today our cat remained hungry”; “A truck drove down the street...” - “... that’s why Santa Claus had a green beard”; “Mom bought fish in the store...” - “... so I had to light candles in the evening.”
Imagine that you have turned into a tiger sneaking through the jungle; robot; an eagle soaring above the rocks; the Queen of France; alien; boiling pan; a fountain pen that has run out of ink. Picture it all in motion.
Imagination plays a very important role in a child's life. On the one hand, this is a flight of fantasy that causes a storm of emotions, and on the other hand, it is a way of comprehending the world that removes temporal and spatial restrictions. Thanks to imagination, you can travel to the past and future, imagine and create something that does not yet exist in reality. It expands the world of possibilities and inspires learning and creativity.
Development of intellectual abilities.
"Similarities and Differences"
Invite your child to indicate the similarities and differences between the following pairs of words:
Book - notebook Day - night
Horse - cow Tree - bush
Telephone - radio Tomato - cucumber
Airplane - rocket Table - chair
"Search for the opposite object"
When naming an object (for example, sugar), you need to name as many others as possible that are opposite to the given one. It is necessary to find opposite objects according to the function “edible - inedible”, “useful - harmful”, etc., by attribute (size, shape, condition), etc.
"Search for analogues."
A word is called, for example, briefcase. It is necessary to come up with as many “analogues” as possible, i.e. other items similar to it in various essential characteristics (bag, sack, backpack, etc.)
"Analogies by characteristics."
Write down in a column the characteristics of a given object, for example, a briefcase, and ask the child to name these characteristics found in other objects (bulk, strength, carrying device, etc.).
“Make a three-word sentence.”
Take three words: monkey, airplane, chair. You need to make as many sentences as possible that include these three words (you can change cases and use analogues of words).
Name a group of objects in one word. We call many specific objects with one word. For example, we call birch, pine, oak, etc. trees.
Invite your child to name in one word:
A table, a chair, a closet - it's...
A dog, a cat, a cow is...
Cup, saucer, plate - this is...
Cornflower, chamomile, tulip - this is...
The inability to generalize is the weak link of intelligence. Typically, a child looks for commonality between objects based on external characteristics - color, shape.
The spoon and the ball are similar: they are both made of plasticine.
At school they use generalizations based on essential characteristics. The ability to reason and think is built on the basis of such generalizations.
"Finding Possible Causes"
Formulate a situation: “The boy fell and broke his knee.” The child should name as many assumptions as possible about the possible cause of the fall: he tripped over a stone, stared at passers-by, played excitedly with the kids, was in a hurry to see his mother, etc.
"Socialization of speech"
Speaking so that others understand is one of the most important school requirements.
By the age of 7, children speak a lot, but their speech is situational. They don't bother themselves full description, but make do with scraps, supplementing with elements of action everything that is missing in the story. “This one will give it to him. And he ran... Bang - fuck! Legs from the pit. And the eyes!”
If you don’t see for yourself what’s happening, you won’t understand anything.
"Broken phone"
The game helps the child overcome speech imperfections. Two children sit at a table facing each other, with an opaque screen between them. In the hands of one is a figurine (picture). His task is to describe to his friend how to make this sample. Without naming what is in front of him, he lists the sequence of actions, color, size, shape.
Another must reproduce a copy from any construction material (plasticine, mosaic, etc.).
With the complete illusion of understanding, what needs to be produced does not always work out. After some time, children themselves come to that social form of speech that is understandable to others.
2.3 Control experiment
After correction and development, we conducted diagnostics again using the same tasks and variant material for them and obtained the following results.
“Beads” technique.
Table 5 – Results of the “Beads” technique
experiment
Ascertaining
Formative
Figure 1 – Results of the “Beads” technique
In the formative experiment, the indicators of the high and good levels increased slightly, and accordingly, the indicators of the low level decreased and the average level remained unchanged. Overall, there was a 9 percent increase in quality.
“House” technique.
Table 11 – Results of the “House” technique
experiment
Ascertaining
Continuation
--PAGE_BREAK--
Formative
Figure 2 – Results of the “House” technique
The indicator of the ability to focus on a model, copy it accurately, the degree of development of voluntary attention, and the development of spatial perception to a sufficient extent increased from 53% of children to 71.5%. The increase in quality was 18.5%.
Methodology "Pattern".
Table 7 – Results of the “Pattern” technique
experiment
Ascertaining
Formative
Figure 3 – Results of the “Pattern” technique
Instead of six, nine people (43%) showed a fairly high level of ability to act according to the rules, that is, they simultaneously took into account several rules in their work. As a result of the formative experiment, there is not a single child in the group whose ability to act according to the rule has not been developed. The qualitative increase was 18 percent.
