According to E.G. Rechitskaya in psychological and pedagogical literature there are two basic concepts to determine the state of children in the transition from the preschool period to school: "School maturity" and .
These concepts adequately reflect the condition of the child, on the one hand, as the result of the preceding preschool development, i.e. A certain level of maturity compared to previous stages of the child's development, and on the other - the readiness for the transition to the next age stage associated with systematic schooling.
Term "School maturity" It is usually used to characterize the psychophysiological characteristics of the child. Concept "School maturity" , in the eyes of E.G. Rechitskaya, is not comprehensive, but addresses to a greater degree of physiological readiness and several aspects of psychological. And in the present work, a preference is given to the term "Readiness for school learning" As the most frequently used and reflecting the value of this age period for further development.
The problem of school readiness deeply worked in modern psychological and pedagogical literature. For a long time it was believed that the main indicator of the child's readiness for school learning is the level of his mental development. Currently, the concept of preparing children to school is considering readiness for school learning as a complex holistic phenomenon, as a complex of qualities forming the ability to learn. The psychological readiness of the child to school is the necessary and sufficient level of the psychophysiological development of the child to master the school curriculum, this is a certain level of intellectual and personal development of the child.
Recently, the task of preparing children to school is occupied by one of the important places in the development of the ideas of psychological and pedagogical science. Successful solution to the tasks of the identity of the child's personality, improving the efficiency of training is largely determined by how true the level of the preparedness of children to school learning is taken into account. In domestic psychology, theoretical study of the problem of psychological readiness for school learning is based on the works of L.S. Vygotsky. She was engaged in classics of children's psychology L.I. Bozovic, D.B. Elkonin and continue to engage in well-known modern specialists L.A. Wenger, N.I. Gutkin, I.V. Dubrovina, E.E. Kravtsova, V.S. Mukhin and others
The problem of psychological readiness for school has recently become very popular among researchers of various specialties. In many psychological and pedagogical studies, despite the difference in approaches, it is recognized that effective school learning will be only if the first-grader has the necessary and sufficient for the initial stage of learning qualities, which then in the educational process are developing and improving.
Psychological readiness for systematic education at school is considered by N. N. Podyakov, as the result of the entire preceding development of the child in preschool childhood. It is formed gradually and depends on the conditions in which the body's development occurs. School readiness implies a certain level of mental development, as well as the formation of the necessary qualities of the person. In this regard, scientists allocate the intellectual and personal readiness of the child to school learning. The latter requires the presence of a well-known level of development of social motives of behavior and moral and volitional qualities of the personality.
1) an idea of \u200b\u200bthe readiness for school children
The readiness of the preschooler to school is one of the important results of its development in the pre-school period of childhood. A turning point occurs when the living conditions and activities of the child change dramatically, there are new relations with adults and children, it is responsible for the assimilation of the knowledge that children are not in an entertaining form, but in the form of educational material. These features of new living conditions and activities impose new requirements for various sides of the development of the child, his mental qualities, personality features. Admission to school is associated with the transition from preschool age to younger school age, in a psychological plan characterized by changing leading activities: a teaching comes to replace the plot-role-playing game. The usefulness of the transition to a new stage of mental development is not connected with the physical age of the child, marking the beginning of school education, but at how fully the preschool period of childhood lives, its potential opportunities are exhausted. (A. V. Zaporozhets, 1972).
School readiness implies a certain level of mental development, as well as the formation of the necessary qualities of the person. In this regard, scientists allocate the intellectual and personal readiness of the child to school learning. The latter requires the presence of a well-known level of development of social motives of behavior and moral and volitional qualities of the personality.
The readiness for school in the field of mental development includes a number of interrelated parties. Many teachers and psychologists emphasize that knowledge and skills themselves are crucial, and the level of development of cognitive interests and cognitive activities of the child. Intellectual passivity, lack of interest to the new, unwillingness to be included in the solution of tasks that are not directly related to practical needs or gaming interests do not contribute to successful teaching at school, even despite a certain stock of knowledge and formation of some skills.
To school learning, the child must come up, having a certain level of formation of cognitive processes. The formation of differentiated perception is important, which provides the ability to analyze, compare items and phenomena, allocate properties and features. It is also important for the presence of temporary and spatial representations, knowledge of their verbal designations. Representations of the time, about the timing and pace of fulfillment of tasks - one of the conditions for organizing the activities of children in the lesson. Especially high demands are presented to the level of thinking of a child who is ready to school. It should have a fairly high level of visual-shaped thinking and elements of logical, as well as figurative and meaning memory, arbitrary attention. The child must understand the relationship of various natural and social phenomena, to establish their causes and effects, to see similar and different, to explain the causes of phenomena, draw conclusions. It is necessary to form the formation of cognitive processes in unity with the development of speech of preschoolers. The solution of various mental problems is provided at a level of visual-shaped and logical thinking, provided that speech facilities are mastered.
Evaluation of readiness for school in terms of intellectual development is the most common mistake of teachers and parents. Many believe that the main condition for school readiness is the volume of knowledge that the child must have. The efforts of parents at the same time do not know the measures, and the possibilities of children are not accepted into account.
The determination of the level of readiness to school should be the basis not only for choosing the optimal, most suitable for the child of the training and organization of the educational process, but also to predict possible school problems, the definition of forms and methods of individualization of training.
At the same time, it is necessary to know the causes of the child's backlog in each case.
Thus, psychological readiness for school learning is manifested in the formation of the basic mental psychic areas of the child: the motivational, moral, volitional, mental, which as a whole ensure successful mastering by educational material.
2) the main criteria of school readiness
In different periods of development of domestic psychology, various criteria for determining the readiness of a child to school were put forward. Of these, you can allocate the main criteria:
- Formation of certain skills and skills necessary for school training.
- personal readiness
- motivational readiness
- emotional-Wallary Readiness
- intellectual readiness
For the overall characteristics of the readiness of the child to school, there has been a set of formed qualities.
In real life, it is rare to meet children who have all the qualities of psychological readiness for school. But if one qualities provide a painless transition to learning, others play a minor role in the adaptation process. What should be taken into account in psychological diagnostics.
One of the indicators of the mental development of the child is its learning. The basis of this concept is the dedicated hp Vygotsky two levels of mental activity: the current (Cash level) and promising (The zone of the nearest development). The necessary and sufficient level of actual development should be such that the training program falls into "Zone nearest development" Baby.
If the current level of the mental development of the child is such that his zone of the nearest development is lower than the school for the development of the curriculum, the child is considered psychologically black for school learning, because As a result of the inconsistency of its closest development zone, it cannot absorb the program material and falls into the discharge of lagging students.
The favorable period is called the sensitive, most promising for the development of the child. Learning is considered in different ways: as a common "Exceptiveness to knowledge" (B. G. Ananyev), as "Susceptibility to the absorption of knowledge and methods of mental activity" (N. A. Menchinskaya), as "General pace of students' promotion" (Z.I. Kalmykova). L. S. Vygotsky included in the characteristics of the train and such a component as the ability of the child to transfer the learned method, actions for independent execution of a similar task.
In modern domestic diagnosis, according to the word E.G. Rechitskaya, assisting the child becomes a leading principle in determining the level of intellectual development.
One of the main features of the mental development of senior preschoolers is that the fragmented ideas about individual objects and their properties characteristic of the previous age-class children are beginning to be united and transformed into not yet perfect, but holistic knowledge of the surrounding reality provided by the processes of sensation and perception .
The development of perception is closely related to the formation of speech, since the accumulation of sensory experience creates the basis for the assimilation of the words and summarizing the visual signs, which contributes to the emergence of ideas and knowledge of the surrounding life.
Six-year-old children have a significant change undergo cognitive needs and motives. The initial need, largely defining both the mental and general mental development of the child, the need for new impressions appears. With age, this need is complicated quantitatively and qualitatively and for six years in the form of a need for new, increasingly meaningful knowledge of subjects and phenomena of the surrounding reality. This need satisfies and develops an adult, which in the process of communicating with the child transmits him new knowledge, reports new information, forms new cognitive skills (ability to compare items with each other, etc.).
It is important to correctly understand the sequence of formation of preschool knowledge, since the material, in a certain way ordered into a clear system with a simple principle of construction, is easier to digest than the material scattered, random.
Initially, in the process of learning to imitate the actions of an adult, an instruction is used "Do so" An orienting a child to perform similar actions and selection of items or images equal to certain properties (form, magnitude, etc.). The task is supported by the approval of the teacher ("Right. There is a circle and here a circle " ) . As the property or a feature is selected, the accumulation of visual images is entered by a word that generalizes these properties, such as the name of colors, forms, values, etc. In the process of subsequent work, the word value is expanding. It is important to conduct this work in two directions: on the one hand - to summarize visual signs and properties in the Word, on the other - to learn to see the word of visually perceived properties, that is, the transition from the knowledge of the individual external properties of phenomena to the knowledge of the internal, substantial connections, may be It is carried out only in the process of consistent assimilation by children of the corresponding knowledge system, when each subsequent, formed representation or concept follows from the previous one, and the entire system relies on the initial positions, acting as its central kernel.
Another way to satisfy and develop this need is your own activity, transforming a child with objects and phenomena. The fact is that children, seeing a new subject, seek to meet him practically - to feel it, turn it in their hands, disassemble and, if possible, to collect, etc. In the course of real transformations of items, they know their hidden properties and connections. Here, the activities of preschoolers perform in the form of peculiar experimentation. This is an independent activity of children in which their initiative and creativity are pronounced. This process is extremely important because it is clearly manifested and the cognitive needs of preschoolers are developing and formed, the formation of new behavior motives occurs.
Consider in general terms the features of this activity. First of all, for the main points, it is similar to the experimentation of an adult. It can be said that the experiment is the method of material or mental exposure to a person for a real or concealed object in order to study this object, the knowledge of its properties, connections, etc. In the process of carrying out the experiment, a person acquires the ability to manage one or another: call or terminate Its, change in one direction or another.
These main features of the experiment, however, in its infancy, it is possible to detect in children's activities with objects and phenomena. Experimentation for children is characterized by a general focus on the purchase of new information about this or that subject. Brightly expressed installation for the receipt of something unexpected. The named feature acts as the main motive of the preschooler.
The process of activity is not asked for a child in advance in advance in the form of a schema, but is being built by the preschooler as new information about the object is acquired. In the process of experimenting, the child can get a completely unexpected information for him, which leads to a change in the direction of activity, to setting and implementing increasingly complicated goals. This is the basis for the emergency flexibility of child experimentation, the ability of a preschooler to rebuild its activities depending on the results obtained.
The above features of this activity suggest that the moment of self-apparent is quite clearly represented in it, self-development: the transformation of the object produced by the child reveal new properties before it. And new knowledge of the object in turn allows you to put new goals, and make more complex transformations.
In the process of experimentation with objects and phenomena, children are developing the inquisitiveness of the mind, curiosity, independence and initiative. To the older pre-school age, this activity reaches a high level of development. Unfortunately, adults often do not pay for its development of sufficient attention.
One of the important problems of preparing children to school is the formation of educational activities in the widest value of this word. It has been established that in a number of cases, it is not the formation of the training activities of six-year children leads to a significant decrease in their progress: they often experience difficulties in the implementation of the instructions of an adult or when regulating behavior based on the rules system. Ultimately, children weakly assimilate the explanations of the teacher, which then adversely affects their independent activities. (they often lose its main goal and do not fulfill the learning tasks). Formation of components of training activities in D / C in children of senior preschool age, this is a system of systematic learning on classes that require the ability to listen to the child, understand the instructions of the educator and to fulfill its instructions, control their activities when performing a task. The development of such skills occurs during properly organized general educational and requires a long time. These skills can be viewed as elements of training activities.
An important point of the formation of training activities is to reorient the consciousness of a six-year-old child from the final result, which must be obtained during a particular study assignment, on how to perform it. This phenomenon plays a crucial role in understanding the child of his actions and their results, in the development of arbitrary control of activities. Thus, in working with senior preschoolers with hearing impairments, it is necessary to attach special importance to the organization of collective activities in which the child takes on partnership relations, the ability to collectively discuss the action plan, to distribute responsibilities, etc. The child performs part of the overall work, planning his actions at least in the most elementary form, the sequence of them, forming arbitrariness and control over their work. In the process of performing such tasks and there is a folding of intellectual readiness, which involves the development of basic cognitive processes and intelligent skills.
The child has the ability to learn, the initial forms of training activities are developing. Cognitive motive causes substantial changes in the mental processes of the body. Children acquire the ability to follow the requirements of an adult, practically master the means of learning knowledge and skills, study elementary forms of phenomena analysis, acquire the ability to make the simplest conclusion, etc. All this has a positive impact on the general mental development of five-six-year-old children.
In the process of training activities, such an important ability is created as self-control, which makes it possible to increase the level of children's work, eliminate the mechanical imitivity to each other.
The consistent formation of educational activities leads to the development of the ability to manage its mental processes, which is the foundation for the emergence of more complex structures of the mental activity of the child and the formation of concepts.
It can be concluded that the relevant intellectual preparation of the child to school helps him achieve a sufficient level of organization in the educational process and successfully mastered new knowledge and skills.
Currently, the personal readiness of the child for school training is particularly relevant. The formation of a person in preschool age is inseparable from the general patterns of mental development - this complex movement with high-quality jumps, where the transition to a new higher level happens, is associated with return to previous development periods. The general progress of mental development is often accompanied by partial regression, and conquest and achievements may detect itself as loss. These most bright development paradoxes are manifested at the moments of crises.
Crisis may not have bright negative manifestations and leak outwardly calmly and unnoticed. However, a high-quality leap in the development associated with the restructuring of mental processes is necessarily remained. Therefore, transitional periods in any case are considered critical moments in the process of developing the psyche and the identity of the child.
In preschool age role-playing (or plot-role) The game underlies the central line of the psychic development of the child. In all major activities, there is a relation to another person. Mastering the meaning of basic human relations is the main thing that happens in the role-playing game. Preschoolers love to play. They seek to reflect those impressions that are obtained by observing the surrounding life and participate in it. For example, children's game "Mother's daughters" : The girl shakes his hands on his hands, occasionally she makes some kind of gaming actions with her (Pellets, tells her tender words) And again wears a doll on your hands. That's the whole game. From the side the game looks pretty primitive, but still it is only apparent primitivism. After all, not so much gaming actions are actually important as the girl loses the feelings of the mother to her child, the external actions with the doll remain symbols and means of organizing internal experience. Therefore, the role-playing game is not and cannot be its material result. Its result is the emotional experience and ability of the child to hold the specific attitude, asked by one or another relationship to reality. All this is very important in terms of mental development. The ability of a child to school-type learning is impossible, without a fairly developed ability to fulfill a special role and sustainably maintain the internal position of the student. This quality is formed in a role-playing game. However, the role of the student in the game and the role of the student who takes on a school student is not the same thing. Role playing B. "School" It is subject to other laws and occurs in another form than the implementation of role-playing relations in this training activity. The latter, as a new leading activity coming to replace the role-playing game, suggests that the child switched to the next age step. Educational activities are as if responsible for the mental development of children in the younger school age.
Personal readiness for the school includes the social motives of the teachings of the preschooler, related to the child's need to take a new social position. Children have such qualities that will help them communicate with classmates, with a teacher. Each child needs the ability to enter children's society, to act together with others, to give up in some circumstances and not yield to others. These qualities provide adaptation to new social conditions. The lag in the development of speech adversely affects the awareness of its and other emotional states and determines the simplisticness of interpersonal relations.
Readiness for a new way of life involves knowledge of the norms of behavior and relationships (V. G. Nechaeva, T. I. Pedemanskaya). A new way of life will require certain personal qualities. By six years, the main elements of the volitional action take place: the child is able to put a goal, make a decision, outline the action plan, execute it, to show a certain effort in case of overcoming the obstacle, assess the result of its action. But all these components of the skill are not yet sufficiently developed. The allocated targets are not always stable and conscious, the retention of the goal depends on the difficulty of the task, the duration of its execution.
One of the most important components of psychological readiness for school is the formation of school motivation, that is, the desires to learn, become a schoolboy, to fulfill learning activities. Such properties like curiosity, the desire to know the world around, intellectual activity, are also important indicators of the child's psychological readiness for school. The preschooler must be formed "The internal position of the schoolchild" The presence of which involves the formation of the system of motifs, their coented.
The motivational plan of readiness for school education is formed in a preschool institution in the process of all work: in classes in all sections of work, in different types of children's activities, in communicating with children and adults. To form a motivational plan of readiness for school, the expansion of the ideas about the world around the world, acquaintance and the formation of interest in the classes and relationships of people in different spheres of life is important.
Of paramount importance in the formation of will is upbringing the motives of achieving the goal. Formation in children accepting difficulties, the desire does not grasp them, but to resolve them, not to abandon the target when a collision with obstacles will help the child independently or with a minor assistance to overcome the difficulties that will arise in grade 1.
In all types of children's activities, attention is paid to the formation of joint activities when performing various tasks. Junior preschoolers need to be taught by alternate participation in the task, organize simple games in which children perform their own actions, alternating them with the actions of others. Of particular importance in working with senior preschoolers should be given to the organization of collective activities in which each child performs part of the overall work: for example, in the preparation of the application, one child cuts drawn trees, the other - at home, the third - sticks, the fourth - prepares signatures, etc. . Conditions for collective species of visual, constructive, labor activities involve the formation of a number of skills that will continue to ensure the appearance of educational prerequisites. This and the ability to collectively discuss the action plan, for example, how to clean up the group and decorate the room before the New Year, how to distribute responsibilities, while not always coinciding with the desires of children, which requires them to overcome direct desires. The child requires the fulfillment of the assigned task in accordance with the general rate of work, controlling its actions, an adequate response to the work of the teacher, including comments or instructions for errors. In the process of collective activities, children are also formed by a number of personality qualities: activity, independence, responsibility for the entrusted matter. Important for the formation of arbitrariness and control over their work is acquired by the ability to report on its activities. Participation in collectively divided labor gradually brings the pupils of preparatory groups to the ability to plan their actions at least in the most elementary form, to schedule their sequence. In the process of performing such tasks, it is not only formed by moral and volitional readiness and arbitrary behavior, but also a folding of intellectual readiness, which involves the development of basic cognitive processes and intellectual skills.
To form cooperation of children among themselves, partnerships, the ability to participate in the general work, the formation of the pace of activities in the preparatory groups may occur such forms of the organization as fulfilling the tasks of subgroups, groups of two or three children, work with a small teacher, organization of duty.
It is known that the success of school learning is determined, on the one hand, the patterns and individual peculiarities of learning learning activities and on the other hand, the specifics of the educational material.
Thus, the main content of the concept psychological readiness for school training is readiness for educational activities.
And in conclusion, I want to advise 10 commandments for moms and dads of future first-graders:
- Start forget that your baby is small. Give him a lot of work in the house, determine the range of responsibilities. Try to make it as soft as possible: "What are you already big with us, we can already trust you to wash the dishes (take out the garbage, wash the floor, etc.)
- Determine common interests. It can be as cognitive (Favorite cartoons, fairy tales)and life interests (discussion of family problems). Participate your children in your favorite classes, spend your free time with them, not around. Do not deny children in communication: a shortage of communication is one of the main vices of family pedagogy.
- Acquish the child to the economic problems of the family. Gradually commit to the child to compare prices, navigate the family budget (for example, give him money for ice cream, comparing the price for it and on another subject). Please inform about the lack of money in the family, invite shopping in the store.
- Do not scold, and even more so do not insult the child, especially in the presence of outsiders. Respect the feelings and opinion of the child. On complaints from others, even a teacher or educator, answer: "Thank you, we will definitely talk at home on this topic" . Remember the pedagogical law of optimistic education: to trust, not count the bad, believes in success and ability.
- Teach the child to share their problems. Discuss with him conflict situations arising in the communication of the child with peers or adults. Sincerely interest his opinion, only so you can form him the right life position.
- Talk to the child more often. The development of speech is the key to good studies. Were in the theater (Cinema, Circus) "Let tell you what he liked most." Listen carefully, ask questions: let the child feel that you really wonder what he is talking about.
- Answer each child's question. Only in this case, its noteual interest will never run out. At the same time, resort more often to reference literature. ("Let's look together in the dictionary or encyclopedia" ) .
- Try at least sometimes to look at the world through your child's eyes. See the world through the eyes of another - the basis of mutual understanding. And this means - to reckon with the individuality of the child, to know that all people are different and have the right to be such.
- Quickly praise, admire your child. On the complaint that something does not work, answer: "It will be necessary, just need to try again several times" . Form a high level of claims. Praise in a word, smile, caressing and tenderness.
- Do not build your relationship with your child on prohibitions. Agree that they are not always intelligent. Always explain the reasons for the validity of your requirements. If possible, offer an alternative. Respect for the child now the foundation of a valid attitude towards you in the future.
Introduction
In front of our society, at the present stage of its development, the task of further improving educational and educational work with children of preschool age, preparation for their school training. To successfully solve this task, the ability to determine the level of mental development of the child is required, to diagnose its deviations in time and on this basis will schedule ways of correctional work. Studying the level of development of the psyche of children is the basis of both the organization of the entire subsequent educational and academic work and evaluation of the effectiveness of the content of the education process in a kindergarten.
Most domestic and foreign scientists believe that the selection of children to school must be held in six months - a year before the school. This allows you to determine the readiness for systemic schooling of children and, if necessary, carry out a range of correctional classes.
According to L.A.V. Venger, V.V. Cholmovskaya, L.L. Kolominsky, E.E. Kravtsova, O.M. Dyachenko and others in the structure of psychological readiness it is customary to allocate the following components:
1. Personal readiness, which includes the formation of a child readiness for the adoption of a new social position - the position of a schoolboy who has a range of rights and obligations. Personal readiness includes determining the level of development of the motivational sphere.
2. Intellectual child readiness for school. This component of readiness involves the presence of a child of the horizon and the development of cognitive processes.
3. Socio-psychological readiness for school learning. This component includes formation in children of moral and communicative abilities.
4. Emotional-volitional readiness is considered to be formed if the child knows how to set a goal, make decisions, schedule an action plan and take an effort to implement it.
Practical psychologists face the problem of diagnosing the psychological readiness of children to school. The methods used to diagnose psychological readiness should show the development of the child in all areas. But in practice, a psychologist is difficult to choose from this set of the one that (completely) will help to comprehensively determine the readiness of the child to learning, to help prepare a child for school.
It should be remembered that when studying children in a transitional period from a preschooler for younger school age, the diagnostic scheme should include the diagnosis of both preschool neoplasms and initial forms of the next period.
The readiness that is measured by testing is essentially coming down to mastering knowledge, skills, abilities and motivation necessary for the optimal development of the school program.
Under psychological readiness for school learning is understood as the necessary and sufficient level of the psychological development of the child for the assimilation of the school program under certain conditions of learning. The psychological readiness of the child to school is one of the most important results of psychological development during preschool childhood.
Readiness for learning is an integrated figure, each of the tests gives an idea of \u200b\u200bonly a certain side of the child's readiness to school. Any testing methodology gives a subjective assessment. In the execution of each of the tasks, it depends largely on the state of the child at the moment, from the correctness of the instructions, on the test conditions. All this have to take into account a psychologist when conducting a survey.
1. The concept of psychological readiness for school education
Preparation of children to school - the task is complex, covering all the lives of the child's life. Psychological readiness for school is only one aspect of this task.
School readiness in modern conditions is considered primarily as readiness for schooling or training activities. This approach is justified by a look at the problem from the periodization of the psychic development of the child and the change of leading activities.
Recently, the task of preparing children to school occupies one of the important places in the development of the ideas of psychological science.
Successful solving the tasks of the development of the child's personality, improving the effectiveness of training, a favorable professional formation is largely determined by how true the level of the preparedness of children to school learning is taken into account. In modern psychology, unfortunately, there is no single and clear definition of the concept of "readiness", or "school maturity".
A. Analystasi interprets the concept of school maturity as "mastering skills, knowledge, abilities, motivation and other necessary for the optimal level of learning school behavioral characteristics."
L.I. Borovich also pointed out that the readiness for training in the school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of its cognitive activity and to the social position of the schoolchild. Similar views developed by A.I. Zaporozhets, noted that the readiness for school learning "is a holistic system of interrelated qualities of a childhood personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activities, the degree of formation of mechanisms of volitional regulation of actions, etc. d. ".
To date, it is almost generally recognized that school readiness is a lot of comprehensive education that requires comprehensive psychological research. The structure of psychological readiness is made to allocate the following components (according to L.A. Verger, A. L.Verger, V.V. Cholmovskaya, Y.Ya. Kolominsky, E.A. Pashko et al.)
1. Personal readiness. Includes the formation of a child's readiness for the adoption of a new social position - the position of a schoolboy who has a range of rights and obligations. This personal readiness is expressed in relation to a child to school, to educational activities, teachers, to themselves. Personality readiness includes a certain level of development of the motivational sphere. Ready to school is a child whose school is not attracted by the outside (the attributes of school life - a portfolio, textbooks, notebooks), and the ability to receive new knowledge, which involves the development of cognitive interests.
The future schoolboy needs to arbitrarily manage his behavior, cognitive activity, which becomes possible with a formed hierarchical system of motives. Thus, the child must have developed educational motivation. Personal readiness also involves a certain level of development of the emotional sphere of the child. By the beginning of school education, a child must be achieved relatively good emotional stability, against the background of which the development and course of training activities may occur.
2. Intellectual child readiness for school. This component of readiness implies the presence of a circuit in a child, the stock of specific knowledge. The child should own the systematic and dismembered perception, elements of the theoretical attitude to the material studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substituents. Intellectual readiness also implies the formation of initial skills in the field of training activities, in particular, the ability to highlight the learning task and turn it into an independent goal of activities. Summarizing, it can be said that the development of intellectual readiness for school training suggests:
Differentiated perception;
Analytical thinking (the ability to comprehend the main signs and links between phenomena, the ability to reproduce the sample);
A rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge, the process of their receipt at the expense of additional efforts;
Mastering on the spoken speech and the ability to understand and use symbols;
Development of fine movements of the hand and visual and motor coordination.
3. Socio-psychological readiness for school learning. This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are busy with a common matter, and he needs to have enough flexible ways to establish relationships with other people, the ability to enter children's society, to act jointly with others, the ability to give up and defend themselves.
Thus, this component implies development in children's needs to communicate with others, the ability to obey the interests and customs of the children's group, developing abilities to cope with the role of a schoolboy in school school situations.
In addition to the above components of psychological readiness for school, we will also identify physical, speech and emotional-willed readiness.
Under physical readiness implies general physical development: normal growth, weight, chest volume, muscle tone, body proportions, skin and indicators that meet the norms of physical development of boys and girls of 6-7-year-old age. Condition of view, hearing, motor skills (especially small movements of hands and finger brushes). The state of the child's nervous system: the degree of its excitability and equilibrium, strength and mobility. General health.
Under speech readiness is understood as the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.
Emotional-volitional readiness is considered formed if the child knows how to set a goal, make a decision, challenge the action plan, to take efforts to implement it, overcome obstacles, is formed by the arbitrariness of psychological processes.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted by http://www.allbest.ru/
Problem readiness for school learning
1. Characteristics of the main approaches to the problem of readiness for school education
The problem of readiness for children to school training is relevant due to the fact that the success of subsequent school learning depends on its solution. The value of this problem increases with the transition to learning in the school of children of the six-year-old age. Knowledge of the peculiarities of mental development and psychological readiness for school and six and seven-year-old children will make it possible to specify the tasks of educational work with children of this age, to provide a solid base for further successful learning in school.