Methodology "Graphic dictation".
Table 8 – Results of the “Graphic Dictation” technique
experiment
Ascertaining
Formative
Figure 4 – Results of the “Graphic Dictation” technique
Determining the level of development of the child’s voluntary sphere, as well as studying capabilities in the field of perceptual and motor organization of space, we found that 9 people (43%) have a high level of development, which is 4 people (19%) more than in the ascertaining experiment. No low level detected. The quality increase is 29%.
Thus, as a result of the experiment, we can conclude that the hypothesis put forward by us was completely confirmed and the experiment was carried out successfully.
Conclusion
Despite the presence of various domestic systems of developmental education in primary schools, the dominance of students’ reproductive activities over creative ones remains, and the number of unsuccessful and problem children increases from year to year. There are many reasons for this: ineffective obstetric services, as a result of which a significant number of children are born with mental retardation; the lack of serious social protection of childhood and family from the state has led to a decrease in financial standing and the growth of dysfunctional families; weak medical control over children's health increased the incidence of children's illnesses and the weakening of their bodies. Disadvantages in the organization of the educational process also cause a number of negative consequences in the learning and development of children, anxiety and inhibition of students, weak motivation for learning, lack of rational methods for working with educational material, poor development of logical thinking techniques, ways of systematizing educational material and combinatorial actions and etc. These and other reasons reduce stability of attention, diligence, and performance in a significant proportion of primary schoolchildren.
The main strategy of modern general education is to improve its quality. This means, first of all, the improvement of the leading type of activity in elementary school - educational, so that each student learns to set a goal for himself when completing a task; realize how this task differs from previous ones and what he learned while completing this task; what practical and mental actions will help him with this, in what ways he can exercise self-control and try to highlight the difficulties he encountered in order to ask the teacher a question and make sure whether he chose the right way to overcome them. Undoubtedly, all this is connected with the humanization of the relationship between the teacher and students. The teacher must not only lead the child to success in learning, but also give each student the right to make mistakes, help him find ways to overcome these mistakes, thereby relieving anxiety and uncertainty before academic work.
When selecting knowledge to study a new topic, it is advisable for a teacher to think about the qualitative characteristics of assimilation of this knowledge: its completeness (to the extent provided for by the curriculum), effectiveness and flexibility (the ability to use it in non-standard situations), consistency (the ability to establish connections between the objects being studied, for example , between facts in natural history or in stories about history, assimilation of knowledge in a structured form), strength (the ability to retain knowledge in memory and update it at the right time).
An important role in increasing the effectiveness of educational and cognitive activity of preschoolers is played by strengthening the communicative side of the learning process, that is, the use of dialogue forms in organizing classes. This technique allows each future student to take an active position in the lesson, teaches them to interact when performing tasks, trusting each other with mistakes, while simultaneously carrying out mutual checks and elements of self-analysis of the successes and shortcomings of the completed task, and consciously and confidently discuss the correctness of the work.
The variety of communications and the sequence of including students in them opens students to contact, overcomes their fears and uncertainty in learning, expands the scope of communication, allows them to make guesses, that is, leads to mutual enrichment for everyone.
The ascertaining stage of our experiment allowed us to identify gaps in the child’s psychological readiness for school. During the formative stage, we had the opportunity to develop the missing or underdeveloped skills of preschoolers, which are necessary for him in school education. Based on the results of the control stage, we can conclude that the hypothesis put forward by us was fully confirmed and the experiment was carried out successfully.
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Appendix A
Diagnostic map
"Graphic dictation"
Continuation
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Paprykin V.
Polubatonova O.
Great
Rakhmetov I.
Svetlenky D.
Solntseva Zh.
Great
Sultanova K.
Fendrick T.
Chistyakova A.
Great
Appendix B
Results of reproducing three patterns in the “Graphic Dictation” technique
F.I. baby
Abdrakhmanov K.
Bazanov N.
Bastemieva A.
Bryukhanova D.
Great
Gilyazova R.
Zhandosov R.
Zelensky G.
Great
Kabylbekov S.
Kupriyanova A.
Great
Mamontov L.
Mamyrov D.
Ospanova A.
Ostashkina L.
Paprykin V.
Polubatonova O.
Rakhmetov I.
Svetlenky D.
Solntseva Zh.
Great
Sultanova K.
Fendrick T.
Chistyakova A.