Preparation of children to school - the task is complex, covering all the lives of the child's life. Kravtsova E.E. Allocate four main approaches to the problem of school readiness, formed in the direction of psychology and pedagogy (7):
Studies that can be attributed to the first approach are aimed at the formation of certain knowledge, skills and skills necessary for learning in school in children of preschool age.
T.V. Taruntaya, L.E. Zhurov et al. It was found that children 5-6 years have significantly large than previously intelligent, mental and physical capabilities assumed, which makes it possible to transfer the part of the first class program to the preparatory group of preschool institution and makes it possible to study at school from earlier age - At the age of six.
However, this approach does not take into account others no less important than the formation of certain, even even significant for school knowledge and skills, components of readiness for school education.
The second approach is to determine the requirements for the child, on the one hand, the study of neoplasms and changes in the psyche of the child, who are observed in the child's psyche by the end of the preschool age. L.I. Bozovic notes: "... the careless pastime of the preschooler is replaced by life, complete worries and responsibility ..." (1, 207).
According to researchers of this approach, a complex of psychological properties and qualities that determine psychological readiness for school education should be a certain level of development of cognitive interests, readiness for a change in social position, indirect school motivation (desire to study), internal ethical instances, self-esteem. With all its positive parties, this direction in the consideration of readiness for school does not take into account the precepts of prerequisites and sources of training activities in preschool age.
The essence of the third approach is to study the genesis of individual components of educational activities and identify ways of their formation on specially organized training sessions. So, TS Komarova, A.N. Davidchuk, so-called. Doronova et al. (7) It was revealed that in children who were held experimental training (drawing, modeling, designing, applique), such elements of training activities were formed as the ability to operate according to the sample, the ability to listen and execute instructions, the ability to evaluate their work and Works of other children.
However, representatives of this area were not taken into account that only a single psychological education, generating all its components in their specifics and relationships.
The fourth approach is based on the identification of a single psychological neoplament that is lying at the origins of training activities. According to D.B. Elkonina and his employees with such a neoplary is the ability of a child to submissal the rules and requirements of an adult. In studies A.L. Wenger and L.I. The clerk and readiness for school readiness was made by the ability of the child to consciously subordinate their actions to the specified rule in the consistent implementation of the verbal instructions of the adult; This skill binds to the method of mastering the general way to operate in a situation of tasks (7; 15).
In recent years, the problem of readiness for school education is paid abroad, while some researchers identifies the concepts of "school readiness" and "school maturity". There are many interests of A. Kern and Yairasek, according to which the child entering school should Enjoy certain signs of a schoolboy: to be mature in mental, emotional and social relationship. Under mental maturity, the authors understand the ability of a child to differentiated perception, arbitrary attention, analytical thinking; Under emotional maturity - emotional stability and almost complete absence of impulsive reactions of the child; Social maturity is associated with the need of a child in communicating with children, with the ability to obey the interests and conventions of children's groups, as well as with the ability to take on the role of a schoolchildren in the public situation of school learning.
For domestic psychology, the initial unit of psychological readiness for school learning is the specificity of preschool childhood, taken in the general context of the personality ontogenesis, which causes the main lines of mental development at this age and, thereby creating the possibility of transition to a new, higher form of vital activity.
2. The crisis of seven years as an indicator of the transition from preschool age to the youngest school
The age of 6-7 years is transitional between pre-school and junior school periods; It is characterized by an age crisis, called domestic researchers with a crisis of 7 years. The symptoms of the crisis are: Loss of benchmark, manner, the symptom of bitter candy (the child is bad, and he tries not to show it), the uncontrollability of the child's behavior from adults, the closure of the child in themselves. According to L.S. Vygotsky, "... The external distinguishing sign of a seven-year-old child is the loss of children's immediacy, the emergence of not entirely understandable oddities, he has a somewhat fade, artificial, mannered behavior" (3, 198).
The child, being in the transitional stage from preschool childhood, to the youngest school is in a state of waiting, when an important part of his life ends, and something is very attractive ahead, but uncertain. Children 6-7 years react to the state of uncertainty with all their being: they have a biological and psychological balance, the stress resistance is reduced, tensions are growing. A child who is experiencing a crisis of seven years can be characterized by the state of anxiety, whims, stubbornness, non-serve, demonstration, closedness, etc.
At the heart of the symptoms of the crisis of seven years, there is a generalization of the experience, an internal life arises, which significantly affects the external life, as the orientation of the behavior of the child LS is beginning to be carried out inside this inner life. Vygotsky allocates the following features characteristic of the crisis of seven years (3):
1) Experiences acquire meaning, thanks to this, the child also has new attitude towards themselves.
2) For the first time, an affective generalization arises (synthesis of experiences), the logic of feelings.
In connection with the transition to the school of six-year-old children, the relevance of the crisis of seven years increases: the question arises whether this crisis is determined by the time of the beginning of school learning or the internal logic of the child's development, i.e. Does he remain a "crisis of seven years" or transformed into the "crisis of six years"?
So for seven years, a number of complex formations arise, which lead to the difficulties of behavior, sharply and radically different from the difficulties of preschool age. In the crisis of seven years, preschool experiences change to school, there is a new unity of environmental and personal moments that make it possible a new stage of development - school age.
3. Components of readiness for school training
Traditionally, five separate aspects of the child's readiness for school learning are distinguished: physical, intellectual, emotional-volitional, personal and socio-psychological. Physical readiness is determined by weight indicators, growth, muscular tone, etc., which must comply with the norms of physical development of children of 6-7-year-old age. The condition of vision, hearing, motility (especially small movements of hands and fingers), the state of the child's nervous system, the overall state of his health should also be taken into account.
By the end of the preschool age, there is a significant restructuring of the anatomy-physiological characteristics of the body, the mobility and equilibrium of nerve processes increase, (excitation and braking), conditions are created for the implementation of targeted arbitrary behavior. The value of the second signal system increases to this age - the word acquires a signal value, which is largely similar to what it has in an adult. However, in children entering school, there is a rapid fatigue associated with the rapid depletion of the nervous system; There is a slow development of small motility, which causes difficulties in performing actions requiring accuracy - writing, appliqués, etc. These features are important to take into account when choosing methods and techniques of educational work, identifying training loads, learning a letter, etc.
In the content of intellectual readiness, not only vocabulary, horizons, special skills, but also the level of development of cognitive processes and their orientation on the nearest development zone, the highest forms of visual-shaped thinking, the ability to allocate the learning task and turn it into an independent goal of activities. The transition to the school system involves the transition to the system of scientific concepts, which are familiar with the child in the process of studying school items. According to L.S. Vygotsky child must (12):
1) will learn to distinguish between the different sides of reality, be able to see in the subjects individual parties, which constitute the content of a separate subject of science;
2) To assimilate the basics of scientific thinking, the child needs to understand that his own point of view on things can not be absolute and the only one (critical of thinking).
J. Piaget allocated phenomena, characterizing the thinking of 6-7 years (16). The first phenomenon is that the thinking of the preschooler is characterized by the lack of an idea of \u200b\u200binvariance, which is due to the global presentation of the child about the subject. Another phenomenon described by the Piaget is the phenomenon of egocentrism (center), which means the inability of the child to get on the point of view of science, society. The disappearance of these phenomena, mastering the means and references of cognitive activity and the transition from egocentrism to the centers (when a child learns to see the world not only from his point of view) ensures a successful transition of a child to school learning.
Personal and socio-psychological readiness is another of the prerequisites for successful schooling. It includes the formation of a child of readiness for the adoption of a new "social position", the formation of which is determined by the new attitude of the surrounding child. Adults change the requirements for the child: now it is persistently waiting for greater seriousness, attentiveness, perception, responsible attitude towards self-service, etc. The senior preschooler first appears an idea of \u200b\u200bitself as a member of society.
On a subjective readiness for a new social position or the presence of an internal position of the schoolchildren can be judged by the general desire of a child to school, conjugate with his orientation to the essential moments of school-learning reality.
Personal readiness is also expressed in relation to a child to school, to educational activities, to itself, characterizing the motivational readiness, which is detected, according to L.I. Bozovich, that the child seeks the student's function (1). External and internal motives, attracting children to school stand out. The external features of school life, attracting children by the outside - this is a beautiful form, school supplies, etc. The inner motives include a desire to study (learn, "to be like dad" and others).
L.I. Bozovic was allocated two groups of exercise motives (1):
1. Lispid social exercise motives associated with the needs of a child in communicating with other people in their assessment and approval. With the desires of the child, take a certain place in the system of public relations available to him.
2. Thosenants associated directly with training activities, or cognitive interests of children, the need for mastering new skills. Skills and knowledge.
The alloy of the two needs of the child: the desire to take a certain position in the society of people and cognitive needs - contributes to the emergence of the internal position of the schoolchild, which acts as the criterion of readiness for school learning.
Emotional-volitional readiness is mainly understood as a decrease in impulsive reactions and the possibility of a long time to perform not a very attractive task.
Discussing the problem of emotional-volitional readiness for school D.B. Elkonin allocated the following parameters (13):
1) the ability of the child to consciously subordinate their actions to the rule, generalizable the defining method of action;
2) the ability to focus on a specified system of requirements;
3) the ability to carefully listen to the speaker and accurately perform the tasks proposed orally;
4) the ability to independently perform the desired task according to a visually perceived pattern.
The importance of emotionally volitional readiness is due to the fact that from the first grader will need to be done not only what he wants, but also what the teacher will require, school regime, program. Emotional-volitional readiness is considered to be formed if the child knows how to put a goal, make decisions, schedule a plan of action, make efforts to implement its implementation, overcome obstacles. That is, the child should form the arbitrary of mental processes.
4. Features of readiness for school children of the six-year-old children
In connection with the transition to the training of children at school from the sixth year old, the need for armament of teachers in knowledge about the peculiarities of the mental and physical development of children of this age and the construction of educational work, taking into account these features, is increasing.
The successes of a six-year-old child in school are largely determined by his readiness for it. First of all, it is important that the child goes to school is physically developed, healthy, with a set of qualities necessary to achieve a positive result in mastering the curriculum. At this age, there is an intensive anatomy-physiological ripening of the organism - the motor sphere, physical qualities (endurance, dexterity, strength, etc.). However, the ripening of the hexlet organism is still far from completed, the body is sensitive to all kinds of negative impacts of the environment of the environment, and it is important to take into account when organizing the educational process, the definition of physical and mental load and others.
As for intellectual readiness for the school of children of six years, it has found in studies that the sixlets are an understanding of general connections, principles, laws underlying scientific knowledge, but a sufficiently high level of cognitive activity preschoolers achieve only if training is directed to active Development of mental processes and is a developing focused on the "zone of the nearest development", by L.S. Vygotsky, who wrote: "We have two children with the same mental age in 7 years, but one of them with the slightest help solves the task for 9 years, another seven and a half. Is the mental development of both of these children equally? From the point of view of their independent activity, it is equally, but from the point of view of the immediate development opportunities they dramatically disagree. The fact that the child is able to do with the help of an adult indicates us to the zone of nearest development. " (20, 380).
Training begins long before entering the school and elements of educational activities begin to make shape even in preschool age. Using these features of the formation of training activities, it is possible to stimulate the process of preparing a child for school learning, which makes it possible to start a training process at an earlier age, i.e. Promoting the establishment of a child of the six-year-old as a full-fledged subject of educational activities.
With the displacement of the age limits of younger school age, it also acquires a special relevance and a new aspect The problem of motivational readiness for school. In the course of research L.I. Bowovic found that children had a desire to learn to study for 6-7 years. Children "attracts precisely the doctrine as a serious meaningful activity, leading to a certain result, important both for the child himself and for the surrounding adults" (1, 222). Big place L.I. Bozovic pays for the development of cognitive needs.
D.B. Elconin allocated the following motifs characteristic of six-year-old children (15):
1) actually a teaching and cognitive motive, ascending to cognitive needs;
2) extensive social motives based on the understanding of the public need for teachings;
3) "positional" motive associated with the desire to take a new position in relations with others;
4) "External" in relation to the very studies of the motive (submission to the requirements of adults, etc.);
5) the motive of obtaining a high mark.
By six years, the main elements of the skills required for the full training activities of the schoolchildren are occurring: the child is able to put a goal, make a decision, outline the plan, to show efforts to fulfill and overcome obstacles to the goal to achieve the goal, assess the result of its action. A six-year-old child can coenmed the motives, which allows the child to act on the moral rules, if necessary, refusing the fact that he directly attracts.
All of these data indicate the possibility of effective education in school, starting in six years, subject to the competent organization of the educational activities of children of this age category. This will satisfy the need of a child in a new social position (take on the role of a student) and earlier go to more than more complex learning forms.
However, it should be remembered that most six-year-old children coming to school with a pronounced desire to study, vaguely represent specific forms and content of learning. Such submissions are highly formal. In a real collision with reality, a positive attitude to school can strengthen, become meaningful or, on the contrary, collapsed, turn into neutral or even negative.
Characteristics of readiness levels for school learning and adaptation of a child at school
Observations of physiologists, psychologists, teachers show that among first-graders there are children who, due to individual psycho-physiological characteristics, hardly adapt to new living conditions for them, only partially copes (or do not cope at all) with the school regime and the curriculum. Features of school adaptation, which lies in the gain of the child to a new social role of the student, depends on the degree of readiness of the child to school.
The level of readiness of children to school can be determined by parameters such as planning, control, motivation, level of development of intelligence, etc.
Based on the results of the study, the level of readiness for school is determined:
the child is not ready for school if he does not know how to plan and control his actions, the motivation of the teaching is low, does not know how to listen to another person and perform logical operations in the form of concepts;
the child is ready for school if he knows how to control his actions (or strives for this), focuses on the hidden properties of objects, on the patterns of the world around the world, seeks to use them in their actions, can listen to another person and knows how (or seeks) to carry out logical operations in The form of verbal concepts.
In-depth examination of children is carried out before entering the school (April - May), on the basis of which the conclusion about the readiness of children to school. In the conditions of the multi-level differentiation, the psychological and medical and pedagogical commission can form classes of the first, second. third level. The initial stage of stay at school is the period of socio-psychological adaptation of a child to new conditions, which is a process of active adaptation to a new social environment with a special effort. During this period, children may have functional deviations that in the overwhelming majority in the normal flow of the adaptation process pass as it were, and therefore do not require special work. Signs of functional deviations are pesting, stiffness (or, on the contrary, excessive mobility, cruck), sleep disorders, appetite, capriciousness, increase in the number of diseases, etc. Allocate 3 levels of adaptation of children to school (14):
1) a high level of adaptation - the child relates to school positively; adequately perceives the demands of adults, the educational material absorbs easily, full, deeply; Carefully listens to the instructions, explanations of the teacher; performs instructions without external control; manifests interest in independent academic work; occupies a favorable status status
2) the average level of adaptation - the child relates to school positively; Her visit does not cause negative experiences; understands educational material if the teacher sets it in detail and clearly; independently solves typical tasks; Attentive when performing adult tasks, but when it is controlled; friendly with many classmates
3) a low level of adaptation - a child is negative or indifferent (indifferent) refers to school; often complaints about unhealthy; dominates the depressed mood; discipline disorders are observed; The explanatory learning material is mastered by fragmentary; Independent work with the textbook is difficult; It is necessary to constant control by side; passive; loved ones do not have.
Thus, readiness for school learning is a complex multifaceted problem, covering the period not only 6-7 years, but, including the entire period of preschool childhood as a preparatory stage, and the younger school age as a period of school adaptation and the formation of educational activities, due to a significant degree level of child's preparedness to school. This problem requires further research, the development of recommendations for specifying tasks and methods of learning work with children of 6-7-year-old age. School learning issues are not only the issues of education, the intellectual development of the child, but also the issues of education, the formation of his personality.
LITERATURE
school teaching pedagogical
1. Bozovic L.I. Personality and its formation in childhood. - M., 1968.
2. Age and pedagogical psychology. / Ed. M.V. Gamezo, M.V. Matyukhina, TS Mihalchik. - M.: Enlightenment, 1984. -256 p.
3. Vygotsky hp Questions of children's psychology. - SPb.: Union, 1997, 224c.
4. Vygotsky hp Collected Works in six volumes. - M., 1982 - 1984, T.4.
5. Zaporozhets A.V. Intellectual preparation of children to school. // Pre-school education, 1977, №8, p.30-34.
6. Kolominsky Ya.L., Panko E.A. The teacher about the psychology of the children of the six-year-old age. - M.: Enlightenment, 1988. - 190 p.
7. Kravtsova E.E. Psychological problems of child readiness for school training. - M.: Pedagogy, 1991. - 152 p.
8. Lisin M.I. About the mechanisms of changing leading activities in children in the first seven years of life. // Problems of periodization of the development of the psyche in ontogenesis. - M., 1976, p. 5-6.
9. Matyukhina M.V. Motivation of the teachings of younger schoolchildren. - M., 1984.
10. Mukhina V.S. Age psychology: development phenomenology, childhood. Defense. - M., 1998.
11. Uncompressive N.I. The formation of a child's personality is 6 - 7 years old. - M., 1986.
12. Obukhova L.F. Age-related psychology. - M.: Rospenedagenia, 1996. -
13. Ovcharova R.V. Practical psychology at school. - M.: TC "Sphere", 1998. - 240 p.
14. Ovcharova R.V. Reference book of a school psychologist. - M.: "Enlightenment", "Tutorial", 1996. - 352 p.
15. Features of the mental development of children of 6-7-year-old age. / Ed. D.B. Elkonina, A.L. Hanger. -M.: Pedagogy, 1988.
16. Piaget J. Selected Psychological Proceedings. - M.
17. Workbook of the school psychologist. / Ed. I.V. Dubrovina. - M.: Enlightenment, 1991.
18. Guide to a practical psychologist: readiness for school: educational programs. / Ed. I.V. Dubrovina. - M.: Academy.1995.
19. Learning to communicate with the child. / A.V. Petrovsky, A.M. Vinogradova, L.M. Carmen and others. - M.: Enlightenment, 1987.
Posted on Allbest.ru.
Similar documents
Features of the mental development of children of senior preschool age. Modern interpretations of children's readiness problems for school training. Organization of an experiment on the formation of the psychological readiness of senior preschoolers for school education.
course work, added 10/16/2013
The problem of readiness of children for school training. Transition from preschool age to younger school. The child's need to engage in educational activities as a socio-useful type of activity. The procedure for determining psychological readiness for school.
coursework, added 23.02.2012
The essence of the concept of readiness of children to school. Harmonic development of the child's personality in the School School system. Study of pedagogical conditions for the formation of the readiness of children of senior preschool age for school training in Dow No. 2436 Moscow.
course work, added 04/23/2015
Fundamentals of intellectual and personal readiness of a child for school learning. Psychological conditions for ensuring the intellectual and personal readiness of the child of the preparatory group. General psychological characteristics of children entering school.
thesis, added 07/18/2011
Psychological and physiological features of preschool children. The use of physical education classes to develop attention, thinking, imagination and memory of preschoolers. Methods for diagnostics of the level of readiness of children to school learning.
coursework, added 10/22/2012
Development of children during the transition from preschool to younger school age. The formation of psychological readiness for school training, mastering a child of speeches and diplomas. Analysis of the formation of communicative and voice readiness for preschoolers.
coursework, added 10/19/2013
The concept and components of intellectual readiness for school learning, the criteria for its assessment. Age features of children of senior preschool age. Development of correctional and developing classes to improve memory, attention, thinking, speech of preschoolers.
thesis, added 26.02.2012
Psychological and pedagogical foundations and specifics of the child's readiness for school learning. Features of motivational readiness for learning senior preschoolers. The complex of games aimed at the formation of the motivation of teachings from senior preschoolers.
thesis, added 07/21/2010
Tasks of pedagogical diagnosis of intellectual and personal characteristics of each student. Identification of the level of correctness, volume, depth and reality of knowledge learned by students. Methods for determining the readiness of children to school.
article, added 11/08/2011
Theoretical study of the intellectual readiness of the child to school learning. Formation of psychological readiness of children to school learning. Education and organization of classes with children. Experimental study of intellectual readiness.
1. Requirements for children entering school, and the problem of readiness for school learning. The transition to school learning radically changes the entire lifestyle of the child. During this period, his life includes the doctrine, the activities are mandatory, responsible, requiring systematic organized labor; In addition, this activity puts the task of a consistent, deliberate assimilation of knowledge, generalized and systematized in the basics of sciences, which implies completely different than in preschool childhood, the structure of its cognitive activity. Admission to school marks himself and the new position of the child in society, in the state, which is expressed in changing his concrete relationships with the surrounding people. The main thing in this change lies in a completely new system of claims imposed on the child and related to its new responsibilities, not only for himself for his family, but also for society. He is beginning to be considered as a person who has entered the first step of the staircase leading to civil maturity.
According to his new leading activities, the exercise - exercises - the entire daily course of his life is rebuilt - the entire daily course of his life is rebuilt: the careless pastime of the preschooler is replaced by life, complete worries and responsibility, - he must go to school, do those objects that are identified by the school program The lesson is what teacher requires; He must strictly follow the school regime, obey the school rules of behavior, to seek a good assimilation of knowledge and skills under the program.
The quality of schoolchild's learning work, as well as all his behavior is assessed by the school, and this assessment affects the attitude towards him of others: teachers, parents, comrades. To the child, carelessly belonging to the learning duties, who does not want to learn, others relate to condemnation - it is reproached, punish it that makes tensions in his life, it creates an atmosphere of disadvantaged and causes unpleasant, and sometimes very heavy emotional experiences.
Thus, the child, becoming a schoolboy, takes a new place in society compared to the preschooler. He receives the responsibilities that society imposes on him, and he carries seriously responsible for school and parents for its training activities.
Together with new responsibilities, the schoolboy receives new rights. He may apply for a serious attitude from adults to his training work; It has the right to his workplace, on the time it is necessary for his occupation, on silence; He has the right to rest, on leisure. Getting a good assessment for your work, he has the right to approve from others, he may demand respect for them to himself and its classes.
Summing up the first characteristic of the changes that occur in the life of a child who came to school can be said: the transition from preschool childhood to school is characterized by a decisive change in the place of the child in the system of public relations available to him and his way of life. It should be emphasized that the position of the schoolboy due to universal compulsory learning and the ideological meaning, which is attached to our society, including the study, creates a special moral focus of the child's personality. For him, the doctrine is not just an activity on the learning of knowledge and not only the way to prepare himself for the future, - it is aware of and experienced by the child and as his own labor duty, as its participation in the daily labor life of the people around them.
All these conditions lead to the fact that the school becomes the center of the life of children filled with their own interests, relationships and experiences. Moreover, this inner mental life of a child who has become a schoolboy receives completely different content and other than in preschool age: it is primarily related to his teachings and educational affairs. Therefore, how little schoolboy will cope with its school duties, the presence of success or failure in his educational affairs, has an acute affective coloring for him. The loss of the corresponding position in the school or the inability to be at its height causes his experience of the loss of the main rod of his life, the social soil, standing on which he feels like a member of a single public whole. Consequently, school learning issues are not only the issues of education and intellectual development of the child, but also the issues of forming his personality, education issues.
We described briefly those changes that occur in the child's life - in his position, activities, in his relationship with the surrounding people - as a result of admission to school. We also indicated on those changes that occur in this regard and in the inner position of the child. However, in order for the child to have an internal position of the schoolchildren, a certain degree of readiness is needed with which he comes to school learning. At the same time, speaking of readiness, we mean not only the corresponding level of development of its cognitive activity, but also the level of development of its motivational sphere and thereby its attitude to reality.
2. The readiness of the child to school learning in the field of cognitive activity. Psychology has seen the main readiness criterion for school studies only in the level of his mental development, more precisely, in the reserve of those knowledge, ideas with which the child comes to school. It was the latitude of the "Circle of Representations", the "Mental Inventory" of the child was considered a guarantee of the possibility of his school training and the key to his success in acquiring knowledge. This view gave rise to numerous studies aimed at studying the "circle of representations" of children entering school, and to establish those demands to be brought to a child in this regard.
However, psychological and pedagogical studies, as well as the practice of schooling, showed that direct conformity between the reserve of representations and the overall level of mental development of the child, which ensures its intellectual readiness for school learning, no.
L. S. Vygotsky One of the first in the Soviet Union clearly formulated the idea that the readiness for schooling from the intellectual development of the child is not so much in the quantitative reserve of representations, but in the level of development of intellectual processes, i.e. in the qualitative features of children's thinking. From this point of view, to be ready for school learning means to achieve a certain level of development of thought processes: the child should be able to allocate a significant in the phenomena of the surrounding reality, to be able to compare them, to see similar and excellent; He must learn to reason, find the causes of phenomena, draw conclusions. A child who is not able to follow the reasoning of the teacher and coming after him to come to the simplest conclusions is not yet ready for school learning. According to L. S. Vygotsky, it means to be prepared for school learning, first of all possess the ability to summarize and differentiate objects and phenomena of the surrounding world in the relevant categories. After all, the assimilation of any educational subject implies the presence of the child the ability to allocate and make the subject of its consciousness the phenomenon of reality, the knowledge of which he must learn. And this necessarily requires a certain level of generalization.
Preschool children often do not yet have such a level of development of thinking. For example, they do not know how to distinguish the physical nature from what is done by a person, public from natural. As an illustration of this thought, L. S. Vygotsky cites the statement of one girl for 6 years, which he considers the characteristic expression of the preschool image of thought: "Now I have finally guess," she said, "as rivers happened. It turns out that people chose a place near the bridge, pulled the pit and poured it with water. "
The idea that, for successful training, the child should be able to allocate the subject of his knowledge, especially convincingly acts at the assimilation of the native language. L. S. Vygotsky drew attention to the fact that the language as some objective system of words signs and rules of their use does not exist for the consciousness of the preschooler. Having mastered the tongue almost, the children of early and preschool age focus their attention primarily on the content that they want to designate or express with the help of a word, but not in the language that is a means of expressing the desired content; They don't even notice this tool. L. S. Vygotsky said that the word for a small child is like a transparent glass, behind which directly and directly transforms the subject denoted by the word. In our own studies we managed to establish that the enormous difficulty in teaching grammar, syntax and spelling at school is precisely in this absence of awareness of the subject of assimilation. For example, in our study learned by students of primary school classes, the rules of spelling of unstressed vowels root have been established that the children of this age do not want to recognize "related" words such as the "watchman" and "idlehouse", since the first means man, and second - booth, or words such as "table", "joiner", "dining room", also denoting different specific items, etc. In this study, it turned out that the formation for the child's child's consciousness as a linguistic category in conditions when The teacher does not set a special task to lead this process, only gradually, passing a long and difficult path of development.
In another study, dedicated to the absorption of speech parts, with similar difficulty, we encountered with the assimilation of children of exclusive nouns ("Walking", "Running", "Fighting", etc.), as well as such verbs, in which children do not directly perceive the actions. The exclusive nouns of children often attributed to the verbs, given, first of all, the meaning of the word, and not his grammatical form; However, some "inactive" verbs ("sleep", "stand", "silence") they refused to recognize verbs (for example, one of the students, spreading words by categories of speech parts, not taken to the verbs the word "lazy", because "Slesh," he said, "it means nothing"). Similar data indicating that the language does not immediately serve for younger students as the subject of analysis and assimilation, L. S. Slavina was obtained when studying the learning process of pencils of initial classes of punctuation. It turned out that the most typical punctuation error of children II-III classes is to skip points in the text and pointing point only at the end of the entire presentation. Analysis of this kind of mistakes showed that the children of this age, setting out their thought, mean not the grammatical structure of the proposal, and the content of reality they set out in speech. Therefore, they put the point in those places where they seem to them, they finished what they wanted to say about this subject or situation (for example, a class student stands in his essay four points: the first after he told everything about As children went to the forest, the second - how they were looking for a lost boy, the third - about how the thunderstorm was found, and the fourth - about returning home).
Consequently, for the successful assimilation of grammatical knowledge, the school must, above all, to allocate the language for the consciousness as a special form of reality to be assimilated.
Currently, D. B. Elkonin and V. V. Davydov, studying the process of forming training activities in primary schools, are given to the issue of the allocation for a child's child's assimilation. Based on the experimental studies of the initial learning to read, as well as the process of mastering the elementary spelling rules and programming knowledge on arithmetic, they concluded that there are two different types of learning depending on whether the practical task was faced with children (in the conditions of which knowledge was carried out ) or the task of the educational. At the same time, under the teaching task, they understand the task, when solving which the main purpose of the student's activities is the assimilation of the teacher of the sample of the actions or concepts that the teacher offers.
Therefore, and in these studies emphasizes the value of the discharge for the child's consciousness of the study task, that is, that item that is subject to assimilation.
Thus, starting with L. S. Vygotsky, the center of gravity in understanding the intellectual readiness of the child to school was postponed from the question of the reserve of ideas on the methods of children's thinking and at the level of awareness and the generalization of his perception of reality.
However, studies show that the problem of allocating the study task and turning it into an independent goal of the student's activities requires not only a certain level of intellectual development coming to school, but also a certain level of development of its cognitive attitude to reality, i.e., a certain level of development of his cognitive Interests.
We have already said that inherent in a baby, the need for external impressions gradually with age under the influence of adults converts to a person-specific cognitive need. We will not stop at all stages of the qualitative transformation of this need that have a place in early and preschool age. We only note that the desire for knowledge, to master the skills and skills in children of early and preschool age almost inexhaustible. Children's "why" and "what" were the subject of multiple studies, as a result of which they always had to state the enormous strength and tensions of the cognitive activity of the child. "If I," Selley writes, "they offered to portray a child in his typical mental state, then I would probably draw a straightened figure of a little boy who looks wide eyes to some new miracle or listens as a mother tells him that - Continue new about the world. "
However, our observations show that the development of this cognitive need is unequal in different children. In someone, it is expressed very brightly and has, so to speak, the "theoretical" direction. Others are more related to the practical activity of the child. Of course, such a difference is due to the upbringing. There are children who early begin to navigate the surrounding practical life, they are easily learned by domestic practical skills, but which are weakly expressed that the "disinterested" interest in the whole surrounding, which characterizes children-"theorists." These latter have a bright form of manifestation of the period of questions "Why?" And "What is it?", as well as periods of particular interest in individual intellectual operations and "exercises" in them. In the same way as some children are 100 or more times can open and close the door, exercising in the appropriate movements, so these children "exercise" in comparison acts, then in generalization acts, then in measurement acts, etc. children, - writes Selli, - even the famous kind of passion becomes comparison by measurement; They love to measure the magnitude of some objects by others, etc. ".
It is very interesting to study L. S. Slavina, which showed that in the first class among poor schoolchildren, a certain category of children characterized by the absence of such cognitive activity can be distinguished. She called children distinguished by this feature, "intellectually passive." "Intellectually passive" schoolchildren, according to its data, are distinguished by normal intellectual development, which is easily detected in the game and practical activity. However, in teaching, they impress the impression of extremely unable, even sometimes mentally retarded, as they cannot cope with the most elementary learning tasks. For example, one of her subjects could not answer the question of how much it would be, if one would add one more (he answered "5", then "3", then "10"), until she translated this The task in a purely practical plane. She asked: "How much money will you have if Dad gave you one ruble and mom one ruble"; On this question, the boy almost without thinking answered: "Of course, two!"
Analyzing the features of the intellectual activity of the schoolchildren dedicated by it, L. S. Slavina comes to the conclusion that an independent intellectual task not related to the game or practical situation does not cause intellectual activity in these children. "... They are not accustomed to and do not know how to think," she says, "for them, the presence of a negative attitude towards mental work and the desire to avoid active mental attitude towards this negative attitude. Therefore, in training activities, if necessary, to solve intellectual tasks, they have a desire to use various workarounds (memorizing without understanding, guessing, the desire to act according to the sample, use the hint, etc.). "
The correctness of such an output was then confirmed by L. S. Slavina in that it found ways to upbringing in intellectually passive schoolchildren needed for successful learning in the school of cognitive activity. We will not dwell on this issue in more detail, as in this context we are only interested in the problem of readiness for school learning and at the same time its side, which is associated with the specific motivational moments of children's thinking. It is obvious that, considering the readiness of the child to school even on the part of its intellectual sphere, we cannot limit the characterization only the level of development of its intellectual operations. Studies show that significant (and maybe even leading) role here playing the presence of a certain level of development of their cognitive need.
However, the level of development of mental activities and cognitive interests also does not exhaust even all the parameters of the child's readiness for school learning. Now we will focus on one parameter, namely, at the readiness of the child to an arbitrary organization of their cognitive activity.
Many psychologists noted that the assimilation of knowledge of the surrounding reality in preschool childhood is characterized by its unintentionalness. A preschooler child is primarily in the process of the game, in the process of life practical activity or in direct communication with adults. Playing, listening to fairy tales and stories, participating in other types of pre-school classes (modeling, drawing, manual crafts, etc.), he meets the world of its surrounding items and reality phenomena, mastering various skills and skills, comprehends the content and nature of its understanding of human understanding relationship. Thus, the knowledge that the child acquires during this period is, as it were, a "by-product" of various types of its gaming and practical activities, and the process of their acquisition is not a targeted nor systematic nature - it is performed involuntarily only in the measure of Cognitive interests.
In contrast, school training is an independent type of activity, specially organized and aimed at its own direct task - a systematic assimilation of a certain amount of knowledge and skills provided for by the school curriculum. This in the root changes the structure of the learning process of learning, making it purposeful, deliberate, arbitrary. A. N. Leontiev, analyzing that general that unites the diverse demands of the school to the Child's psyche, it comes to the conclusion that it is mainly in the requirement of the arbitrariness of mental processes and controlling their child's consciousness. Under the direction of A. N. Leontiev, a large number of studies were conducted, which showed that, despite the involuntary of the learning of knowledge in preschool childhood, the well-known degree of arbitrariness in the organization of mental processes already occurs in children of preschool age and is the necessary prerequisite for the child's readiness for school learning.
3. The readiness of the child to the social position of the younger schoolboy. Now we should stay on the latter and, as it seems to us, no less significant question of the child's readiness for school learning, namely, on the characteristics of his desire for a new social position of a schoolchildren who make up the basis and prerequisite for the formation of many psychological features necessary for successful learning in school.
A child coming to school should be ready not only to absorb knowledge, but also to that new lifestyle, to that new attitude towards people and their activities that are related to the transition to school age.
The study of first-graders' children found that among them there are children who, possessing a large margin of knowledge and skills and a relatively high level of development of mental operations, nevertheless study badly. Analysis showed that there, where classes cause direct interest in these children, they quickly grab the training material, relatively easily solve training tasks, they show a great creative initiative. But if classes are deprived of this direct interest and children must fulfill the learning work from a sense of debt and responsibility, they begin to be distracted, they perform it more casually than other children, less seek to earn the approval of the teacher. This characterizes the lack of personal readiness of the child to school, his inability to correctly treat the duties associated with the status of a schoolboy.
We will not analyze the reasons for this phenomenon. It is important for us only to emphasize that the readiness is intellectual and personal far from always coincide. Personal readiness of a child for school learning (expressing in relation to a child to school and teaching, to the teacher and to themselves personally) involves a well-known level of development of social motives of the behavior and activities of the child and the specific structure that defines the internal position of the schoolboy.
The study of the learning motives of students, which was carried out in conjunction with L. S. Slavina and N. G. Morozova, allowed to open some sequence in the formation of a student's position and thereby detecting essential features of this position.
Observations conducted in this study for children of 5-7-year-old age show that during this period of development, children (somewhat earlier, others are somewhat later) begin to dream of school and express a desire to learn.
Together with the emergence of the desire for school and the teaching, the behavior of children in kindergarten is gradually changing, and by the end of this age they are starting to attract preschool type classes; They have a distinctly expressed desire to become more adults, engage in "serious" business, to perform "responsible" orders. Some children begin to knock out from the kindergarten regime, which they still recently submitted. Even strong attachment to his kindergarten does not hold children of senior preschool age from the desire to go to school and learn.
Where does this desire come from, what is it determined and what does it lead to?
We conducted experimental conversations with 21 preschooler aged from 6 to 7 years, in which by direct and indirect questions tried to find out and the presence of their respective aspiration and its psychological nature.
As a result of these conversations, it turned out that all children, with the exception of one boy (6 years 11 months), expressed a very big desire to "go to school and start learning."
Initially, we assumed that the main motive for admission to school in children of senior preschool age is the desire of a new situation, new impressions, new, more adult comrades. Other psychologists and teachers are adhered to such interpretation, as many observations and facts push it. Children 6-7 years old are explicitly starting to be a society of younger preschoolers, they are respected and envy look at the schools of older brothers and sisters, dream of the time when they themselves belong to the entire set of such accessories. It may even seem that for the preschooler, the desire to become a schoolboy is connected with his desire to play a schoolboy and school. However, already in conversations with children, such a submission was questioned. First of all, it was found that children, first of all, talk about their desire to learn, and admission to the school acts for them mainly as a condition for the implementation of this desire. This is confirmed by the fact that not all children have a desire to learn coincides with the desire to go to school. In conversation, we tried to dilute that both and often received answers that allow you to think that it is the desire to learn, and not only the external attributes of school life is an important motive for school admission. Here is an example of one of these conversations with the girl (6 years 6 months):
Do you want to go to school? - I really want. - Why? - There will be letters to teach. - Why do you need to learn the letters? - It is necessary to learn that the children understand everything. - Do you want to learn at home? - Letters are better taught at school. At home closely learn, the teacher has nowhere to come. - And at home what will you do when you come from school? - After school, I will read the scroll. I will learn the letters, and then draw and play, and then go to go. - What do you need to cook for school? - To school you need to cook the scroll. I already have a letterpress.
Some children agree to learn not even at school, but at home.
Want to go to school? - The experimenter asks for the girl (6 years 7 months) I want! Very much. - Do you want to learn only at home? - I don't care what at school, at home, just to learn.
To confirm the data obtained by conversation, we decided to put an experiment that would allow us to more clearly identify the nature and ratio of motives related to children with admission to school and teaching.
To do this, we spent several experimental school games with preschoolers (26 children participated - boys and girls - aged 4.5 to 7 years old). These games were conducted in different versions: and with a mixed in age-related composition of children, and with children of the same age, with each age separately. This made it possible to trace the dynamics of the formation of children's relationship to school and allocate some important motives associated with this process.
Choosing this methodological technique, we proceeded from the following considerations.
As studied by D. B. Elkonin, the central moment of the game in preschool children is always becoming what is most important for them, the most significant in the playful event, that is, the content that is in cash from the child with relevant needs. By virtue of this, the same content in the game receives various meaning for children of various ages (see the study of D. B. Elkonin, as well as the study of L. S. Slavina). At the same time, the most important points in the semantic attitude are played by the children most deployed, realistic and emotionally. On the contrary, the content of the game, which advocates for playing children as a side, i.e., not related to the satisfaction of the dominant needs, a scoop is depicted, rolled, sometimes even acquires a purely conditional form.
Thus, we have the right to expect from an experimental game of a response to the question: what actually encourages children on the threshold of school learning, strive for school and teaching? What real needs have been formed from them throughout preschool childhood and now encourage them to strive for a new social position of the schoolchild?
Results with playing school turned out to be quite distinct.
First of all, it turned out that it was very difficult to organize a game of school with children for 4-5 years. They are not interested in this topic at all.
Let's, "offers an experimenter," to play school.
Let's, "children respond clearly from politeness, continuing to deal with every business.
Will you be disciples good?
I do not want to play school, I want a kindergarten.
Who wants to play school?
Silence.
And I will be a daughter.
Well, you will go to school.
And I do not want to go to school, and I will play in the dolls.
And I will live in a house. Etc.
If, in the end, the experimenter manages to organize the game to school among the kids, it flows as follows. The most important place in the game occupies the arrival and care of school. The "lesson" in school lasts only a few minutes, and the beginning and end of the lesson necessarily noted by calls. Sometimes the child who gives calls does not at all make a gap between the first and second call. It is quite clear that he just likes to call the call. But the main thing in school is a change. On the change, children run, play, stood new games that have nothing to do with the game to school.
Having come from the "school", one girl with relief said: "Well, now I will cook dinner," and when it took time to go to school again, one of the participants of the game suddenly said: "Sunday is already. Not necessary to learn. We go for a walk. Oh, the snow, I will go to Nadnu's cap ", etc. It is quite obvious that there is no desire to play school in children of this age and the more no more desire to study at school.
It looks completely different in school for children 6-7 years old. They are very willing and quickly take the topic of the game.
The experimenter asks: "Want to play school?"
Children answer together: "We want!" - And immediately proceed to the "class" device. Collect tables, desks, require paper, pencils (necessarily real), improvise the board.
In games with children of this age, as a rule, all participants of the game want to be disciples, no one agrees to the role of the teacher, and usually it is the lot of the smallest or unrequited child.
The lesson occupies a central place and filled with typical study content: they write wands, letters, numbers. "Call" children ignore, and if it is given, many declare: "Call is not yet necessary, we have not yet learned." In the break of "Houses", children "prepare lessons". All that does not apply to the teachings are rolled to a minimum. So, one boy depicting the "teacher" (Vasya 6.5 years old), during the break in the classes did not come out of the table, having done the whole break in the speech plan: "So I have already left, so I came, now lunch. Now let's do again. "
It should be especially noted that as a result of the game of children of senior preschool children, such products remain their activities that explicitly indicate the content that is most associated with their needs. These are whole leaflets filled with letters, numbers, columns, sometimes drawings. Interestingly, many of them are the assessment of the "teacher", expressed by the scores "5", "5+", "4" (no bad marks!).
It is very interesting to watch the game to school when children of different ages take part in it. Then it is clear that for younger and older children, the meaning of the game is in completely different points: for kids - in all the external goes on the parties to the sides of school life (collecting to school, change, coming home); For the elders - it is in the teaching, in class, in solving the tasks and writing of letters.
On this basis, even conflicts, quarrels arose in the game. So, for example, the child is taking dragging a chair for the device "House", another, older takes this chair for the class "class", some want to save the change, others - lesson, etc.
These experiences convinced us to finally, that although children entering school very much attract the external attributes of school life and teachings - Rangers, marks, calls, etc., but not this is central in their efforts to school. They are attracted to the doctrine as a serious meaningful activity, leading to a certain result, important for both the child himself and the surrounding adults. Here, as it were, the two basic needs of the child are tied to a single node, moving his mental development: a cognitive need that receives its most complete satisfaction in teaching, and the need for certain social relations, expressing in the schoolboy's position (this need, apparently grows Based on the need of a child in communication). The desire for school is only for the sake of external attributes testifies to the child's unpretentiousness to school learning.
4. The process of forming the readiness of the child to school. We now consider the processes of children's development, which create a readiness for schooling by the end of preschool age. Let's start with the question of forming a cognitive need that leads to the emergence of a cognitive attitude towards acquired knowledge.
We have already talked about the fact that the child inherent in the need for impressions gradually develops together with the development of the child in the need of a cognitive nature. At first, this need is expressed in the desire of a child to familiarize themselves with the external properties of objects, it is possible to fully perceive them; Then, the child begins to trace the connections and the relationship between objects and the phenomena of reality and, finally, moves to cognitive interest in his own sense of the word, that is, to learn to learn, understand and explain the world around.
The need for new impressions and its subsequent transformation I. P. Pavlov considered as unconditional estimated reflex (no less powerful than other unconditional reflexes), then passing into approximately research activities. He believed that a man "This reflex is extremely far away, manifesting themselves, finally, in the form of that curiosity, which creates a science that gives and promising to us the highest, limitless orientation in the surrounding world."
We do not want to call the need for the child in external impressions by an approximate reflex, and the further informational need and cognitive activities of children in approximately research. We do not want to do this because it seems to be incorrect to bind the so-called indicative activity, which has a place already in the infant, with the reflex "natural biological care", i.e., consider it as a means of biological adaptation. We would like to emphasize the other side of this phenomenon, namely: that the child's need in external impressions, expressing the need of a developing brain, nevertheless not related directly to the instinctively biological needs of the device. In any case, she is in the nature of the "disinterested" need, first in external impressions, and then in the knowledge of reality and mastering it.
In this context, you should remember the words of I. M. Sechenov, expressing his surprise before this need of a child: "Completely incomprehensible," he writes, "only the feature of the human organization remains, due to which the child already shows some instinctive interest in fractional analysis. Items that do not have any direct attitude towards it in space and in time. Higher animals on the device of their feeling shells (at least peripheral ends) would have to be also capable of very detailed analysis ... but for some reason they do not enter anything or in generalizing impressions beyond the limits of orientation needs. The animal all his life remains the most narrow practitioner-utilitarian, and a person already in childhood begins to be a theorient. "
So, when analyzing the needs of the child in external impressions and its further development, we do not use Pavlovsky term "indicative reaction". However, we would like to emphasize that he and we are talking about the same thing and that provisions I. P. Pavlova on the development of "indicative reflex" and the transition of it to the most difficult forms of cognitive interest are for us another confirmation of the correctness The assumptions that the child of senior preschool age is a desire to study is the stage of development of its initial need for external impressions.
Although we do not have sufficient experimental material, allowing to understand the originality of the stages of the development of cognitive need for early and preschool age, there are still some data on those high-quality shifts that take place by the end of senior preschool age.
Studies of children's thinking conducted by a group of psychologists under the leadership of A. N. Leontyev and A. V. Zaporozhets, led to the conclusion that in normally developing preschool children, cognitive activity begins to form, as such, i.e., activities, aimed and prompting cognitive Task. According to these studies, it is over the preschool age that the cognitive task is to be the formation of a logical task. However, this process has its own stages. Initially informative attitude to reality at the preschooler continues to remain incorporated into gaming and vital activity. For example, in the study of O. M. End, made under the leadership of A. V. Zaporozhts, it was shown that children even 6-7 years old, set up before the task of choosing the corresponding story to the Basna, go through the similarity of the situations depicted in them, and not In the similarity of thoughts, expressed in the other work.
Further experiments have shown that children can see not only the external similarity in the content of the Basni and their chosen stories, but see the deeper relations and relationships that are concluded in the allegorical sense of the Bassni and who are disclosed in another provided by the child to choose a story. However, the children persistently go along the situational rapprochement of Basni and the story, since it is these vital connections and relationships that seem more substantially. The same was established in another study, where children under the guise of the game "The Fourth Excess" were asked to throw one picture out of four, which seems to be superfluous, not suitable for the other three. For example, the child was given pictures of cats, bowls, dogs and horses; or - horses, man, lion and wagon, etc. As a rule, teenagers and especially adult people discarded a bowl, wagon, etc. in this experience, that is, pictures that are unnecessary from a logical point of view. As for children of preschool age, they often gave unexpected, from the point of view of adults, solutions: they discarded the dog, then the horse, then the lion. It originally it seemed that this kind of decision was the result of the insufficient development of the generalizing activities of children's thinking. However, it was actually found that children can see the logical relations presented in the selection of pictures, but that other, vital practical ties and dependencies are essential for them.
So, for example, one of the subjects, the girl is 5 years 7 months, dropped from the series: a cat, a dog, a horse, a bowl - a dog, explaining that "the dog will interfere with the kitty there is from the bowl"; In another case, a boy from a series of pictures: a horse, a wagon, a man, lion - threw a lion, arguing it as follows: "Uncle harnesses a horse in a wagon and go, and why did he lie? The lion can eat him and his horse, it needs to be sent to Zoosad. "
"I should say," writes A. V. Zaporozhets on this occasion, - that in a sense, this reasoning is logically impeccable. It is very peculiar to the child's attitude to the question, which leads it to the substitution of a logical problem with a mental solution of everyday problem. "
This kind of approach to solving cognitive tasks in the absence of appropriate education can be dedicated to individual preschoolers. Such preschoolers, becoming schoolchildren, discover the phenomenon of intellectual passivity, about which we have already spoken in connection with the issue of the child's readiness for school learning. However, with the normal development of cognitive activity in children, already in preschool age, the need for solving special cognitive tasks, which, as such, is distinguished for their consciousness, begins to arise.
As we have already spoken, according to data obtained in research by A. V. Zaporozhets and his staff, initially such cognitive tasks are included in the game and practical activity of children and there are only episodically, without changing the entire building of children's thinking. However, gradually the preschoolers begin to form a new type of intellectual activity, which is characterized primarily by a new cognitive motivation capable of determining the nature of the argument of children and the system of intellectual operations used by the child. From this point of view, it is interesting to research the employee of A. V. Zaporozhtsya E. A. Koszakovskaya, which showed how in the process of deciding preschoolers of different ages of puzzles, they gradually arise and formed the ability to pursue intellectual goals and how the intellectual content of the task becomes the main content of them cognitive activity. The most important result of this study is the conclusion of the author that by the end of the preschool age in children, on the one hand, it clearly falls of interest in the side instances related to the decision of the puzzles (interest in the game, in the conditions of which was given a puzzle; to the win, which is a consequence of successful Solutions, etc.), on the other hand, they have a leading motive of their activity to learn to solve difficult tasks.
There are quite good convincing data on the growth of interest in the tasks of the intellectual order, A. N. Golubeva in the candidate dissertation. It studied what type of task - gaming, labor or intellectual content - more encouraging children of preschool age to perseverance. It turned out that in different age groups it had different tasks. For the children of the younger group, the tasks of the game content had the greatest intensive force, for the middle group - labor, and for senior preschoolers (i.e., for children from 5.5 to 7 years old) - the intellectual task itself.
Summing up with experimental data and reasons, it can be said that the desire of older preschool children revealed in our study to teaching and school, undoubtedly, depending on the fact that during this period in children a new, qualitatively peculiar level of development of cognitive needs appear associated with the emergence of interest in actually cognitive tasks.
Mussen, Kohan and Kagan on the basis of an analysis of a number of US studies on this issue also argue that the desire to solve intellectual tasks, to improve in this regard and the desire for intellectual achievements is a very resistant phenomenon characterizing children of 6-8-year-old age.
So, by the end of the preschool and early school age, children arises a qualitatively peculiar stage in the development of cognitive need - the need to acquire new knowledge and skills, which is implemented in our social conditions in the teaching of both socially significant activities creating a new social position.
Now let's follow the formation of the child of those psychological features that ensure the occurrence of the arbitrariness of his behavior and activity. The task here is to understand how the child arises the need and motives of such a structure at which it becomes able to subordinate his immediate impulsive desires of consciously set goals.
To do this, we will have to go back to the most sources in the development of the needs of the child and trace the process of their formation, but not by their content, but by the structure of the structure.
Recall that, according to numerous psychological studies, young children depend mainly on the effects of the external "field", which determines their behavior.
K. Levin and his staff first experimentally showed the "mechanism" of situational behavior typical of this age. This allowed us to build a hypothesis regarding the features of the prospective forces acting here and their further development. The hypothesis nominant is largely consistent with the thoughts and data of K. Levin, although it does not match them completely.
Research K. Levin has shown that the objects of the surrounding world have the ability to encourage a person to certain actions. Things and events of the surrounding world, says K. Levin, for us, as existing creatures, are not neutral: many of them are presented to us more or less than a certain "will", they require certain activities. Good weather, beautiful landscape attract us to walk. Stairs stairs prompt a two-year-old child to rise and descend; Doors encourage to open and close them; Small crumbs - collect them, dog - caress, the construction drawer encourages the game; Chocolate, a piece of cake - "want to be eaten." The power of the claims with which things approach the child, according to Levin, may be different: starting from insurmountable attraction to a weak "suggestion". Levin distinguishes the "positive" and "negative" "nature of the requirements" (Aufforderungscharakter), that is, the fact that some things encourage to strive for them, others - repel. But the most important thing for us is to apply that the motivating force of things changes not only from the situation and from the individual experience of the child, but also from the age stages of its development.
K. Levin is inclined to put the intensive force of things in relation to the needs of the subject. However, the nature of this connection is not revealed, and its further development is not traced. He only speaks that the change in the "nature of the requirements" proceeds, respectively, changes in the needs and interests of a person that it costs them in "closely".
Meanwhile, it seems to us that about the relationship between the needs of the child and the "requirements", which are imposed on it, you can already speak more definitely.
It is known that the presence of the need for itself can not encourage the child to action. In order for the need to become an intensifier of the child's activity, it should be reflected in his experience (i.e. becoming a need). The emergence of the experience gives rise to a child's stress condition and an affective desire to get rid of it, restore disturbed balance.
However, the need for acute affective experiences is neither expressed, can not determine the targeted effect of the child. It can only cause impossible inorganized activity (we do not say here, of course, about those instinctive biological needs that are associated with the congenital mechanism of their satisfaction). In order to arise a purposeful movement, it is necessary to reflect in the mind of a child of an object that can satisfy the need for him.
Returning from this point of view to the experiments of K. Levin, it can be assumed that items that constantly satisfy this or that need are fixed (crystallize) in themselves this need, as a result of which they acquire the ability to encourage the behavior and activities of the child even in those Cases where the appropriate need was not previously updated: first, these items are only implemented, and then cause relevant needs.
Thus, it is initially when the child has no detailed speech and a deployed representation system, it depends entirely on those external influences that go from the environment. The selectivity of the reaction to this or that item depends, firstly, from the child dominating at the moment needs (for example, a hungry child prefers food, a full - toy), secondly, the selectivity of the reaction depends on the connection that in the process of personal The experience of the child was established between his needs and subjects of their satisfaction. Finally, it depends on the structure of the situation itself, that is, from the location of various items in it and the place that the child occupies among them. The ratio of all these forces is concluded in the concept of "mental field", which, according to K. Levin, is subject to the behavior of a small child.
However, it is very early, much earlier than K. Levin thought and how it is up to think so far, namely at the very beginning of the 2nd year of life, together with the advent of the child of the first words, he begins to be able to emancipate from direct influences "Fields". Often, his behavior is already determined by an external directly surrounding subject of it, but also by those images, ideas and experiences that have arisen earlier in his experience and entrenched in the form of certain internal motives of his behavior.
We give as an example one of our observations on an early child. Until a year, the behavior of this child did not imagine difficulties. To do this, it was necessary only to organize a system of external influences in a certain way. If, for example, he sought any thing and if there was a need to distract him from this thing, it was enough to either remove it from the field of perception, or slip the other, able to compete with the first novelty or colorfulness. But approximately at the age of one year of two or three months, the behavior of the child has changed significantly. He became persistently and actively seek that the subject that attracted his attention, and he was often able to distract or switch to another subject by reorganizing external influences. If the thing was removed, he cried and searched for her, and if his attention was switched, he again returned to the search for a lost thing. Thus, it has become much more difficult to turn off from the situation, since it struck in itself the cast of this situation and the corresponding ideas could not only determine his behavior, but even turned out to be winners in competition with cash external situation.
Especially clearly it performed in the next episode. M. (1 G. 3 months), playing in the garden, took possession of the ball of another child and did not want to part with him. Soon he had to go home to dinner. At some point, when the attention of the child was distracted, the ball managed to remove, and the child would be in the house. During the dinner, M. suddenly came to strong excitement, began to abandon meals, capricious, try to get out of the wheelchair, to tear off the napkin and so on. When he was lowered to the floor, he immediately calmed down and with a cry "me ... me "He went first to the garden, and then to the house of the child to whom the ball belonged.
In connection with the advent of this "internal plan", all the behavior of the child has changed fundamentally: it has acquired a much more spontaneous, active character, it has become more independent and independent. Perhaps it is the appearance of this kind of internal motivators of behavior, data in the form of affective painted images and ideas and determines a qualitatively new stage in the development of the child in early childhood.
This assumption is confirmed by the data of T. E. Konnikova, according to which it is in the transition to the second year of life in connection with the advent of the first words of the desire for the subject become significantly more passionate and sustainable in children, and dissatisfaction of these aspirations leads to the first acute affective reactions of the child.
The fact that the child at the beginning of the second year of life becomes other in his behavior, well known and pedagogy of the nursery; No wonder N. M. Alkovanov on the basis of a huge material of observations recommends that 1 year 2-3 months to translate children to a new age group. The expediency of this translation from a pedagogical point of view is how we think that the emergence of the internal plan of motivation puts the task of a different approach to the child, a different way to manage his behavior. This new approach requires a caregiver to penetrate the system of hidden observations, more stable and individual motivations and take them into account in the education process. In addition, the task is to learn how to organize not only the external environment, but also those internal motives that arise from a child in connection with his images and ideas. If a pedagogical approach to children in this new, a qualitatively peculiar stage of their development remains the same, as before, conflicts are beginning to arise between children and adults and children have breakdowns, affective outbreaks, disobedience, i.e. children become " difficult. " Apparently, in these cases there will be a "crisis of one year", the crisis is fundamentally the same order as other critical periods in the development of the child, already well known and described in psychological literature (crisis 3, 7 and 13 years). At the heart of critical periods, as it can now be argued, there is a conflict that arises as a result of a clash formed in the process of development of qualitatively new needs with an uncovered lifestyle of the child and attitude towards him by adults. The latter prevents the satisfaction of the needs of the child needs and causes the phenomenon of the so-called frustration1.
However, we are not inclined to exaggerate the value of the first tearing of a child from an external situation. At the beginning of the second year of life, the child, although to a certain extent and emancipates from the direct influence of the environment, still remains a "slave" of a clearly given situation, as the images and ideas that encourage its behavior are concretely situational.
This situationality of a child of early age, his dependence on the "mental field" showed very well in his experiments K. Levin. He showed that the child throughout the early age continues to still be a dynamic part of the experimental situation, it acts in it according to the laws of the field, obeying the "requirements", which comes from the things around him. The separation from the situation occurs here only from the case towards the case, without changing the original style of child behavior.
On the same situational linity of a child of early age, his inability to break away from a clearly given situation and act in the inner, represented and imaginary plan also speak and a variety of experiences conducted by L. S. Vygotsky and its employees. In particular, research L. S. Vygotsky showed that young children often refuse to repeat phrases reporting what contradicts their immediate perception. (For example, in his experiments, a girl aged about 3 years old refused to repeat the words "Tanya goes" while Tanya sat in front of her eyes in place.) Thus, throughout early childhood, the child's behavior is much more characterized by the relationship with the situation than freedom. from her.
Nevertheless, it is impossible to underestimate the quality shift in the child's development that happened here. The external environment Although in almost undeveloped form, but still turned out to be transferred to the inner plan, the plan of the child's consciousness and thereby became possible otherwise, from the inside to determine his behavior. This is undoubtedly a fact of principle, as it constitutes a turning point in the development of children's needs and in the nature of the relationship between the child with its surrounding reality. The essence of what happened here is a jump lies in the fact that the needs of the child began to crystallize not only in real external subjects that satisfy these needs, but also in images, ideas, and then (in the process of further development of thinking and speech) and in the concepts of the child. Of course, at an early age, the specified process is carried out in its infancy: only its genetic roots take place here. But it arose, and it is his implementation that leads to the main neoplasm, with which the child comes to the period of preschool childhood. This neoplasia is the emergence of the relationship between the affect and intelligence of the child, or, in other words, the emergence of the early age of the images and ideas that have a motivational tendency guards who enter the behavior of the child.
The emerging neoplasm really represents a qualitatively new stage in the formation of the child's personality, as it provides him with the opportunity to act in the separation from a clearly given "field" in a concerning a relatively imaginary situation. This neoplasm will create the main prerequisite for the further development of the motivational sphere of the child and those forms of its behavior and activities that are connected with it. We mean, above all, the possibility of the preconceived activity of this period in the preschool age - role-playing, creative game, in the process of which is mainly the formation of a child-preschooler.
Throughout preschool age in the development of motivation, other high-quality shifts are also occurring, which make up the necessary prerequisite for the transition of a child to school learning.
First of all, it should be stopped at the end of the preschool age the ability to coenm the motives of their behavior and activities.
We have already said that in early childhood there is, apparently, only the competition at the same time acting motivational trends, and the child exercises its behavior on the line of the strongest, so to speak, who beat the battle of motives1.
Of course, it is impossible to say that in young children in general there is no any relatively constant hierarchy of motives, whatever their coented. If it were so, their behavior would be unorganized, chaotic character. Meanwhile, it is known that children at this age can express certain preferences and act very directed and purposefully and not only at the moment and in this situation, but quite a long time. This suggests that in the system of their motivation there are some dominant motives that can subordinate all other motives of the child. Therefore, at an early age, we are dealing with a certain hierarchical structure of the child's motivational sphere, i.e., with a certain, rather stable affective direction of its behavior. However, all this hierarchical structure of motives and the associated focusing activities are involuntary in this age. This structure arises, on the one hand, as a consequence of the presence of certain "essential dominant" at a given age (i.e., specific dominant behavior motives); Secondly, it is associated with the existence of a child has enough rich individual experience, also contributing to the emergence of dominant motives. "In the transitional period of early childhood to the preschool, D. B. Elkonin writes quite rightly," personal desires are still the form of affect. Not a child owns its desires, and they own them. He is in the power of his desires just as he used to go to the power of an affective attractive subject. "
Only in preschool age, as studies show, it begins to arise a coexlation of motives, based on deliberately accepted intention, that is, on the domination of this kind of motifs that are able to encourage the activities of the child in spite of its immediate desires.
The fact that the conscious coented motifs actually develops only in preschool age and is the most important neoplasm of this age, studies conducted under the leadership of A. N. Leontyev, in particular the study of K. M. Gurevich.
In this study, children of 3-4 years were asked to perform a system of actions that do not have direct motivating force for them, for the sake of obtaining a desired subject or opportunity to continue to act according to direct motivation. For example, children were asked to decompose the balls of the mosaic boring on the boxes in order to get a very attractive mechanical toy. In another case, the child was involved in an extremely interesting game for him, but requiring a rather long and painstaking preliminary preparation.
As a result of these and other similar experiments, A. N. Leontyev came to the conclusion that only in preschool age for the first time the possibility of conscious and independent submission to the child of one action to another. This submission, according to his thought, becomes possible because it is at this age for the first time a hierarchy of motives, based on the allocation of more important motives and subordination to them less important.
We will not stop here on some inaccuracies and ambiguities, which, from our point of view, take place in the interpretation of A. N. Leontiev received by him and his facts. We, on the contrary, we want to solidarize with him in his main statement, namely, in the preschool childhood, apparently, the process of initial "actual," as he says, is a person's folding "and that the content of this process is the emergence of a new The ratios of motives and the ability of the child deliberately subordinate their actions more important and distant goals, at least directly and unattractive.
However, we are not only interested in this fact, although it constitutes the main neoplasm of preschool age, but the "mechanism" of the appearance of the specified phenomenon, in other words, his psychological nature.
It seems to us that to explain this it is necessary to nominate the hypothesis that not only the new ratio of motives appears in the preschool period of development, but that these motives themselves acquire a different, qualitative character.
Until now, psychology needs and motives usually differed in their content and dynamic properties. However, all currently existing data suggest that, in addition to this, human needs (person, not animals) differ from each other also by their structure. Some of them have a direct, direct nature, others are mediated by the deliberately set target or accepted intention. The structure of needs largely determines the way they encourage a person to action. In the first case, the motivation goes directly from the need for action and has associated with the immediate desire to perform this action. For example, a person wants to breathe fresh air, and it opens the window; He wants to hear music, and it includes radio.
Most clearly, so to speak in its pure form, direct needs are presented in organic needs, as well as in the needs associated with the most firmly established chicondo habits, accuracy, courtesy, etc.
In the second case, that is, in case of mediated need, the motivation comes from the deliberately set goal, accepted by intention and can not only not coincide with the direct affective desire of a person, but to be in antagonistic. For example, a schoolboy sits for the preparation of boring lessons for him only in order to let go for a walk or in the movies. Here we have an example when the immediate desire of the child (go for a walk), mediated by the accepted intention (for this it is necessary to prepare lessons), encourages him to actions directly for him undesirable.
For greater clarity of the discrepancy between the motivation, coming from the immediate need, and the motivation coming from the accepted intention, we took the case with the conflict ratio of both motivational trends (the desire to go for a walk or in the cinema and reluctance to prepare lessons). However, most often we have no conflict, no coincidences here. Usually actions that a person exercises according to the accepted intention by itself, before the adoption of the relevant intention was neutral for the subject. For example, a schoolboy decides to learn a foreign language to which he has no immediate inclination, but which he needs for the future profession chosen by him. Or another example: the student may not directly feel the needs in sports, but he decided to achieve good physical development and in connection with this began to systematically play sports.
Undoubtedly, mediated needs (the intentions taken, the goals) are a product of ontogenetic development: they arise only at a certain stage, but, once formed, they also begin to perform a motivating function. At the same time, affective trends coming from the target or adopted intention are largely the same as affective trends generated by direct need.
Research K. Levin, carried out in fairly strict experimental conditions, show that according to the degree of tension and other dynamic properties of the fascinating force, which comes from the deliberately accepted intentions ("quasipotability", according to its terminology), is no less than the power of "real" , Natural needs. The experiments that carefully furnished by him and his employees were found between those and other affective trends General dynamic patterns - the desire to resume interrupted actions, saturation, substitution, etc.
So, on the needs that directly and directly carry out their motivating function, it is necessary to distinguish the mediated needs that prompt human not directly, but through consciously set goals. These latest needs are specific to humans.
The currently existing numerous studies of the characteristics of the motivational sphere of children and its development suggest that already in preschool childhood, the child not only develops a new ratio of motives, but the new-type motives are also described above, mediated needs, capable of encouraging children in accordance with with an accepted intention. Recall that in the study K. M. Gurevich, it was established that children aged 3-4 years are already able to achieve an attractive goal to perform uninteresting and even very unattractive actions. This, of course, is a qualitatively new phenomenon in the development of the motivational sphere of the preschooler, since the children of early age are not yet able to break away from what they directly attract. But the coented of the motives, observed in the experiments of K. M. Gurevich, does not yet indicate that there was a conscious acceptance of the intention and action of the child in accordance with this intention, that is, a fully pronounced mediated motivation. However, many observations and facts indicate that in preschool age, especially on average and older, children already have a skill, if not independently, then after adults make decisions and act in accordance with them.
According to the experiments held by the employees of our laboratory (L. S. Slavina, E. I. Savonko), it was found that children from 3.5 to 5 years succeeds in specially to form the intention, coming against the immediate desire of children, and thus restrain They are manifestation of actions dictated by direct motivation. For example, L. S. Slavina managed to create in children of this age the intention does not cry in those situations that tear usually cause them.
The preliminary creation of intent in children to behave like that, and not otherwise it is so effective that it can be used as a very effective educational agent. So, L. S. Slavina and E. I. Savonko specifically created the intention in children not to ask for the purchase of toys in the store, do not require places in trolleybus, to share their toys with other children, etc. The forced force adopted by the child's intention was so Great that sometimes children of younger preschool age, acting according to the accepted intention, began to cry, regret that they accepted it; And in cases where the children did not perform the accepted intention, they, as a rule, were so distressed that the effect on direct motivation was depreciated and did not cause joy.
Interesting data on this is the dissertation N. M. Matyushina. In order to find out how many preschool children are able to restrain their immediate motivations, she offered preschoolers not to look at a very attractive subject for them, and as "limit motives" she took the following: direct prohibition of an adult, an incentive award, punishment in the form of an exception A child from the game and that most of us are interested in this context, your own word of the child. It turned out that already in children aged 3-5 years "Own Word" has no less restrictive meaning than the prohibition of an adult (albeit less than encouraging and punishment), and in 5-7 years "Own Word" on the strength of impact I am only inferior to an incentive award.
Thus, it can be considered established that in preschool age a qualitatively new features of the motivational sphere of the child, expressed, first, in the emergence of newly mediated motives, secondly, in the occurrence of a child of the hierarchy of motives based on these in the motivational sphere Reviewed motifs. This is undoubtedly the most important prerequisite for the transition of a child to school learning, where the training itself necessarily implies the implementation of arbitrary actions, i.e. the actions produced in accordance with the child adopted by the child, even in cases where these actions themselves are not For a child directly attractive.
5. The emergence by the end of the preschool age so-called "moral instances". In connection with the indicated shift in the motivational sphere of the preschooler, he has another qualitatively new phenomenon, which is also of great importance for the transition of the child to the next stage of age development. It lies in the appearance of the preschoolers of skills not only to act on moral motives, but even abandon what they are directly attracted. No wonder L. S. Vygotsky said that one of the most important neoplasms of preschool age is the emergence of children of "internal ethical instances" during this period.
A very interesting hypothesis about the logic of the emergence of these instances gives D. B. Elkonin. He binds their appearance with the formation of a new type of relationship, which arise in preschool childhood between the child and adults. These new relationships appear at the beginning of the preschool age, and then develop throughout the preschool childhood, leading to the end of this period to this kind of relationships that are typical for children of younger school age.
D. B. Elkonin believes that during preschool age, the close relationship between the child and adults, which characterized the early childhood, significantly weakens and modifies. The child more and more separates its behavior from the behavior of adults and becomes able to act independently without permanent help from others. At the same time, he remains a need for joint activities with adults, acquiring in this period the nature of the desire to directly participate in their lives and activities. But not having the opportunity to really take part in all sides of the adult life, the child begins to imitate adults, reproduce their activities, actions, relationships in the gaming situation (apparently, this is explained by that a huge place that takes the game in the life of a child-preschooler).
Thus, according to the thought of D. B. Elkonin, at the turn of preschool childhood, the adult begins to speak in front of the child as a sample. This is determined from the point of view of D. B. Elkonin, the development of the entire moral volitional sphere of the child-preschooler. "Sports of motives," he writes, "by which A. N. Leontyev fairly indicated, there is only an expression of a collision between the child's trend towards the immediate action and a direct or indirect requirement of an adult to operate according to a given sample. What is called the arbitrary behavior is essentially nothing but the subordination of their actions orienting them as a sample; The emergence of primary ethical representations is the process of mastering samples of behavior associated with their assessment by adults. In the course of the formation of arbitrary actions and actions in a child-preschooler, there is a new type of behavior, which can be called personal, i.e., such that is mediated by orienting images, the content of which are the public functions of adults, their attitudes towards subjects and each other. " .
It seems to us that the process of occurring in a child of its internal ethical instances, generally indicated by D. B. Elkonin correctly, although it requires known concretization and addition. Indeed, an adult becomes a preschool model for imitation, and those demands that adult presents to people and to the child himself, as well as those estimates that it gives is gradually absorbed by the child and become his own.
Adult and child-preschooler continues to remain the center of any situation. Positive relationships with it make up the basis for experiencing a child of emotional well-being. Any violation of these relationships: adult disapproval, punishment, adult refusal from contact with the child - is experiencing the last extremely difficult. Therefore, the child constantly, consciously or unconsciously, seeks to act according to the requirements of the elders and gradually absorbs those norms, rules and assessments that are coming from them.
Very great importance for assimilation of ethical norms has a game. In the game, preschoolers take on the role of adults, play the "adult content of life" and, thus, in an imaginary plan, obeying the rules of the role, assimilate the typical forms of the behavior of adults, and their relationship, and the requirements they are guided by. So they are formed in children of ideas that good and that bad what kind of good and what evil is, what can be done, but what should be behaved with other people and how to treat your own aids.
The stated idea of \u200b\u200bthe mechanism of assimilation by children of the first ethical norms of behavior and the first ethical assessments is confirmed by many psychological research.
The works on this topic showed that initially moral representations and evaluation of children merged with a direct emotional attitude towards people (or characteristics of literary works).
Summarizing the results of research on formation in preschoolers of moral representations and assessments, D. B. Elkonin writes: "The formation of ethical estimates, and, consequently, the representations seems to be on the path of differentiation of the diffuse relationship in which the immediate emotional state is merged and moral Evaluation. " Only a gradually, a moral assessment is separated from the immediate emotional experiences of the child and becomes more independent and generalized.
By the end of the preschool age, as studies of V. A. Gorbacheva and some other, the child, following the estimates of adults, begins to evaluate itself (his behavior, ability, actions) from the point of view of the rules and norms he learned. It also becomes gradually the most important motive of his behavior.
The assimilation during the preschool age of moral rules and the norms of the behavior does not yet explain, however, how, by how laws in children, the need to follow the learned standards and receptions. We believe that the appearance of this need is as follows.
Initially, the fulfillment of the required behaviors is perceived by children as some prerequisite for approval by adults and, therefore, to preserve those relationships in which a child preschooler is experiencing a tremendous direct need.
Consequently, at this first stage of mastering moral norms of behavior, a motive that encourages the child to this behavior is approval of adults. However, in the process of developing a child, the implementation of the norms of behavior, due to the constant relationship of this implementation with positive emotional experiences, begins to be perceived by the child as something in itself is positive. The desire to follow the requirements of adults, as well as assimilated rules and standards begins to perform for a child-preschooler in the form of a certain generalized category that could be denoted by the word "need." This is the first moral motivation instance, which the child begins to be guided and which is not only in the appropriate knowledge (it is necessary to act so), but also in direct experiences of the need to do this, and not otherwise. In this experience, as we think, is represented in their original, increasing form of a sense of duty, which is the main moral motive that is already directly encouraging the behavior of the child.
It is this way that the path of the sense of duty as a motive of behavior follows and from the data of the study of R. N. Ibrahimova (although she herself in some cases interprets them somewhat differently).
In this study, it was experimentally shown that the sense of debt really arises in children at the border of early and preschool childhood, but that initially children come according to moral requirements only towards those people and to those children to whom they experience sympathy. This means that children's morality in its origins is directly related to the child's emotional attitude towards others. Only in the senior preschool age, according to R. N. Ibrahimova, the moral behavior of children begins to spread to a wide range of people who do not have direct communication with them. However, even at this age, the senior preschoolers, according to R. N. Ibrahimova, giving an attractive toy to the children to whom they do not feed the feelings of sympathy, do not experience a pronounced sense of satisfaction.
The appearance of a sense of debt makes significant changes in the structure of the child's motivational sphere, in the system of its moral experiences. Now he cannot follow any direct desire, if it contradicts his moral feelings. Therefore, in the senior preschool age, children can observe complex conflict experiences that kids have not yet known. A preschooler child, without any influence on the part of adults, may already experience shame and dissatisfaction with himself, if he did badly, and on the contrary - pride and satisfaction, if he entered according to the requirements of his moral feeling.
In this regard, in the senior preschool age, new features arise in the arbitrary nature of the behavior and activities of children. If the younger preschoolers (3-4 years) were already able to make little interesting actions to achieve a very attractive goal for them (Experienced by K. M. Gurevich), the senior preschoolers become capable of abandoning the tempting goal and engage in unattractive activities for them, guided only Moral motivations. And they do it often with a sense of joy and satisfaction.
Thus, moral motifs are a qualitatively new type of motivation that causes and a qualitatively new type of behavior.
If you appeal now to the consideration of these motives themselves, it turns out that in its structure and method of action they are inhomogeneous. This is still a little manifested in preschool childhood, but becomes apparent during the further moral formation of the person. Moreover, on which the nature of the motivation is formed by the child, the entire moral system of his personality will depend on.
We have already talked about the fact that in the process of ontogenetic development there are motives that differ in a particularly mediated structure that can encourage the behavior and activities of the subject is not directly, but through consciously adopted intentions or consciously set goal. There is no doubt that moral motives should be assigned to this category.
However, experience shows that moral behavior is not always carried out at the conscious level. Often, a person acts under the influence of the immediate moral motivation and even contrary to the deliberately accepted intention. For example, there are people who do morally, without thinking about the moral norms, nor on the moral rules and without accepting any special decision for this. Such people set by the force of circumstances before the need to enter immoral and even accepting the appropriate intention, sometimes they cannot overcome the moral resistance directly. "I know," said one of the heroes V. Korolenko, "it would be necessary to steal, but I personally say myself, I could not, my hand would not rise." The Drama Skolnikova should also be referred to here, which did not claim the crime committed by him consciously accepted by the intention, but contrary to his immediate moral motivation.
An analysis of this kind of behavior makes it imply that it is encouraged by either moral feelings, which, as mentioned above, can be formed and besides the consciousness of the child, directly in the practice of his behavior and communicating with the surrounding people, or motives that were previously mediated by consciousness, and then in The course of further development and also on the basis of the practice of behavior gained direct nature. In other words, they have only phenotypic and functional similarities with immediate motifs, in fact, are complex mediated motifs in their origin and internal nature.
If so, the direct moral motivation is the highest level in the moral development of the personality, and the moral behavior carried out only by the consciously accepted intention, indicates that the moral development of the individual was delayed or went on the wrong path.
Returning to the preschooler and summarizing everything said, we can conclude that all the described neoplasms in the development of a child of this age - the emergence of mediated motivation, internal ethical instances, the birth of self-assessment - create prerequisites for the transition to school and associated with it a new image Life.
It is these neoplasms that the child-preschooler stepped over the border of his age and switched to the next stage of development.
Various approaches to the concept of psychological readiness of children for school education in the works of modern psychologists.
Psychological readiness for schooling is the necessary and sufficient level of the child's mental development for the development of the school curriculum in training in the peer group.
Psychological readiness for systematic education in school is the result of the entire preceding development of the child in preschool childhood. It is formed gradually and depends on the conditions in which the body's development occurs. School readiness implies a certain level of mental development, as well as the formation of the necessary qualities of the person. In this regard, scientists allocate the intellectual and personal readiness of the child to school learning. The latter requires the presence of a well-known level of development of social motives of behavior and moral and volitional qualities of the personality.
Thus, psychological readiness for school learning is manifested in the formation of the basic mental psychic areas of the child: the motivational, moral, volitional, mental, which as a whole ensure successful mastering by educational material.
In foreign studies, psychological maturity is an identical concept of school maturity.
In studies (Gotzer, A. Kern, Ya. Yaisek, etc.) traditionally stand out three aspects of school maturity: intellectual, emotional and social.
Under intellectual maturity, a differentiated perception is understood as: selection of figures from the background; concentration of attention; Analytical thinking, expressed in the ability to comprehend the main links between phenomena; the possibility of logical memorization; The ability to reproduce the sample, as well as the development of thin movements of the hand and sensor coordination. Thus, intellectual maturity reflects the functional maturation of the structures of the brain.
Emotional maturity is mainly understood as a decrease in impulsive reactions and the possibility of a long time to perform not very attractive tasks.
Social maturity includes the child's need for communicating with peers and the ability to subjugate their behavior of the laws of children's groups, as well as the ability to fulfill the role of a student in school school situations.
In domestic psychology and pedagogy, the problem of the child's readiness for the beginning of systematic school learning was studied in various aspects (L.S. Vygotsky, L.I. Bogovich, D. B. Elkonin, N.G. Salmina, L.A. Wenger, V. V. Kholmovskaya et al.) It allocates the general and special readiness of children to school. A personality, intellectual, physical and socio-psychological and social psychological applies to general readiness. Special readiness refers to the preparation of children to assimilate items of the elementary school course (they include the initial reading, accounts, accounts, etc.).
Now consistently consider various approaches to the concept of the psychological readiness of the child to school.
So, A. Kern in his concept proceeds from the following assumptions:
There is a close connection between physical and mental development.
The moment when the child is Doros to school requirements, is primarily dependent on the internal processes of maturation.
An important indicator of this ripening is the degree of ripening of visual differentiation of perception, the ability to calculate the image.
Bad academic performance depends not so much from insufficient intellectual development, but from insufficient readiness for school.
But further studies have shown that the relationship between the level of physical and mental readiness for school was not so close so that one indicator could be judged by another. The development of the child was strongly dependent on its environment, and the so-called ability to make the image could be trained. Nevertheless, if the problem proposed by the Core no longer kept criticism, the next position of his concept was unshakable: "Insufficient readiness of a child to school or, as often spoken, the ability to learn leads later to excessive loads and thereby to possible serious consequences. Children who have not yet grown to school demands should not be determined to school, but prepare for it. "
Thus, the further development of research in this direction was to expand the set of signs to be measured.
A. Anastasi is interpreted by the concept of school maturity as "mastering the skills, knowledge, abilities, motivation and other necessary for the optimal level of learning the school program by behavioral characteristics."
I. Shvanzara more exccorates school maturity, as achieving such an extent in development, when a child becomes able to take part in school learning. As components of readiness for learning in school, I. Schvazar allocates mental, social and emotional components.
Domestic psychologist L.I. Bozovic in the 1960s indicated that the readiness for training in the school consists of a certain level of development of mental activities, cognitive interests, readiness for arbitrary regulation of its cognitive activity and to the social position of the student. Similar views developed A.I. Zaporozhets, noting that readiness for school education "is a holistic system of interrelated qualities of a childhood personality, including the features of its motivation, the level of development of cognitive, analytical synthetic activities, the degree of formation of mechanisms of volitional regulation of actions, etc." .
G.G. Kravtsov and E.E. Kravtsova, speaking of readiness for school learning, emphasize its complex character. However, the structuring of this readiness is not on the path of differentiation of the general mental development of the child on intellectual, emotional and other spheres, and types of readiness. These authors consider the child's relationship system with the outside world and allocate psychological readiness for school related to the development of various types of child's relations with the outside world. In this case, the main parties to the psychological readiness of children to school are the three spheres: attitude to adult, attitude to peers, attitude to itself.
Almost all the authors exploring psychological readiness for school pay arbitrariness a special place in the problem under study. D. B. Elkonin believed that arbitrary behavior is born in a collective role-playing game that allows the child to rise to a higher level of development than the game alone. The team corrects violations in the imitation of the alleged sample, whereas it is still very difficult to carry out such a control. "The control function is still very weak, - writes D.B. Elconin, - and often requires support from the situation, from the participants of the game. In this weakness of this born function, but the value of the game is that this function is born here. That is why the game can be considered a school of arbitrary behavior. "
Loading...
